2022-2023 Academic Catalog 
    
    Mar 29, 2024  
2022-2023 Academic Catalog [ARCHIVE]

Course Descriptions


0100 Not offered for degree credit
1000 Primarily designed for undergraduate freshmen, these are basic introductory courses with no prerequisites except as designated.
2000 Primarily designed for undergraduate sophomores, these courses may require prerequisites or, if basic courses, may be taken after a year of college study.
3000 Primarily designed for undergraduate juniors, these courses anticipate the completion of lower-division studies and some have specific prerequisites.
4000 Primarily designed for undergraduate seniors, these are usually advanced courses for students completing undergraduate studies. Most 4000-level courses have prerequisites or anticipate the background of three years of college study.
5000 Considered introductory in graduate-level programs and may include some of the information covered in a similarly-titled undergraduate course; also open to undergraduate seniors and undergraduate juniors with at least a 3.0 GPA
6000 Considered more advanced and may include prerequisite requirements; also open to undergraduate seniors with at least a 3.0 GPA
7000 Considered more advanced and may include prerequisite requirements
9000 Doctoral-level courses open only to students accepted into a CIU doctoral degree program

Note: Courses numbered XXX 3950, 6950, or 9950 indicate faculty directed studies. In these studies, a student participates in a seminar or pursues research in an area of special interest under the direct supervision of a faculty member in that area.

 

Counseling

  
  • CNS 6410 - Counseling Techniques


    Credits: 3

    This course is an introduction to the basic counseling skills that are foundational to doing effective individual counseling and marriage & family therapy. Students are required to understand and to successfully demonstrate basic counseling skills in the form of video-recorded competencies in order to progress through the course. While counseling techniques and therapeutic skills are important, they do not replace the person of the counselor as the primary intervention tool. Emphasis is on how a counselor impacts the therapeutic alliance with clients and not just what the counselor does in the session to help facilitate client change. This course is taught largely from a client-focused, strengths-based model utilizing client feedback in each session.

    Prerequisite(s): None
    Graduate
  
  • CNS 6420 - Diagnostics of Psychopathology


    Credits: 3

    This course provides the student with advanced skills in the diagnostics of psychopathology, including coverage of the most current Diagnostic and Statistical Manual of Mental Disorders (DSM), with a focus on differential diagnosis. The student develops the ability to synthesize skills and understanding from other courses into an integrated process of client engagement, assessment, case conceptualization, and treatment planning. Students are trained to diagnose using role plays, and are being presented with atypical symptoms, multiple diagnoses, and overlapping criteria. In order to develop a whole person and contextual understanding of pathology, a variety of perspectives is presented, including biological, systemic, spiritual, developmental, intrapsychic, interpersonal, and cultural. The student then builds treatment plans that demonstrate a grasp of the client’s strengths, resources, family structure/relationships, pathology, and readiness for change. Prerequisite: CNS 5420.

    Prerequisite(s): CNS 5420
    Graduate
  
  • CNS 6430 - Assessment


    Credits: 3

    This course presents students with an understanding of the psychometric theories and practical approaches concerning the assessment of individuals, couples, and families, while equipping the student with the skills and competencies necessary to incorporate assessment strategies into the helping process. Assessment, including marriage and family therapy methods and major mental health assessment methods and instruments, are covered. Focus is placed on information-gathering methods, evaluating test validity and reliability (controlling for factors that may influence assessment results), and application of assessment practices as an integral part of counseling and marriage & family therapy. Additional fee for assessment material. Prerequisite: Candidacy.

    Prerequisite(s): Candidacy
    Graduate
  
  • CNS 6431 - Assessment and Treatment of Childhood Disorders


    Credits: 3

    This course introduces students to developmental, self-regulation, and systems perspectives used to understand, diagnose, and treat disorders of childhood and adolescence. Students will gain an understanding of the normal and abnormal developmental issues of children, the process of mastering self-regulation throughout development in various domains, the impact of relational dynamics within various systems (family, school, church), and the trend of the self’s consolidation and conceptualization of these various vectors of life. The student is then able to form diagnosis and treatment plans that flow from their relational understanding of the child’s life based on the above models. Treatment issues are covered within the confines of treatment planning (as opposed to how to do therapy), including such areas as applied behavioral analysis, cognitive-behavior treatment, interpersonal treatment, psychopharmacology, community and school-based treatment. Additional fee for assessment material. Prerequisite: Candidacy

    Prerequisite(s): Candidacy
    Graduate
  
  • CNS 6432 - Counseling Children & Adolescent


    Credits: 3

    This course provides the basic principles of counseling children and adolescents within the context of family, school, and socio-cultural and religious systems, and is based on the case conceptualization and treatment planning developed in CNS 6431. The emphasis is on helping students develop their own individual style in forming therapeutic relationships with children or adolescents, and in using effective therapeutic skills and techniques, including therapeutic mediums such as toys, audio/visual aids, games, cognitive treatment, and behavioral programs. A special focus is given to parent training and parents as co-therapists, which are empirically sound, highly efficacious, and cost-effective intervention strategies for treating behavior disorders in children. Legal and ethical issues specific to workinig with children are addressed. (3)

    Prerequisite(s): CNS 6431
    Graduate
  
  • CNS 6433 - Short Term Counseling, Assessment & Advanced Techniques


    Credits: 3

    CNS 5422 Psychopathology & Psychopharmacology This course provides an understanding of mental illness with focus on the behavioral manifestations, experiential dynamics, and relational/family impact of these disorders. Study is done in the most current Diagnostic and Statistical Manual of Mental Disorders (DSM) to learn the categories of symptoms of psychopathology necessary to diagnose and treat mental disorders. A variety of perspectives on psychopathology are presented to form a whole-person (or bio-psycho-social-spiritual) and systemic context for understanding cause, course, and treatment. Students will also explore the pharmacological treatments connected and appropriate to interdisciplinary mental health treatment. Letter Grade. No prerequisites. (3)

    Prerequisite(s): None
    Graduate
  
  • CNS 6440 - Groups


    Credits: 3

    This course is an introduction to the theory and practice of group counseling. The process of doing groups and the application of the group process to a variety of settings and situations is discussed. The counselor as a group leader is emphasized. The class relies heavily on the component of a psycho-educational group experience, both as a group member and co-leader.

    Prerequisite(s): None
    Graduate
  
  • CNS 6571 - Single and Family Issues in Mission


    Credits: 3

    This course will show you how to succeed in establishing a home life while serving cross-culturally. You will examine the skills and resources necessary to build a home life on the field which nurtures the individual, provides a place of relaxation, and enhances positive support systems.

    Prerequisite(s): None
    Graduate
  
  • CNS 6601 - Theories of Addictions


    Credits: 3

    In this course you will be introduced to the theoretical, philosophical, and historical bases on which addiction is explained and treatment and prevention are grounded. You will also study the biological, psychological, and sociological origins of substance use and related behavioral addictive disorders.

    Prerequisite(s): None
    Graduate
  
  • CNS 6602 - Assessment in Addictions Counseling


    Credits: 3

    You will learn the process, procedures, and diagnostic instruments for biopsychosocial assessment and diagnosis of substance use and behavioral addiction disorders in adolescents and adults. You will also focus on the social and psychological implications of addiction for clients, their families, friends, co-workers and the society.

    Prerequisite(s): None
    Graduate
  
  • CNS 6603 - Interventions on Addictions Counseling


    Credits: 3

    You will be introduced to evidence-based methods and techniques necessary for developing the professional competencies required to work effectively with addicted individuals and their family systems. The course assumes you have no prior experience working with addicted individuals.

    Prerequisite(s): None
    Graduate
  
  • CNS 6604 - Treatment Planning and Relapse Prevention


    Credits: 3

    In this introduction to the full spectrum of addiction counseling skills, you will study the conceptualization, diagnosis, formation of a treatment plan, implementation of treatment, and creation of a relapse prevention plan. You will also study the principles and practices upon which skills and competencies are based. You will practice these skills as a major part of your course experience.

    Prerequisite(s): None
    Graduate
  
  • CNS 6605 - Psychopharmacology


    Credits: 3

    You will learn psychopharmacology theories of drug abuse, addictions, and treatment. This course will introduce you to basic principles of anatomy, physiology, and pharmacology as applied to the classes of drugs and addictions as well as the effects of drugs on human behavior. The course will also introduce you to the medications developed to support drug treatment, such as methadone, suboxone, and naloxone. Other topics include drug use, distribution, elimination, dose response relationship, and neurotransmitters.

    Prerequisite(s): None
    Graduate
  
  • CNS 6620 - Treating PTSD, Acute Stress, Grief, & Trauma


    Credits: 3

    This course will examine and analyze the causes, symptoms, and treatments of PTSD, acute stress, grief, and trauma as well as the history of trauma and trauma treatment, assessment strategies, and treatment planning and modalities. This course addresses the history of treatment, providing diagnostic assessment and practice across the traumatic stress presentations. Students will complete research, reading, and writing on the current responses and evidence-based practices in integrated clinical treatment of trauma in counseling as well as post-traumatic growth and resilience. This course will also review the impact and consequences of acute stress on victims, the process of grief and loss, and the long-term consequences of unresolved and complex trauma. Students will complete training for certification in Trauma Focused-Cognitive Behavioral Therapy (TF-CBT). Classroom time for this course will be completed during a week-long intensive with pre- and post-work completed online. Prerequisite: CNS 5420 Psychopathology.

    Prerequisite(s): CNS 5420
    Graduate
  
  • CNS 6710 - Marriage Counseling


    Credits: 3

    This course provides students with a biblical, sociological, and interpersonal framework from which to study and counsel couples. Practical tools are presented for how to work with couples through the ups and downs of life together. The course content is designed with the understanding that students will be working with couples in clinical, multicultural, church, and parachurch settings. Students are encouraged to be working with couples while taking this class.

    Prerequisite(s): None
    Graduate
  
  • CNS 6740 - Marriage and Family Counseling


    Credits: 3

    This course will train you to prepare couples for marriage, to assess and address basic marital problems, and to understand and respond to typical family issues. Using the Bible, assessments, and systems thinking, you will be taught how to use counseling skills in the arenas of prevention, treatment, and recovery of basic marriage and family issues.

    Prerequisite(s): Admittance into either the MA in Addictions Counseling or MA in Care & Counseling program
    Graduate
  
  • CNS 6810 - Career Development


    Credits: 3

    This course introduces students to career development theory and its application. Students will have the opportunity to learn the history of and current trends in career development counseling. Students will be offered training in the use and application of career counseling strategies, assessment tools, and resources (including web-based resources). Students will also learn about the relationship between work and mental health, career development across the lifespan, and issues with diverse populations, as well as ethical issues and competencies for professional practice. Additional fee for assessment materials.

    Prerequisite(s): None
    Graduate
  
  • CNS 6820 - Family Systems Theory


    Credits: 3

    This course provides a foundational understanding of family systems theory as it relates to clinical concerns. Course content helps students to conceptualize and distinguish the critical epistemological issues in marriage and family therapy. Students are introduced to historical development, theoretical foundations, and contemporary conceptual directions in the field of marriage and family therapy. An overview of the different models of family systems theory is addressed, and students are expected to apply this understanding of systems theory to their family of origin and other systems.

    Prerequisite(s): None
    Graduate
  
  • CNS 6821 - Family Therapy


    Credits: 3

    This course focuses on conceptual applications of foundational family systems theory and counseling techniques taught in CNS 6820. The course provides a comprehensive survey and substantive understanding of the major models of marriage and family therapy and addresses a wide variety of clinical problems. Students are expected to integrate both biblical and cultural understanding of family into their therapeutic approach. Students are also educated about appropriate collaboration with related disciplines. (3)

    Prerequisite(s): CNS 6820
    Graduate
  
  • CNS 6910 - Counseling Practicum


    Credits: 3

    This course consists of two components: (1) A 150-hour supervised practice of counseling under the direct clinical supervision of a site supervisor in an approved counseling practicum setting, of which at least 40 hours must be direct services to clients, and (2) weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on diagnostic interviewing and treatment of various presenting issues and how they affect individuals, couples, and families. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students competencies in diagnostic interviewing, case conceptualization, cultural contextualization, goal setting, treatment planning, documentation, counseling intervention, and case management. (3) Satisfactory/Unsatisfactory. Additional fee for technology use.

    Prerequisite(s): CNS 6909. Small group section enrollment is limited to 12 students.
    Graduate
  
  • CNS 6912 - Advanced Counseling Technique and Practicum


    Credits: 3

    This course focuses on the further development of counseling skills and professional knowledge needed for doing effective individual, marriage, and family therapy. Its aim is to help students to integrate their clinical course work by presenting opportunities to develop clinical competencies in the areas of diagnostic interviewing, case conceptualization, cultural contextualization, goal setting, treatment planning, counseling intervention, and case management. A supervised practicum experience is required, comprised of a minimum number of hours of direct and indirect services in alignment with CACREP and other state and national standards. Successful completion of this course is contingent upon competent demonstration of key core competencies listed under the course objectives and a practicum experience. (Satisfactory/Unsatisfactory). Prerequisite(s): CNS 6410

    Prerequisite(s): CNS 6410
    Graduate
  
  • CNS 6913 - Supplemental Practicum


    Credits: 1

    This practicum course is designed for students who are currently seeing clients and have not completed their required supervised practicum hours and/or are currently not enrolled in any regular practicum course. This course consists of two components: 1) A supervised practice of counseling under the direct clinical supervision of either a site supervisor in an approved counseling practicum setting and/or a College of Counseling Personal Enrichment Program (PEP) supervisor, and 2) weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on the further development of counseling skills and professional knowledge needed for doing effective individual, marriage, and family therapy. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students competencies in diagnostic interviewing, case conceptualization, cultural contextualization, goal setting, treatment planning, counseling intervention, and case management. This course may be repeated as needed and is offered based on student need. Practicum site and/or PEP supervision and the classroom component are required until practicum hour requirements are met and the practicum agreement is fulfilled. (1-3) Prerequisites: CNS 6912. Course Credit Hour Determination: 0-50 practicum hours required, register for 1 credit hour; (combination direct contact and/or administrative hours). 51-100 practicum hours required, register for 2 credit hours; (combination direct contact and/or administrative hours). 101-150 practicum hours required, register for 3 credit hours; (combination direct contact and/or administrative hours).

    Prerequisite(s): CNS 6912
    Graduate
  
  • CNS 6914 - Practicum in Addictions Counseling


    Credits: 3

    You will receive supervision of individual and group counseling in an addiction treatment field setting with special focus on criteria for evaluating the acquisition of basic addiction counseling competencies. You will learn to use evaluative criteria for assessing the self and the self in relationship to peers and clients. You will complete a minimum of 150 hours in an addiction treatment setting.

    Prerequisite(s): None
    Graduate
  
  • CNS 6915 - Internship Supervision


    Credits: 2

    This internship course is designed for students who are currently seeing clients and have not completed their required supervised internship hours and/or are currently not enrolled in any regular internship course. This course consists of two components: 1) A supervised practice of counseling under the direct clinical supervision of a site supervisor in an approved counseling internship setting, and 2) weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on assessment, diagnosis, and treatment of various disorders and how they affect individuals, couples, and families. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students competencies in assessment and diagnostic interviewing, case conceptualization, cultural ontextualization, goal setting, treatment planning, counseling skills, and case management. This course may be repeated as needed and is offered based on student need. Internship site supervision and the university group supervision are required until internship hour requirements are met and the internship agreement is fulfilled. (Satisfactory/Unsatisfactory)Prerequisites: Only open to post-candidacy students in the MACNS program. Small group section enrollment is limited to 12 students. CNS 6912

    Prerequisite(s): None
    Graduate
  
  • CNS 6931 - Internship 1


    Credits: 3

    This course consists of two components: (1) A 300-hour supervised practice of counseling under the direct clinical supervision of a site supervisor in an approved counseling internship setting, of which at least 120 hours must be direct services to clients, and (2) weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on assessment, diagnosis, and treatment of various disorders and how they affect individuals, couples, and families. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students’ competencies in assessment and diagnostic interviewing, case conceptualization, cultural contextualization, goal setting, treatment planning, counseling skills, and case management. (3) (Satisfactory/Unsatisfactory) Additional fee for technology use; Prerequisite: CNS 6912; Only open to post-candidacy students in the MACNS program. Small group section enrollment is limited to 12 students.

    Prerequisite(s): CNS 6912; Only open to post-candidacy students in the MACNS program.
    Graduate
  
  • CNS 6932 - Internship 2


    Credits: 3

    This course consists of two components: (1) A 300-hour supervised practice of counseling under the direct clinical supervision of a site supervisor in an approved counseling internship setting, of which at least 120 hours must be direct services to clients, and (2) weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on assessment, diagnosis, and treatment of various disorders and how they affect individuals, couples, and families. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students’ competencies in assessment and diagnostic interviewing, case conceptualization, cultural contextualization, goal setting, treatment planning, counseling skills, and case management. (3) (Satisfactory/Unsatisfactory) Additional fee for technology use; Prerequisite: CNS 6931. Only open to post-candidacy students in the MACNS program. Small group section enrollment is limited to 12 students.

    Prerequisite(s): CNS 6931; Only open to post-candidacy students in the MACNS program.
    Graduate
  
  • CNS 6936 - Internship 3


    Credits: 3

    This course is designed for students enrolled in the Postgraduate Certificate in Marriage and Family Counseling (PCMFC) and consists of two components: 1) At the completion of this course, students are required to have accumulated over the course of all their internships a minimum of 600 hours of a supervised practice of counseling under the direct clinical supervision of a site supervisor in an approved counseling internship setting, of which at least 300 hours must be direct services to clients, and at least one-half (150 hours) of the face-to-face client contact must be relational, i.e., talking about a relational issue in the counseling session; and 2) Weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on counseling interventions for various issues that affect individuals, couples, and families. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students’ competencies in client interviewing skills, case conceptualization, cultural contextualization, goal setting, treatment planning, counseling intervention, and case management. Students interested in seeking South Carolina state marriage and family therapy credentialing are required to accumulate throughout all their internships a total of at least 50 hours of clinical supervision by a licensed Marriage and Family Therapist supervisor. (3) (Satisfactory/Unsatisfactory) Additional fee for technology use; Prerequisite: Acceptance into the Postgraduate Certificate in Marriage and Family Counseling program. Small group section enrollment is limited to 12 students

    Prerequisite(s): Acceptance into the Postgraduate Certificate in Marriage and Family Counseling program.
    Graduate
  
  • CNS 6937 - Internship 1


    Credits: 4

    This course consists of two components: (1) A 300-hour supervised practice of counseling under the direct clinical supervision of a site supervisor in an approved counseling internship setting, of which at least 120 hours must be direct services to clients, and (2) weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on assessment, diagnosis, and treatment of various disorders and how they affect individuals, couples, and families. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students’ competencies in assessment and diagnostic interviewing, case conceptualization, cultural contextualization, goal setting, treatment planning, counseling skills, and case management. Prerequisites: Only open to post-candidacy students in the MACNS program. (Satisfactory/Unsatisfactory). Small group section enrollment is limited to 12 students. Additional fee for technology use.

    Prerequisite(s): Only open to post-candidacy students in the MACNS program.
    Graduate
  
  • CNS 6938 - Internship 2


    Credits: 4

    This course consists of two components: (1) A 300-hour supervised practice of counseling under the direct clinical supervision of a site supervisor in an approved counseling internship setting, of which at least 120 hours must be direct services to clients, and (2) weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on assessment, diagnosis, and treatment of various disorders and how they affect individuals, couples, and families. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students’ competencies in assessment and diagnostic interviewing, case conceptualization, cultural contextualization, goal setting, treatment planning, counseling skills, and case management. Prerequisites: CNS 6937. Only open to post-candidacy students in the MACNS program. (Satisfactory/Unsatisfactory). Small group section enrollment is limited to 12 students.

    Prerequisite(s): CNS 6937
    Graduate
  
  • CNS 6939 - Internship 3


    Credits: 4

    This course is designed for students enrolled in the Post-graduate Certificate in Marriage and Family Counseling (PCMFC) and consists of two components: (1) At the completion of this course, students are required to have accumulated over the course of all their internships a minimum of 600 hours of a supervised practice of counseling under the direct clinical supervision of a site supervisor in an approved counseling internship setting, of which at least 300 hours must be direct services to clients, and at least one-half (150 hours) of the face-to-face client contact must be relational, i.e., talking about a relational issue in the counseling session; and (2) Weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on counseling interventions for various issues that affect individuals, couples, and families. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students’ competencies in client interviewing skills, case conceptualization, cultural contextualization, goal setting, treatment planning, counseling intervention, and case management. Students interested in seeking South Carolina state marriage and family therapy credentialing are required to accumulate throughout all their internships a total of at least 50 hours of clinical supervision by a licensed Marriage and Family Therapist supervisor. Prerequisite: Acceptance into the Post-graduate Certificate in Marriage and Family Counseling Program. (Satisfactory/Unsatisfactory). Small group section enrollment is limited to 12 students. Additional fee for technology use.

    Prerequisite(s): Acceptance into the Postgraduate Certificate in Marriage and Family Counseling Program.
    Graduate
  
  • CNS 6942 - Supplemental Internship


    Credits: 1

    This internship course is designed for students who are currently seeing clients and have not completed their required supervised internship hours and/or are currently not enrolled in any regular internship course. This course consists of two components: (1) A supervised practice of counseling under the direct clinical supervision of a site supervisor in an approved counseling internship setting, and (2) weekly seminars that include faculty instruction and small group case discussion. The clinical practice emphasis is on assessment, diagnosis, and treatment of various disorders and how they affect individuals, couples, and families. This course will utilize formal case presentations, student and instructor feedback, and didactic instruction. Case consultations will focus on enhancing students’ competencies in assessment and diagnostic interviewing, case conceptualization, cultural contextualization, goal setting, treatment planning, counseling skills, and case management. This course may be repeated as needed and is offered based on student need. Internship site supervision and the classroom component are required until internship hour requirements are met and the internship agreement is fulfilled. Prerequisites: Only open to post-candidacy students in the MACNS program. (Satisfactory/Unsatisfactory). Small group section enrollment is limited to 12 students. Course Credit Hour Determination: 0-50 internship hours required, register for 1 credit hour; (combination direct contact and/or administrative hours). 51-150 internship hours required, register for 2 credit hours; (combination direct contact and/or administrative hours). 151+ internship hours required, register for 3 credit hours; (combination direct contact and/or administrative hours).

    Prerequisite(s): Only open to post-candidacy students in the MACNS program.
    Graduate
  
  • CNS 6943 - Internship in Addictions Counseling 1


    Credits: 3

    You will participate in delivering counseling services in an addiction field setting and receive supervision of your work during weekly seminars at the university or another designated location approved by the university. You will complete a minimum of 150 hours in an addiction treatment setting.

    Prerequisite(s): None
    Graduate
  
  • CNS 6944 - Internship in Addictions Counseling 2


    Credits: 3

    You will continue participating in delivering counseling services in an addiction field setting and receive supervision of your work during weekly seminars at the university or another designated location approved by the university. Your goal will be to further develop the competencies needed to be an addiction counselor. You will complete an additional minimum of 150 hours in an addiction treatment setting.

    Prerequisite(s): None
    Graduate
  
  • CNS 6950 - FDS: Counseling–


    Credits: 3

    Available by special arrangement with instructor. Counsult with academic advisor. Certain prerequisites may apply. Certain course fees and/or additional assessment expenses may be required.

    Prerequisite(s): Certain prerequisites may apply.
    Graduate

Christian Service Learning

  
  • CSL 0101 - Christian Service Learning I


    Credits: 0

    Having identified a local church during your first semester experience, you will now faithfully attend that church and volunteer at least 20 clock hours of service at that church or within a ministry in the community that is approved by the CSL Director. This service must be documented and approved by the CSL Director and a record submitted to the CSL office. No credit will be given, but completion of the service hours is a graduation requirement. Lack of faithfulness in attending or participating in a local church is an issue related to Christian character; failure to demonstrate faithfulness will be addressed by the Student Life office. (0) Prerequisite: MSD 1110

    Prerequisite(s): MSD 1110
    Undergraduate
  
  • CSL 0201 - Christian Service Learning II


    Credits: 0

    Having identified a local church during your first semester experience, you will now faithfully attend that church and volunteer at least 30 clock hours of service at that church or within a ministry in the community that is approved by the CSL Director. This service must be documented and approved by the CSL Director and a record submitted to the CSL office. No credit will be given, but completion of the service hours is a graduation requirement. Lack of faithfulness in attending or participating in a local church is an issue related to Christian character; failure to demonstrate faithfulness will be addressed by the Student Life office. (0) Prerequisites: CSL 0101

    Prerequisite(s): CSL 0101
    Undergraduate
  
  • CSL 0202 - Christian Service Learning III


    Credits: 0

    Having identified a local church during your first semester experience, you will now faithfully attend that church and volunteer at least 30 clock hours of service at that church or within a ministry in the community that is approved by the CSL Director. This service must be documented and approved by the CSL Director and a record submitted to the CSL office. No credit will be given, but completion of the service hours is a graduation requirement. Lack of faithfulness in attending or participating in a local church is an issue related to Christian character; failure to demonstrate faithfulness will be addressed by the Student Life office. (0) Prerequisites: CSL 0201

    Prerequisite(s): CSL 0201
    Undergraduate

Economics

  
  • ECN 3100 - Managerial Economics


    Credits: 3

    This course covers economic concepts relevant to strategic managerial decision making. Topics include demand and supply analysis, consumer demand theory, forecasting, production and cost analysis, price determination in alternative market structures, government regulation and control, risk analysis, and regulatory theory. Applications, including simulation, are used for an understanding of economic tools and their potential use for solving real-world problem [s. In addition, the course will provide a basic introduction to econometric analysis and its role in managerial decision making. Prerequisite: MAT 1110, MAT 3410 (Research Statistics), or MAT 2100

    Prerequisite(s): MAT 1110or MAT 3410 (Research Statistics) or MAT 2100
    Undergraduate
  
  • ECN 3950 - Faculty Directed Studies: Economics


    Credits: 3

    This is an independent study available to juniors and seniors by special arrangement with the instructor. This course requires approval by the program director and your academic advisor.

    Prerequisite(s): None
    Undergraduate
  
  • ECN 6010 - Economics for Business Management


    Credits: 3

    This course provides the concepts and principles required for understanding and solving economic business problems. The course especially focuses on microeconomic analysis applied to practical business problems and decision-making – such as factors relevant to production, cost, demand, pricing, and profits – and also on monetary and fiscal policies that affect industries, markets, and firms. (3) Limited to online program students.

    Prerequisite(s): None
    Graduate

Education

  
  • EDU 2110 - Foundations of Education


    Credits: 3

    This course is an introductory study of the historical, social, philosophical, psychological, and pedagogical “foundations” of education, designed for those preparing to become professional educators. You will develop the tools to articulate a personal philosophy of education, with an emphasis on the social context of urban schools and an understanding of biblical principles relating to education.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3135 - Contemporary Educational Issues


    Credits: 1

    Through the use of group discussion, centered on selected educationally-related literature, students will develop familiarity with important historical and contemporary educational issues and the ability to critically interpret and discuss. This course is repeatable.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3136 - Pre-Professional Study in Education


    Credits: 1

    This course is designed to introduce students to the broad responsibilities and expectations of the teaching profession. The course is designed to emphasize areas of professional expectations which may affect instructional design or the learning environment. Prerequisites: EDU 3320 or program director approval; Required only for the four-year program but could be taken in the 4+1 program; could be taken multiple times with program director approval although not likely.

    Prerequisite(s): EDU 3320or program director approval;
    Undergraduate
  
  • EDU 3320 - Curriculum Theories and Principles of Learning


    Credits: 3

    A survey of instructional methods and curriculum, including learning/thinking processes for elementary and early childhood, personality factors, unit and lesson planning, assessment skills and diagnostic and prescriptive procedures, and the needs of exceptional children. (3)

    Prerequisite(s): EDU 2110 or Program Director Approval
    Undergraduate
  
  • EDU 3330 - Understanding the Learner


    Credits: 3

    This survey course targets the behavior and development of humans from birth through adolescence, emphasizing developmentally appropriate practice in early childhood and elementary education. Students study the characteristics of major developmental stages, what brain research reveals about teaching and learning, and the implications of culturally diverse and at-risk student populations. Students will consider how all of these characteristics, needs, and implications should affect choices in instructional design and the learning environment, all based upon a biblical worldview. (3)

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3415 - Crisis Care for Children in Trauma


    Credits: 3

    This is a foundational course to train those who work or plan to work with children experiencing trauma. Central to most children’s trauma is the loss of security and protection of family and home. This course will teach fundamental issues relating to children who are experiencing parental divorce, HIV/AIDS, refugee resettlement, war casualty, and sexual exploitation and other trauma. The course will also train students in effective intervention principles that promote healing and facilitate closure to childhood traumatic experiences. Emphasis will be placed upon the exploration of holistic ministries.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3416 - Crisis Care for Orphans and Vulnerable Children


    Credits: 3

    The material in this course provides an overview of the situation of orphans and vulnerable children (OVC) worldwide. You will gain an understanding of the lives, needs, and impact on children when losing their families and homes. Several components of holistic orphan care are discussed and for orphans who require out-of-home care, successful examples of alternative parental programs are given, Advocacy on behalf of orphans and vulnerable children is highlighted as key to changing some current practices that hinder effective orphan care. Prerequisite: EDU 3415.

    Prerequisite(s): EDU 3415
    Undergraduate
  
  • EDU 3417 - Crisis Care for Street Children


    Credits: 3

    This course provides an understanding of the impact of street life on a children and their behavior. Children who end up on the streets become powerless, voiceless, vulnerable to all forms of exploitation, and at great risk of becoming perpetrators of violence themselves. The course focuses on long-term holistic care, discussing various effective prevention and intervention principles and strategies. Attention is also given to the particular stresses street workers experience and to strategies for keeping them emotionally and physically healthy. Prerequisite: EDU 3415/5415; Letter grade.

    Prerequisite(s): EDU 3415/EDU 5415; Letter grade.
    Undergraduate
  
  • EDU 3418 - Teaching and Assessing Children of Poverty


    Credits: 3

    This course will focus study on purposeful teaching and assessment, specifically as they relate to children of poverty. Topics will include trends in teaching students in poverty, brain-based learning, growing with purpose, early literacy and language development, and use of experiences of children in poverty. Authentic formative and summative assessment processes will be explored to provide guidance for teachers evaluating children in poverty.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3432 - Methods of Inquiry-Based Learning in the Content Area


    Credits: 3

    Focuses on teaching early childhood and elementary social studies, science, and health. Emphasis is placed on designing developmentally appropriate, inquiry-based instruction using methods and materials to promote learning in early childhood and elementary years.

    Prerequisite(s): None
    Graduate
  
  • EDU 3541 - Learning Environments and Classroom Management


    Credits: 2

    This course is designed to introduce a variety of class management models, with analysis and application emphases. Implications for both early childhood and elementary settings are studied. Classroom environmental arrangements; time management factors; children of diverse backgrounds and needs; mentally-, emotionally-, socially- and/or physically-disabled children; and preventive, supportive, and corrective discipline are addressed. Large and small group management and components of effective physical, social, emotional, and academic learning environments are examined. Prerequisite: EDU 2110

    Prerequisite(s): EDU 2110
    Undergraduate
  
  • EDU 3660 - Integrating Enrichment Areas


    Credits: 2

    This course introduces the knowledge, skills, and dispositions related to teaching in the enrichment areas by exposing students to “hands-on” interdisciplinary experiences in art, music, and physical education. It helps students design and evaluate developmentally appropriate learning environments and instructional experiences, and implement national and state standards in lesson design. Preparation of lesson plans that actively involve school students in meaningful content and a focus on the ADEPT Performance Standards and state curriculum standards, as well as integrating biblical truth, are also important parts of this course. This course will help students evaluate themselves as prospective discerning educators. Prerequisites: Admission to the M.A.T. program.

    Prerequisite(s): None
    Graduate
  
  • EDU 3711 - Teaching Methods and Assessing the Young Child


    Credits: 3

    This course is designed to emphasize observation and multiple forms of assessment: connecting with children and families; implementing curriculum; and strategies, experiences, and tools for teaching and learning that promote quality experiences, appropriate materials and methods, and authentic assessment techniques that promote emergent literacy, mathematical thinking, problem solving, social/personal development, creativity, critical thinking, and learning through play and movement. Age-appropriate content areas, individualization, and integration are also addressed so that students can prepare, implement, and evaluate experiences that encourage constructive development and learning for all children. (3)

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3720 - Instructional Design and Curriculum


    Credits: 3

    This course provides the theoretical and practical foundation for the design and management of instruction and for the use of formal and informal assessment strategies. The course provides the prospective teacher with opportunity to plan instructional units and to assess learning based on knowledge of subject matter, early childhood and elementary students, the community, and curricular goals. Prerequisite: EDU 2110

    Prerequisite(s): EDU 2110
    Undergraduate
  
  • EDU 3721 - Integrating the Early Childhood Curriculum


    Credits: 3

    Students will study early childhood development and learning; family and community relationships; and early childhood curriculums, including the interdisciplinary, thematic approaches and the standards of the early childhood profession in order to understand the needs of the young child. Students will then be assisted in integrating their understandings to develop programs and partnerships, make informed decisions, use developmentally appropriate curriculum, materials, and methods, and create healthy and supportive environments for all children. (3)

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3723 - Emergent Literacy in Early Childhood


    Credits: 3

    Helping students in the development of emergent literacy skills, which includes pre-reading, writing, and communication is necessary. This course will enable the educator to review developmentally appropriate methods to help students as they begin to use stories, songs, objects in learning to communicate with others through language and the written word. Letter recognition, identifying vocabulary, and exploration of books are a few concepts that will be addressed. (3)

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3740 - Working Effectively with K-12 ESOL Learners


    Credits: 3

    This course is designed to examine principles and research-based practices for K-12 English language learners (ELLs). Effective strategies to work with ELLs will be demonstrated and current ELL educational issues will be discussed. Classroom case studies will be incorporated to help develop a realistic overview of working with K-12 ESOL students.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3810 - Students with Diverse Needs


    Credits: 2

    This course will expose students to various areas of exceptionality including definitions, incidence, and educational needs. Regulations governing the education of the disabled, options of serving special needs, and the modification of regular classrooms to accommodate exceptional children will be studied.

    Prerequisite(s): Admission to the M.A.T. program or Program Director approval.
    Undergraduate
  
  • EDU 3815 - Children in Poverty


    Credits: 3

    This course will address the nature and needs of children in poverty. Fundamental issues will be included, such as risk indicators, health issues, the hidden rules of poverty, the need for self-efficacy, and learned optimism. Family and community partnerships and curriculum design necessities will be addressed. This course is in keeping with a growing educational need, but also God’s heart for the poor, and children in particular.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3920 - International Teaching Practicum


    Credits: 3

    This course will enable you to experience education in a cross-cultural environment. You will observe schools and teachers and interact with other national educational personnel and students. You will teach in schools and receive pre-service orientation, on-site orientation, field supervision and post-field experience, including debriefing and evaluation.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3935 - Teacher Education Internship


    Credits: 1

    This internship provides opportunity for practical experiences in education. This may occur in an international or cross-cultural setting, or in North America. An internship fee is charged. (1-3) Note: cumulative/repeatable course, $100 internship fee for undergraduate in lieu of tuition.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 3950 - Faculty Directed Study in Education


    Credits: 3

    This is an independent study available to juniors and seniors by special arrangement of instructor. Consult with your academic advisor.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 4101 - Program Orientation


    Credits: 0

    This course introduces new candidates to the knowledge, skills, and dispositions related to being successful in the Teacher Education Program, with emphasis on success in the field. Candidates will gain an understanding of the conceptual framework that guides the program and review important elements of the teacher education program handbook, including Standards of Conduct for South Carolina educators, field experience policies and procedures, and an introduction to ExpandedAssistingDeveloping and Evaluating Professional Teaching (ADEPT). The orientation is scheduled during the first days of Fall and Spring semesters. A program orientation fee is charged. (Satisfactory/Unsatisfactory). Prerequisite(s): Successful completion of required Bible core, General Education, Leadership Development and Christian Service Learning, and milestones 1-2 of the Teacher Education Program.

    Prerequisite(s): Successful completion of required Bible core, General Education, Leadership Development and Christian Service Learning, and milestones 1-2 of the Teacher Education Program.
    Graduate
  
  • EDU 4231 - History and Philosophy of Education


    Credits: 3

    This course surveys and analyzes the historical and philosophical ideas that guide educational theory and practice in schools today. The course focuses on the study of ideas and movements and their developmental effects on current educational settings in the United States. In addition, major consideration is given to Christian philosophical perspectives which are the foundation of Christian school education, with attention given to the goals of education, the nature of the learner and learning, the role of the teacher, and the content of curriculum as components of educational philosophy.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 4300 - Foundations of Curriculum


    Credits: 3

    This course will enable both teachers and administrators to use the Bible as their primary document for curriculum and instructional design. Students will learn to utilize basic hermeneutical principles when integrating faith and learning, design biblically-integrated instruction, write biblical standards and objectives, and teach Christian critical thinking and worldview. Products from the course will include a comprehensive list of biblical standards for education, a list of Christian critical thinking skills, a knowledge of models for biblical integration, and examples of integrated lessons.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 4400 - Practical Skill Development in Teacher Education


    Credits: 1

    This course is designed to offer you ministry skills experience within the discipline, providing opportunity for you as an upperclassman to gain competency and confidence within related vocations. Experiential learning requirements are defined by the your program and assessed by the program faculty. A minimum of 50 clock hours of direct experience is required for a unit of credit and advisor approval is required. Repeatable.

    Prerequisite(s): None
    Undergraduate
  
  • EDU 4431 - Assessment for Reading and Content


    Credits: 3

    Surveys assessment principles guiding instructional design across content areas. Emphasis is given to administering, interpreting, reporting, and implementing assessment tools for early childhood and elementary with an emphasis on literacy progress. This course is part of the 12-credit hour South Carolina Read to Succeed requirement.

    Prerequisite(s): None
    Graduate
  
  • EDU 4600 - Content Area Reading and Writing


    Credits: 3

    This course surveys strategies to support reading and writing, integrating a variety of genres into curriculum across content areas. Emphasis is placed on instructional design addressing cultural and linguistic diversity and is focused on the developmental nature of literacy growth in the early childhood and elementary years. Candidates will explore how learners read for understanding and how learners organize, plan, and write for understanding across content areas.

    Undergraduate
  
  • EDU 4601 - Foundations of Reading


    Credits: 3

    Provides theoretical and research-based foundations for literacy and language development, with a specific focus on emergent literacy and best practices for using childrens literature. Emphasis is placed on the relationship between literacy, language, and environment for effective instructional design in early childhood and elementary. This course is part of the 12-credit hour South Carolina Read to Succeed requirement.

    Prerequisite(s): Admission to the Teacher Education Program
    Graduate
  
  • EDU 4602 - Reading & Writing in the Content Areas for Early Childhood & Element


    Credits: 3

    Surveys strategies to support reading and writing, integrating a variety of genres into the curriculum across all content areas. Emphasis is placed on instructional design addressing cultural and linguistic diversity. This course is part of the 12-credit hour South Carolina Read to Succeed requirement.

    Prerequisite(s): Admission to the Teacher Education Program
    Graduate
  
  • EDU 4603 - Instructional Practices for Literacy and Technology


    Credits: 3

    Emphasizes instructional strategies, technology, and curricular support for literacy development in reading and writing. A focus is placed on emergent literacy and addressing the diverse needs of learners. This course is part of the 12-credit hour South Carolina Read to Succeed requirement.

    Prerequisite(s): Admission to the Teacher Education Program
    Graduate
  
  • EDU 4604 - Methods of Teaching Math and STEM


    Credits: 3

    Surveys STEM (Science, Technology, Engineering, and Math) principles with a focus on math instruction. Emphasis is placed on designing developmentally appropriate, inquiry-based instruction for early childhood and elementary learners. Prerequisite: Admission to the M.A.T. program or program director approval.

    Prerequisite(s): Admission to the Teacher Education Program
    Graduate
  
  • EDU 4901 - Authentic Professional Experiences


    Credits: 1

    This course provides incremental field experience in a variety of diverse early childhood and elementary classroom settings. Observation of best practice models and innovative methodologies allows candidates the opportunity to see theory put into practice. There is particular focus on ADEPT (Assisting, Developing and Evaluating Professional Teaching) Performance Standards related to classroom teaching. Length of the field experience will vary according to hours needed. A practicum fee is charged. This course is repeatable. Prerequisite: Admission to M.A.T. program.

    Prerequisite(s): Admission to the Teacher Education Program
    Graduate
  
  • EDU 4910 - Directed Teaching in Bible


    Credits: 9

    You will apply the principles and methods of teaching in an extended classroom experience under the supervision of an experienced teacher. Regular personal conferences with cooperating teacher and college supervisor required. (Directed Teaching fee is charged). Prerequisite: Approval of professor required.

    Prerequisite(s): Approval of professor required.
    Undergraduate
  
  • EDU 4931 - Student Teaching with Seminar


    Credits: 9

    This course requires observation, participation, and extended classroom teaching in a school under the supervision of an experienced teacher. Regular interaction includes assistance and evaluation by the university supervisor and the cooperating teacher using the South Carolina standards including ADEPT (Assisting, Developing and Evaluating Professional Teaching) Performance Standards. Clinical practice fee is required. Prerequistes: Admission to the MAT program, completion of all required M.A.T. program requirements, including required prerequisite Bible/Theology courses, and Program Director approval.

    Prerequisite(s): Admission to the Teacher Education program, completion of all prerequisite Bible/Theology courses, and Program Director approval.
    Graduate
  
  • EDU 4975 - Evaluative Professional Practice


    Credits: 0

    This course is required for degree and program completion. The course grade documents whether program assessments have been passed. Passing scores for program assessments must be submitted in order to receive a passing grade. Repeatable.

    Prerequisite(s): None
    Graduate
  
  • EDU 5002 - International Teaching Practicum


    Credits: 3

    This course will enable you to experience education in a cross-cultural environment. You will observe schools and teachers and interact with other national educational personnel and students. You will teach in schools and receive pre-service orientation, on-site orientation, field supervision and post-field experience, including debriefing and evaluation.

    Prerequisite(s): None
    Graduate
  
  • EDU 5101 - M.A.T. Program Orientation


    Credits: 0

    This course must be taken during an orientation prior to the first semester of enrollment in the M.A. in Teaching program. This course introduces new candidates to the knowledge, skills, and dispositions related to being successful in the M.A.T. program. Candidates will gain an understanding of the conceptual framework that guides the program and review important elements of the M.A.T. program handbook, including Standards of Conduct for South Carolina educators, field experience policies and procedures, and an introduction to Assisting Developing and Evaluating Professional Teaching (ADEPT). The orientation is scheduled during the first days of Fall and Spring semesters. A program orientation fee is charged. (Satisfactory/Unsatisfactory). Prerequisite: Admission to the M.A.T. program.

    Prerequisite(s): Admission to the M.A.T. program.
    Graduate
  
  • EDU 5102 - Seminar in Core Values


    Credits: 0

    This course must be taken during the first semester of enrollment in the M.Ed. program. The course introduces students to CIU’s five core values: Prayer and Faith, Authority of Scripture, Victorious Christian Living, World Evangelization, and Evangelical Unity. Candidates will gain an understanding of the conceptual framework that guides the program along with training in various resources available for student success. Prerequisite: Admission to the M.Ed. program

    Prerequisite(s): Admission to the M.Ed. program
    Graduate
  
  • EDU 5115 - Educational Administration


    Credits: 3

    This course examines the role of the Christian school administrator and the broad scope of the duties associated with the role. Emphasis is placed on leadership theory; personal leadership style; working with faculty, board, parents, and community; developing mission-driven, data-informed decisions; and understanding and communicating a biblical worldview.

    Prerequisite(s): None
    Graduate
  
  • EDU 5135 - Contemporary Educational Issues


    Credits: 1

    Through the use of group discussion, centered on selected educationally-related literature, students will develop familiarity with important historical and contemporary educational issues and the ability to critically interpret and discuss,. This course is repeatable.

    Prerequisite(s): None
    Graduate
  
  • EDU 5141 - Introduction to Christian School Education in Administration


    Credits: 3

    This course is a synthesizing study of the Christian philosophy of education and the practical skills needed for effective administrative implementation. Modules will be offered by a variety of faculty and/or other resource persons. Students must have attended summer meetings during the IICSE.

    Prerequisite(s): None
    Graduate
  
  • EDU 5142 - Introduction to Christian School Education: Curriculum & Instruction


    Credits: 3

    This course is a synthesizing study of the Christian philosophy of education and the practical skills needed for effective classroom implementation. Modules will be offered by a variety of faculty and/or other resource persons. Students must have attended summer meetings during the IICSE.

    Prerequisite(s): None
    Graduate
  
  • EDU 5331 - Understanding the Learner


    Credits: 3

    This survey course targets the behavior and development of humans from birth through adolescence, emphasizing developmentally appropriate practice in early childhood and elementary education. Students study the characteristics of major developmental stages, what brain research reveals about teaching and learning, and the implications of culturally diverse and at-risk student populations. Students will consider how all of these characteristics, needs, and implications should affect choices in instructional design and the learning environment, all based upon a biblical worldview. (3)

    Prerequisite(s): None
    Graduate
  
  • EDU 5400 - Principles of Bible Curriculum Design


    Credits: 3

    This course covers principles of curriculum design with application to the preparation of curriculum for Bible teaching. Existing Bible curricula are evaluated in order to determine the philosophical basis for their construction. Students design original Bible courses and units on various grade levels for use in varied teaching environments. Prerequisite: Admission to the MABT program or Program Director approval.

    Prerequisite(s): Admission to the MABT program or Program Director approval.
    Graduate
  
  • EDU 5415 - Crisis Care for Children in Trauma


    Credits: 3

    This is a foundational course to train those who work or plan to work with children experiencing trauma. Central to most children’s trauma is the loss of security and protection of family and home. This course will teach fundamental issues relating to children who are experiencing parental divorce, HIV/AIDS, refugee resettlement, war casualty, and sexual exploitation and other trauma. The course will also train students in effective intervention principles that promote healing and facilitate closure to childhood traumatic experiences. Emphasis will be placed upon the exploration of holistic ministries.

    Prerequisite(s): None
    Graduate
  
  • EDU 5416 - Crisis Care for Orphans and Vulnerable Children


    Credits: 3

    The material in this course provides an overview of the situation of orphans and vulnerable children (OVC) worldwide. You will gain an understanding of the lives, needs, and impact on children when losing their families and homes. Several components of holistic orphan care are discussed and for orphans who require out-of-home care, successful examples of alternative parental programs are given, Advocacy on behalf of orphans and vulnerable children is highlighted as key to changing some current practices that hinder effective orphan care. Prerequisite: EDU 5415.

    Prerequisite(s): EDU 5415
    Graduate
  
  • EDU 5417 - Crisis Care for Street Children


    Credits: 3

    This course provides an understanding of the impact of street life on a children and their behavior. Children who end up on the streets become powerless, voiceless, vulnerable to all forms of exploitation, and at great risk of becoming perpetrators of violence themselves. The course focuses on long-term holistic care, discussing various effective prevention and intervention principles and strategies. Attention is also given to the particular stresses street workers experience and to strategies for keeping them emotionally and physically healthy. Prerequisite: EDU 3415/5415; Letter grade.

    Prerequisite(s): EDU 3415/EDU 5415; Letter grade.
    Graduate
  
  • EDU 5418 - Teaching and Assessing Children of Poverty


    Credits: 3

    This course will address the definition, nature, and needs of children in poverty. Essential issues, such as risk indicators, health issues, the hidden rules of poverty, the need for self-efficacy, and learned optimism will be examined. Family and community partnerships necessities will be addressed. This course is in keeping with a growing educational need, but also Gods heart for the poor and children.

    Prerequisite(s): None
    Graduate
  
  • EDU 5430 - Authentic Assessment


    Credits: 3

    This course is designed to introduce students to varying methods of assessment procedures in order for them to establish a foundation for constructing or choosing various forms of assessments and interpreting and reporting the results in order to gauge student educational progress. Prerequisite: Admission to the M.A.T. or M.Ed. program.

    Prerequisite(s): Admission to the M.Ed. program
    Graduate
  
  • EDU 5431 - Assessment for Reading and Content


    Credits: 3

    Surveys assessment principles guiding instructional design across content areas. Emphasis is given to administering, interpreting, reporting, and implementing assessment tools for early childhood and elementary with an emphasis on literacy progress. This course is part of the 12-credit hour South Carolina Read to Succeed requirement. (3)

    Prerequisite(s): Admission to the MAT program OR Program Director Approval.
    Graduate
  
  • EDU 5432 - Methods of Inquiry-Based Learning in the Content Area


    Credits: 2

    Focuses on teaching early childhood and elementary social studies, science, and health. Emphasis is placed on designing developmentally appropriate, inquiry-based instruction using methods and materials to promote learning in early childhood and elementary years. (2)

    Prerequisite(s): Admission to the M.A.T. program or program director approval.
    Graduate
  
  • EDU 5440 - Teaching Bible


    Credits: 3

    This course is designed to enable the teacher of Bible to develop a philosophy of Bible teaching and to follow a preparation procedure that will ensure that the purpose for which Scripture was given will be accomplished. Special emphasis is placed on how to plan daily lessons following the pattern of biblical revelation and teaching with integrity.

    Prerequisite(s): None
    Graduate
  
  • EDU 5443 - Directed Teaching in Bible


    Credits: 6

    This course allows students to apply principles and methods of teaching in an extended classroom experience of observation and teaching under the supervision of an experienced teacher. Regular personal conferences with the cooperating teacher and the university supervisor are required. A directed teaching fee is charged. Prerequisites: Approval of professor.

    Prerequisite(s): Approval of professor.
    Graduate
  
  • EDU 5444 - Transformational Education


    Credits: 3

    This course overviews the biblical basis for spiritual transformation, the process of personal transformation along with its implications for student and staff development, the contextual factors that influence transformation in today’s children and youth, and methods for facilitating spiritual development in educational settings.

    Prerequisite(s): None
    Graduate
  
  • EDU 5451 - Methods of Teaching Bible


    Credits: 3

    This course is a study of the methods of classroom instruction with specific application to using the Bible as the text. Preparation of material for teaching, including formulation of objectives; and preparing units and daily lesson plans is discussed.

    Prerequisite(s): None
    Graduate
  
  • EDU 5452 - Student Teaching Seminar: Bible Teaching


    Credits: 3

    This seminar is designed to prepare the student teacher in Bible for the directed teaching experience. Issues of being under supervision, managing the classroom, and evaluating student performance will be addressed.

    Prerequisite(s): None
    Graduate
  
  • EDU 5453 - Applied Methods Teaching Bible


    Credits: 3

    This course is a practical experience in and demonstration of principles and methods of teaching Bible. Students complete the preparation of an assigned unit for Directed Teaching in Bible. Prerequisite: Admission to the MABT program or Program Director approval.

    Prerequisite(s): Admission to the MABT program or Program Director approval.
    Graduate
  
  • EDU 5481 - Online Instructional Design and Assessment


    Credits: 3

    This course will focus on the design and construction of online instruction and learning components. Topics include learning theory, instructional design, learner assessment, preliminary course planning from an outcome-based framework, student motivation and persistence, and communication. Developing connections, community, and a supportive culture will be explored and discussed.

    Prerequisite(s): None
    Graduate
  
  • EDU 5482 - Teaching Online Courses Effectively


    Credits: 3

    Instructors continue to be responsible for selecting or even designing online courses for students, yet many have not been trained or equipped to choose or develop effective instructional materials and interactive elements for the online environment. In developing effective online instructional materials several issues must be addressed which include available resources, ethics, copyright issues, learning styles, and management of online courses.

    Prerequisite(s): None
    Graduate
 

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