2017-2018 Academic Catalog and Student Handbook [Archived Catalog]
Course Descriptions
|
|
| |
Special Education |
| |
-
SPED 361 - Instructing Students with Mild/Moderate Disabilities 3 Unit(s)
This course examines principles and techniques for instructing the academic progress of students with mild to moderate disabilities. Emphasis is placed on the selection of developmentally appropriate curricula that can be examined, adapted, implemented, modified, and evaluated using a variety of evidence-based pedagogical approaches. The course also examines the implications of cultural and linguistic diversity. Through learning to modify materials, create instructional strategies, and develop compliant Individualized Educational Programs (IEPs), candidates become capable of providing equitable opportunities for students with mild to moderate disabilities with a variety of social, emotional, communication, and cognitive abilities.
|
| |
-
SPED 361 - Instructing Students with Mild/Moderate Disabilities 3 Unit(s)
This course examines principles and techniques for instructing and assessing academic progress of young children with mild to moderate disabilities. Emphasis will be placed on the selection of developmentally appropriate curriculum, the collection of assessment data from various sources, and the interpretation of assessment results. The course focuses on inclusion and will examine the implications of cultural and linguistic diversity and the need to address the increasing number of children identified as autistic on instruction and assessment of students with mild to moderate disabilities. Curriculum planning will be discussed with a focus on accommodating learners, modifying materials, and developing compliant individualized Educational plans (IEPs). Prerequisite(s): SPED 331
|
| |
-
SPED 391 - Directed Teaching I 3 Unit(s)
Teacher candidates work in a general education placement, grades K-12, at a public [or non-public, when approved] school in a CLAD placement for 300 hours. The candidate will experience a broad range of service delivery options as students with mild to moderate disabilities are currently placed in a variety of education settings. Beginning by planning and teaching two content area lessons per day, the candidate will advance to a two-week complete teaching assignment in which the candidate is in charge of curricular planning, implementation, assessment, and classroom management. The candidate demonstrates skills in differentiated instruction by altering assessment and designing classroom management to serve K-12 students with mild to moderate disabilities. Must be taken with ED 378 .
|
| |
-
SPED 392 - Directed Teaching II 3 Unit(s)
In this second Student Teaching course, Education Specialist candidates learn how to set student expectations based on their knowledge of typical and atypical development. Candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general Education setting, as well as plans that are Specific for age appropriateness and severity of the disability; the ability to coordinate, direct and communicate effectively with other special Education service providers, general Education teachers, paraprofessionals/ instructional assistants, and volunteers for useful instructional activities; and demonstrate the ability to use a variety of effective strategies, including methods for promoting positive behavioral and social skills for building constructive relationships between all students. Prerequisite(s): SPED 391 Must be taken with ED 379 .
|
| |
-
SPED 529 - Advanced Studies of Transition and Career Planning 3 Unit(s)
This course will address various current issues adolescents with special needs face, including physical, emotional, and social change and development. The course content will focus on the concept of transition as a life-long process with emphasis on advanced content topics including: theoretical perspectives and conceptual methods, quality of life, family issues, person-centered planning, and self-determination. Also, candidates will learn how to conduct appropriate formal and information transition assessments and incorporate assessment results into ITP planning through collaboration with other educational and community agencies involved in the transition process. Prerequisite(s): SPED 531
|
| |
-
SPED 541 - Advanced Studies of Behavior Intervention and Program Planning for Students with Special Needs 3 Unit(s)
This course explores the relationship between teacher choices, academic task and classroom environment in encouraging and discouraging student self-esteem, behavior and achievement. Four models of behavior management will be discussed from a social systems perspective: psychodynamic, behavioral, environmental, and constructivist. Analysis of behavior will be discussed in relation to antecedents and consequences of target behaviors as highlighted by a case study approach. Teacher candidates will develop skills in designing whole class management systems, as well as individualized programs (positive behavior support plans) consisting of data collection on target behaviors, identification of replacement behaviors with specific behavioral goals and objectives, and appropriate reinforcement strategies. Prerequisite(s): SPED 531
|
| |
-
SPED 562 - Studies of Assessment in Special Education and Transition Planning 3 Unit(s)
This course provides candidates with advanced knowledge of current best practices in assessment in special education, with knowledge and practice in administering a standardized assessment as well as curriculum based assessments. Current and advanced issues in assessment such as assessing students from diverse backgrounds and response to intervention (RTI) will be discussed. Candidates will learn how to design comprehensive assessment strategies that are integrated into instruction and state curriculum standards, to monitor student performance, and to critically analyze instruction. Prerequisite(s): SPED 531
|
| |
-
SPED 591 - Directed Teaching Placement I 3 Unit(s)
This first of two Student Teaching courses provides Education Specialist candidates with the opportunity to instruct students with disabilities in the core academic curriculum at the grade levels and in the service delivery modes of their assignment. Through this experience, candidates come to understand how to deliver a comprehensive program of systematic instruction with accommodations and adaptations in the academic subjects of their assignment based on their students’ Individualized Education Programs (IEP). Candidates are expected to use progress monitoring based on each student’s Individualized Educational Program at key points during instruction to determine whether students are progressing adequately toward achieving the state adopted academic content standards for students. They pace instruction and re-teach content based upon evidence gathered using assessment strategies such as questioning students and examining student work and products.
|
| |
-
SPED 592 - Directed Teaching Placement II 3 Unit(s)
In this second Student Teaching course, Education Specialist candidates learn how to set student expectations based on their knowledge of typical and atypical development. Candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general education setting, as well as plans that are specific for age appropriateness and severity of the disability; the ability to coordinate, direct and communicate effectively with other special education service providers, general education teachers, paraprofessionals/ instructional assistants, and volunteers for useful instructional activities; and demonstrate the ability to use a variety of effective strategies, including methods for promoting positive behavioral and social skills for building constructive relationships between all students. Prerequisite(s): SPED 591
|
| |
-
SPED 642 - Advanced Studies of Assistive Technology & Transition 3 Unit(s)
This course addresses a variety of subtopics, including current legislation, funding, assessment, resources and curriculum related to assistive technology (AT) and transition to adulthood. Candidates will learn about advancements in technologies and services that can support a person with a disability to reach individual academic, employment and daily living goals. Candidates will develop skills in administering assistive technology and vocational assessments, and will develop appropriate goals and lessons for student success in school-related or post-secondary tasks. Emphasis will be on working with students who have learning, cognitive, communication and sensory disabilities that cause difficulties in academics, memory, organization, communication, self-help, movement, hearing and vision.
|
Organizational Leadership |
| |
-
OLC 500 - Leadership and Organizational Behavior 3 Unit(s)
This course focuses on three areas: leadership from the inside-out, the power of habits, and using questions to affect or even change an organization’s behavior. To know one’s self is to be authentic. Moreover, to be a successful leader, one must be authentic. However, it is not enough to understand oneself as an individual or a leader, but to also understand one’s behaviors and habits, thus enabling an individual to understand the organization’s behaviors and habits. This course will take the learner on an inward journey to bring about outward success as a leader making organizational behavior changes.
|
| |
-
OLC 508 - Essentials of Human Resources 3 Unit(s)
As organizations strive to keep abreast of the changing business environment, it has become increasingly more apparent how Human Resources Management and the Human Resources Partner, must play a vital role in the organization’s operational planning and development. In this course you will learn about the exciting world of Human Resources Management through this broad view of human resource principles and essential practices used today and well into the future.
The topics for this course include understanding challenges faced by organizations and their HR Practitioner in the 21st century; laws that impact HR practices; recruitment and retention; compensation and benefits and other rewards; employee and labor relations; and training and development. The course materials are designed to give the HR generalist or someone new to HR, crucial skills needed to confidently face complex HR situations.
|
| |
-
OLC 514 - Strategic Planning and Decision Making 3 Unit(s)
Through an understanding of systems theory and learning organizations, this course will focus on strategic thinking, innovation and creativity. Critical for organizations to ensure viable and robust futures, leaders of today and tomorrow must maximize the skills, talents, and knowledge of its people, while wisely managing it resources.
|
| |
-
OLC 521 - Business Principles for Leaders 3 Unit(s)
This course provides a practical overview of accounting, finance and economics within which organizations operate. It provides an introductory level of understanding to relevant terminology, concepts and applicable principles for leaders’ oversight and responsibilities for leading today’s organizations.
|
| |
-
OLC 528 - Human Diversity and Ethics 3 Unit(s)
This course focuses on the influences, challenges and values related to diversity and ethics in the global workplace and the multiple influences on strategic planning, decision making and problem solving. Today’s leaders must skillfully navigate relationships with multiple stakeholders, internal and external, while leading with a moral compass based on social equity, justice, fairness and respect while ensuring the sustainability of the organization. Conflict management strategies will be identified and applied through relevant case studies.
|
| |
-
OLC 535 - Project and Operational Management 3 Unit(s)
Critical to the successful execution of an organization’s strategic plan and goals is an understanding of the operational models by which an organization is based. Project planning models will be identified for leaders to enhance their skills and direction to promote efficient and effective goal achievement.
|
| |
-
OLC 542 - Managing External Relationships 3 Unit(s)
This course provides perspectives and skill building for leaders to identify and assess the needs of external stakeholders, necessary to promote the mission and sustainability of the organization. An understanding of the similarities and differences of for-profit and non-profit organizations enhances a leader’s ability to build authentic relationships. Collaborative relationship building will be understood through communication strategies spanning interpersonal and intrapersonal perspectives. In addition, the influence of social media and its multiple platforms will be examined.
|
| |
-
OLC 650 - Applied Research Project I 3 Unit(s)
This course requires students to create an Overview for the Applied Research Project, focusing specifically on the project description and setting. Within this first course, students must identify an Organizational Mentor, an Action Research Project Description, and a specific organizational setting. The Overview and Description include the problem statement, rationale for and importance of the project, history of the problem, and proposed methodology. Prerequisite(s): OLC 500 , OLC 508 , OLC 514 , OLC 521 , OLC 528 , OLC 535 , and OLC 542
|
| |
-
OLC 651 - Applied Research Project II 3 Unit(s)
This course deepens the student’s understanding of the proposed Applied Research Project in a specific setting through an examination of current research, resulting in the creation of a Review of the Literature. Prerequisite(s): OLC 650
|
| |
-
OLC 652 - Applied Research Project III 3 Unit(s)
This course requires students to implement the planned Applied Research Project, as explored and examined through ARP Courses I and II, and culminates in a Reflective Paper that describes the results of the Applied Research Project, draws conclusions based on the results, discusses implications for leaders and reflects on what has been learned through the process. Prerequisite(s): OLC 651
|
| |
Page: 1
| 2
| 3
|
|
|
|
