|
|
2017-2018 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
| |
| |
-
IED 500 - Philosophical and Research Foundations for Technology in Teaching and Learning
In order to develop an understanding of how technology becomes an organizational tool for improvement of teaching and learning, a systems approach is necessary, including a review of the philosophical underpinnings of technology change. The framework behind this degree program is presented from a research basis as well as a conceptual examination of synchronous and asynchronous technologies. The framework will be couched in terms of a virtual environment; students will read from the research basis concerning virtual learning, brain research, theories of development of virtual worlds, and an examination of the characteristics of learners, including those described as digital natives.
Credits: 3
|
| |
-
IED 504 - Theories in Curriculum Design
The aim of this course is to provide students with opportunities to make contact with a broad variety of curriculum theory, design, and successful practice. Our work will deal with matching specific theories of curriculum development to present practice as found both in the literature and in the professional experiences available to our class. The final goal is to develop a curriculum project appropriate to students’ work settings or interest, grounded in a theoretical framework. Students will come away with a completed project that can be applied to their schoolwork or future graduate investigations. All work in this course will be based on successful practices in multicultural context.
Credits: 3
|
| |
-
IED 505 - Vertical and Horizontal Curriculum Architecture: School Wide Prerequisites and Process
When schools apply for various accreditations and authorizations, one of the most common recommendations is that the schools need to improve vertical and horizontal articulation of the curriculum. With that in mind, this course explores the “nuts and bolts” of the curriculum: What is it, what does it (or might it) look like, how do educators write it, what is a scope and sequence, what is a “planner,” what are the differences between explicit, written, null, and taught curricula, how do we better articulate curriculum, how does it link between different sections of the school, how do supervisors teach others to do it, to what extent can learners choose their own learning and help plan curriculum, what exactly is “international” curriculum, and how can well designed curricula help with both student understanding and external quality control? The course explores the prerequisites and process for getting those types of issues clear and in-place.
Credits: 3
|
| |
-
IED 509 - Language Diversity in Education
This course deals with multiple issues in ethnic, cultural, and linguistic diversity as they affect educational policy and educational practice. It is designed for teachers interested in broadening their knowledge base related to bi/multicultural, bi/multilingual issues, to deal with teaching and social challenges that arise in schools that have a linguistically, culturally, and ethnically diverse population.
Credits: 3
|
| |
-
IED 510 - Leadership in International Education
Through review of theory and research on leadership, the study of organizational culture, and the principles necessary to support change, this course will lay the foundation for the understanding of effective leadership in the international school.
Credits: 3
|
| |
-
IED 511 - Strategies for Change in International Schools
The focus of this course includes structuring schools for improvement and student success. A rethinking of curriculum and instruction, including the basic tenets held about what we should teach, how we should teach it, and how we assess what students learn, form the cornerstone for restructuring schools.
Credits: 3
|
| |
-
IED 512 - Assessment and Evaluation
This course studies the observation, assessment and evaluation of second language skills, focusing upon proficiency in the four language skills: listening, speaking, reading and writing, test development including non-traditional authentic assessment techniques, and socio-cultural issues in testing.
Credits: 3
|
| |
-
IED 513 - Assessment for 21st Century Learning
This course explores best practices in assessment. The class emphasizes a variety of assessment strategies including qualitative approaches. Students will reach clarity on and be able to implement and mentor ideas such as formative assessment, summative assessment, assessment “for, of and as” learning, self-assessment, authentic assessment, performance based assessment, portfolio assessment, and more. In order to prepare students for the realities of the world that they will likely be working in, the course will also review “measurement and evaluation” principles such as norm-based and criterion-based assessment, interpretation of commonly used statistics, and how to interpret and act on mounds of numerical data with the wider goals of “21 st Century” learning still in mind. The course addresses cultural assumptions about assessment in order to prepare educators for working in a variety of international settings with inherent expectations about assessment. Students will be prepared to mentor staff on assessment principles via an ongoing course focus on effective mentoring approaches.
Credits: 3
|
| |
-
IED 521 - Methods of Teaching English as a Second Language
This course provides a pre-practicum experience in curriculum development, instructional techniques and formal and informal assessment practices for teachers of English language learners. Students will explore current theories and practices in promoting ESL learner’s listening, speaking, reading and writing skills.
Credits: 3
|
| |
-
IED 522 - Intercultural Communication
An exploration of the concepts of intercultural communication and their applications to the field of education. Emphasis is on using the teacher’s cross-cultural competencies to integrate children who are from other countries and/or whose first language is not English. Other topics will include initiating students to new educational systems and the use of culturally appropriate curricular activities for their teaching disciplines.
Credits: 3
|
| |
-
IED 523 - Technology for Curriculum Development and Supervision
This course examines the impact of technology and information on the design and supervision of curricula. Special emphasis will be placed on maximizing benefits and seizing the opportunities created by innovative applications of technology and information (such as Atlas Rubicon & similar programs). This course explores different technologies that support curriculum development and worldwide curriculum collaboration. The course also guides students to explore and evaluate specific technology tools that fit their or their colleagues’ subject curricula. The course will also emphasize the supervision element-how can technology be leveraged to train and evaluate staff in curricular and other areas? Students will be involved in using technology to accomplish simulated or real-life curricular training of other educators and to implement educator self-reflection, evaluation, and ongoing re-training and professional development.
Credits: 3
|
| |
-
IED 524 - Child and Adolescent Psychology: Theory and Practice Cross-Cultural
This course is designed to provide students with a broad overview of several areas of child and adolescent psychological development. The course will examine behavioral and psychological development of the child from conception through adolescence. Various theories and theorists prevalent in the field of child and adolescent psychology including Piaget, Freud, Erikson, Vygotsky, Kohlberg, etc., will be reviewed. The course will expose students to a variety of perspectives on the external and internal influences on the developing child and on the eventual passage into adolescence.
Credits: 3
|
| |
-
IED 525 - Designing and Teaching for Understanding
This course includes an emphasis on “backwards design” (and hence links to the Assessment for 21 st Century Learning course), deliberate design, and differentiation from a variety of contexts-not just via well-known books on those topics but also via the early work that was done in these areas in the contexts of international schools. The course will explore the trajectory from the early work of what was then called the “International Schools Curriculum Project” to the present day, including teaching for understanding via varied frameworks and packages now available to the international school community. The course places an emphasis on understanding, and on the curriculum supervisor’s “understanding of understanding” and on how it can be “made visible” in the school and be part of the learning culture and ecology-a marked departure from rote learning and recitation. An overarching guiding question is “What is understanding?” This course is an extension of material learned in IED 504 Theories of Curriculum Design.
Prerequisites & Notes
IED504
Credits: 3
|
| |
-
IED 528 - Seminar in Curricular Enrichment for School Transformation
This course explores the notion of enrichment as key to effective learning cultures and ecologies. The class will study enrichment not as a mere “add-on” or “after school activity” but rather in large part via the thoroughly-researched and time tested “Schoolwide Enrichment Model (SEM)” approaches. Originally developed at the (US) federally-funded NEAG Center, the SEM has also been written about and practiced in the context of international education, and the course will review relevant international school literature and worldwide manifestations of the approaches. The course will explore Type I, Type II, and Type III enrichment and how to facilitate them. It will explore notions such as the “three ring” conception of talent, curriculum compacting, enrichment clusters, the place of fine arts, and what SEM contributes to ideas such as “differentiation” and “inquiry based instruction.” A special emphasis will be upon contemporary “cutting-edge” expressions of enrichment models and on how these relate to other master’s program themes such as learning ecology, learning culture, and learners choosing their own learning. Educators should leave the course with the skills necessary to bring schoolwide enrichment to their school.
Credits: 3
|
| |
-
IED 530 - Linguistics and Language Acquisition
This course explores phonological and syntactical theory of English and other languages, sociolinguistics, research and theories in first and second language acquisition, and strategies for developing English language skills in listening, speaking, reading and writing. Students will also develop an understanding of reading theory, research and practice and the differences between first and second language acquisition in the learning of literacy skills.
Credits: 3
|
| |
-
IED 540 - Using Technology in ESL Acquisition
Technology will be examined as instructional tools in the instruction of English as a Second Language (ESL). The technologies will include those appropriate for direct classroom instruction as well as enrichment and the use of mobile and/or personalized technologies appropriate for supporting teaching and learning within the school and home settings. Research specific to technology in pedagogy will form the foundation for the topics covered.
Credits: 3
|
| |
-
IED 570 - Clinical Experience in ESL
This course will examine and appraise international ESL curricula and instructional approaches across all grade levels. It includes a presentation of basic ESL and general curriculum models, with reference to research-supported practices and to formative and summative assessment. The goal of this course is to provide each student with opportunities to make contact with and to implement a broad variety of ESL theories, curricular designs, and successful practices. Coursework will deal with matching specific theories of ESL curriculum development to present practice as found both in the literature and in rich professional experiences available among the course participants. Activities, content, and materials are focused on international curricula, as found in the K-12 international schools in which ESL practitioners from this program will likely work.
Credits: 3
|
| |
-
IED 571 - Leadership for Technology in Schools
This course will review theory and research on leadership, the study of organizational culture, and the principles necessary to support change. In addition, this course will lay the foundation for the understanding of effective leadership in allocating human resources, using and developing technology in schools and technology plans and audits. Students will examine and develop strategic planning for technology, develop financial plans, and plans for teacher professional development using technology in their classes and schools. Case studies will be used in this course
Credits: 3
|
| |
-
IED 572 - Clinical Experience in International Education
This course will examine and appraise the international curricula of all grade levels. It includes a presentation of basic curriculum models with reference to research-supported practices and to formative and summative assessment. The goal of this course is to provide each student with opportunities to make contact with and to implement a broad variety of curriculum theory, curricular designs, and successful practices. Coursework will deal with matching specific theories of curriculum development to present practice as found both in the literature and in the rich professional experiences available among the course participants. Activities, content, and materials are related to international curricula including, but not limited to, the International Primary Curriculum (IPC), the International Baccalaureate Primary Years Program (PYP), the Middle Years Program (MYP), and the Diploma Program (DP).
Credits: 3
|
| |
-
IED 573 - Reflective Seminar: International Education
This course is designed to provide students an opportunity to develop a diverse set of perspectives for analyzing organizations and/or taking effective leadership. The primary focus of the course is on understanding the various dynamics that affect the operation of educational organizations. Specifically, leadership theory, change theory, organizational behavior and policy analysis will be introduced. Learning to use multiple perspectives in the organization will give students opportunities to reflect on their role as an educator while expanding the set of possible choices they have for taking actions and leadership. Preparation for leadership positions will be the primary focus.
Credits: 3
|
| |
-
IED 574 - Research Project
The Research Project is designed to prepare a graduate student in the practical engagement of the principles of applied research as they have been presented in Research Methods. During the Research Methods course, students were asked to research a topic within their field and to prepare a research proposal for critique by peers. Here, using knowledge from the previous class, students will choose from two options: First, students may choose to improve and then implement their Research Methods course proposal, conduct data analysis, and write a final research report suitable for publishing. Second, students may choose instead to write another proposal using the “matches” procedure described below, in which they construct another theoretical research model that will amply demonstrate their skills in the use of applied research methods to affect change within their work environments. Please note that this second option will only be theoretical, not implemented, and data will be created to allow for practice in conducting statistical tests.
Credits: 3
|
| |
-
IED 575 - Practicum in Technology in Schools
The practicum course provides students with a clinical experience in technology, moving students from merely reading about ideas to trying them out in practice. A goal of this course is to provide each student with opportunities to make contact with and to implement a broad variety of technology theories, system designs, and successful practices. Coursework will deal with matching specific theories of educational technology to present practice as found both in the literature and in rich professional experiences available among the other course participants. Students will be required to locate a technology-rich work or volunteer educational setting, as well as a mentor from that setting.
Credits: 3
|
| |
-
IED 580 - Innovative Methods in Education
This course is designed to enhance the knowledge base for professionals in an era of school restructuring, technological innovation, and social change. Teachers and administrators will learn first-hand about innovative practices and recent research in the field. Topics include: student self-assessment, teacher reflection, cooperative learning, mentoring, the use of technology in schools, home school communication, inclusion to support learning diversity, and the challenge of school restructuring. In this course, students will learn how to assess a variety of educational contexts to determine the educational system or systems that are operational. Students will then identify educational practices that can be viewed as innovative. Students will then determine which innovative practices will fit the educational context.
Credits: 3
|
| |
-
IED 581 - Technology in Education
This course explores the major concepts related to instructional computing as well as the impact that technology has on education. Required of all graduate students as they begin to integrate curriculum trends with an awareness of current sources for information and their role in a technologically-rich learning environment.
Credits: 3
|
| |
-
IED 582 - Research Methods
This course is designed to acquaint students with the design, analysis, and interpretation of research in the social sciences. Emphasis will be given to the development of empirical questions from theory, research design and control, construction of survey instruments, statistical analysis, and interpretation of results.
Credits: 3
|
| |
-
IED 583 - Technology Infrastructure in Schools
This course will familiarize students with basic hardware and infrastructure, including: servers, wifi systems, mobile technologies, wiring, planning and accounting for technology in new building projects, finding the right suppliers, and evaluating and purchasing equipment. In summary, the course seeks to teach the basics of what needs to be known about hardware, acquisition, and installation. The course will also provide an overview of school-based policies on technology. The question of accountability and division of understanding of school wide systems will be explored along with student and community empowerment technologies.
Credits: 3
|
| |
-
INBS 550 - International Marketing
We will focus on the unique problems associated with managing marketing operations across national borders. How can the firm identify and satisfy global customer needs better than the competition while coordinating marketing activities within the international environment? Topics include: the impact of culture on the global marketing environment; how to identify global market opportunities for an existing enterprise or a new venture; how to apply industry analysis, assessment of risk and new customer identification techniques in an international context; and how to develop and implement effective comprehensive marketing strategies on a global scale.
Credits: 3
|
| |
-
INBS 560 - International Business Negotiation
This course will use a combination of simulations, role plays, readings, and class discussions to develop effective approaches to reaching agreement in international business negotiations. Students will be introduced to cross-cultural communication styles, national business expectations, and political interests that may diverge from the familiar and can often impede cross-border agreements. We will draw upon negotiation theory and cases to analyze specific international business negotiations and, through dynamic in-class simulations, gain hands-on experience in international business negotiation, conflict resolution, mediation, and arbitration.
Credits: 3
|
| |
-
INBS 570 - International Business Law
This course provides an overview of the legal aspects of international business transactions and will introduce students to the international legal framework. We will examine topics central to international business law, from the role of comparative law, to the laws governing multinational enterprises; foreign investment; money and banking; and sales of goods, services, and labor. We will critically evaluate the substantive principles of law in relation to intellectual property rights, consumer protection, international sales of goods, and transnational dispute resolution by mediation, arbitration and litigation. This will include consideration of the impact of law on international trade, globalization and regionalism, and the global monetary system.
Credits: 3
|
| |
-
INBS 580 - Business and Management in BRIC Countries
This course will examine the market dynamics and political economies of the BRIC countries with particular attention to international trade, FDI, and the nations’ probable future impact on the developing and developed worlds. The acronym BRIC was coined by a Goldman Sachs economist in 2001. The term refers to four countries (Brazil, Russia, India, and China) that were perceived to be likely to develop the world’s next biggest economies by 2050. Together, the BRIC countries include 40% of the world’s population and encompass about one quarter of the earth’s land mass. The four economies in aggregate contributed more than a third of global GDP growth during the past decade and constitute 25% of the world economy in terms of purchasing power parity. The term BRIC has become popular in the global media as well as by the leaders of these countries. The acronym has often been used to suggest a shift in global economic power away from the USA and the other G7 economies towards these four emerging nations. Although the BRIC countries have experienced remarkable economic growth during the past decade, the road has not been smooth nor is it likely to be in the future.
Credits: 3
|
| |
-
INT 100 - Internship I
A 120-hour internship experience completed in January. Planning, required classes, and assignments begin during the fall semester in preparation for the on-site experience. The internship is exploratory and experientially based.
Prerequisites & Notes
Students with 30 or more transfer credits may have the INT 100 requirement waived but must substitute an additional two credits of coursework.
Credits: 2
|
| |
-
INT 200 - Internship II
A 120-hour internship experience completed during the month of January. Planning and assignments begin during the fall semester in preparation for the on-site experience. The internship is completed at a different worksite and the goal is more hands-on experience.
Prerequisites & Notes
INT 100
Credits: 2
|
| |
-
INT 501 - Montessori Pedagogy I (MIL)
This course begins with an “index” to understanding the Montessori approach. The following topics are included in this index: the cosmological perspective, Montessori developmental insights, the “prepared” environment/atmosphere, the Montessori vision for humanity, and the concept/view of macrophase wisdom. These indices form the general context for further exploration of the details. In addition to the index, this course introduces the elements of what Maria Montessori referred to as “The Preparation of the Teacher.” Other theory lectures/discussions include: Planes of Development, Needs and Tendencies, and The Prepared Environment. Note: This course is Pass/Fail.
Credits: 5
|
| |
-
INT 502 - Montessori Pedagogy II (MIL)
A continuation of theory lectures/discussions includes, Cosmic Education, Cosmogenesis, and The Imagination. Cosmic stories are the cornerstone to the Montessori method for children 6 to 12 years of age. Teachers can develop these cosmic stories and Great Lessons as they come to understand the context and principles of cosmogenesis. This semester’s work includes introductions to each area of the children’s studies: Mathematics, Language, Geometry, History, Geography and Biology (Earth Systems Science). These introductions are for the teacher to set the context for preparing lesson details. Note: This course is Pass/Fail.
Credits: 4
|
| |
-
INT 506 - Montessori Teaching Practicum and Research
In emphasizing the experiential aspects of learning each student completes a practice-teaching requirement of at least 200 hours. This Practicum is where students implement the course of study for children. It includes documentation of the experience, both in video and text format, and the student carries out the research designed in INT 509. Students video their work with subjects and then nuerophenomenology to explore their learning. Note: This course is Pass/Fail.
Credits: 4
|
| |
-
INT 507 - Research Oriented Observation (IL and MIL)
The observer is the observed. In this short course, students are provided opportunities to view natural and human phenomena in order to discover the art of objectivity in a subjective world. Note: This course is Pass/Fail.
Credits: 1
|
| |
-
INT 509 - Creativity and Research
The first part of the course is a series of experiences and readings to help each student hone their own observation techniques. This course enables the learner to pursue and document the practical application (practicum) of their experience through interpretive research. The practicum is a project that demonstrates in action the theoretical understanding of integrative learning. A nuerophenomenological perspective on the inner life of the teacher is the context for both the observations and practicum stages. The observations follow not only an awareness of the child but an awareness of the observer, her bodily sensations, feelings, ideas, possible projections, and openness to the experience of what is happening. Note: This course is Pass/Fail.
Credits: 2
|
| |
-
INT 510 - Montessori Master’s Project (MIL)
At the conclusion of the program, each student submits a substantial, critical, analytical, graduate-level study that we call the “Culminating Project.” The Culminating Project is an integrated compilation of all the work they have completed in the program. Students also prepare a one-hour video presentation that addresses what they have learned throughout the program and includes segments of their practicum work with children. Note: This course is Pass/Fail.
Credits: 5
|
| |
-
INT 511 - Peace Through Education
This course examines approaches to education that lay a foundation for inner and outer coherent behavior. The approach supports the development of the learner in a prepared environment - an environment that explores peaceful ways of being with self, other and nature.
Some of the core questions that drive this course of study include: How does Bohmian dialogue in an education setting contribute to the evolution of a peaceful society? What processes in education contribute to unconditioning of student and teacher? In what ways might peace be experienced as a process that involves deep focus, collaboration, social awareness, love of work, empathy and humility?
Learners experience peace through the pedagogical framework of Cosmic Education - interconnected stories that show demonstrate integration and interrelatedness. (For example, the “I hear and I obey” story is used to illustrate how interdependencies are integral to life.)
Students will engage in readings and dialogue throughout the seminar to develop layers of understanding of peace with self, peace with other and peace with the natural environment. This will include their participation in an international Symposium on Peace through Education. Note: This course is Pass/Fail.
Credits: 3
|
| |
-
INT 552 - Student Area of Emphasis and Technology I
In this course, each student develops an individualized learning plan for the completion of this mentor based independent study during the first, second and third semesters. Among other things, the plan includes: a description of the special emphasis field of focus and how one will gain mastery; a rationale for studying this area including driving questions, professional significance of the study, and objectives, a detailed accounting of potential resources; description of reading areas and bibliography; workshop/seminars; courses at other institutions. Students will also provide a description of how technology will be incorporated in the above project. The learning plan also includes a description of the Practicum and Culminating Project which is detailed in the syllabi for INT 570 and INT 575. (IL) Note: This course is Pass/Fail.
Credits: 5
|
| |
-
INT 560 - Foundations of Integrative Learning I (IL and MIL)
This course is an exploration of an integral social and philosophical framework both in world view and specifically in regard to education. A focus on personal relevancy and practical application in a rapidly changing world facilitates an exploration of meaning, purpose, and compassion in learners’ lives and in the educational environments that they create. This search for meaning and purpose is augmented by an examination of historical and contemporary contributions to educational thinking and research. Students explore how integral learning, ecological literacy systemic perspective, virtual communication, dialogue, and contextual thinking create a new paradigm for teaching and learning. Note: This course is Pass/Fail.
Credits: 3
|
| |
-
INT 561 - Foundations of Integrative Learning II (IL and MIL)
Integral to creating a new approach to education is a shift in world view. This course explores the emergent possibilities for a world view based on ecological sustainability. Learning is a process that allows the individual to integrate formal knowledge, systemic understanding, and interaction with others into clear thinking, creative, and effective action. Student- Centered Learning, Emerging Curricula, Systemic and Self-Organizing Learning, Ecological Literacy and Sustainability, Continuous Learning, Cross-Disciplinary Projects, Behavior, Questioning, and “Teacher as Learner, Learner as Teacher” are some of the topics that may be covered during this course of study. Note: This course is Pass/Fail.
Credits: 3
|
| |
-
INT 562 - Whole Systems Perspectives: Theory and Application to Learning (IL and MIL)
A growing movement in science, mathematics, philosophy, and the arts provides a metaphor for new ways of seeing and organizing experience. This metaphor can be experienced in the context of new processes and relationships that build community and provide insight regarding learning. These processes may lead to actions that are based on systemic awareness, interdependence and compassion. In this course we explore “first principles” of organization, change, and transformation.We look at change from the macro perspective of evolution. Note: This course is Pass/Fail.
Credits: 3
|
| |
-
INT 565 - Perspectives on Human Change and Learning Communities
In this course we explore some of the innate tendencies that all humans have at birth.We also view the many facets of people’s lives and the transitions and transformations that take place. A study of “human change” must also consider one’s perceptions on justice, economics, and the relationship of race and gender to global well-being. Students are encouraged to raise challenging issues that arise in their work as educators and also to share approaches to challenging issues that have proven effective. Note: This course is Pass/Fail.
Credits: 3
|
| |
-
INT 571 - Student Area of Emphasis II
Continuation of INT 552. In addition, students explore how they will begin applying a research method to their study. Note: This course is Pass/Fail.
Credits: 4
|
| |
-
INT 573 - Practicum and Research
In emphasizing the experiential aspects of learning each student completes a practice-teaching requirement of at least 200 hours. This Practicum is where students implement the course of study for children. It includes documentation of the experience, both in video and text format. Note: This course is Pass/Fail.
Credits: 3
|
| |
-
INT 582 - Master’s Project (IL)
At the conclusion of the program, each student submits a substantial, critical, analytical, graduate-level study that is named the “Culminating Project.” The culminating project may in fact closely resemble a traditional thesis, or it may take a different form, incorporating artwork, slides, audio or videotapes, creative writing, journal entries, etc., in addition to the scholarly paper. It represents a critical review of the student’s Emphasis Area, integrated and contextualized by all learning in other course work. Note: This course is Pass/Fail.
Credits: 6
|
| |
-
IST 100 - Introduction to International Studies
This introductory, interdisciplinary course exposes students to critical global issues through the lens of the arts, humanities, social and physical sciences. The course will make connections between seemingly disparate events, and contextualize those events in an historical period. Each discussion will consider temporal political, socio-economic, and geographic as well as cultural issues in the given context. Satisfies the Social Science core requirement.
Credits: 3
|
| |
-
IST 112 - Introduction to Peace Studies
This course is an interdisciplinary overview into the realm of peace and conflict studies ranging from interpersonal to international conflict. Through case studies, this course analyzes numerous dimensions of conflict, violence, and peacemaking, including their religious, psychological, sociological, anthropological, environmental, political, economic, and historical components. Nonviolence will also be studied for its application in conflict situations. Satisfies the Global Issues General Education requirement.
Credits: 3
|
| |
-
IST 216 - International Conflicts
Examines the theoretical and practical aspects of international conflicts in the “global” era. By applying the method of comparative analysis and the “case study” approach, we will examine how conflicts arise and evolve, and how technological, institutional, and cultural effects of globalization make international conflict more complex and less manageable. A special focus will be on conflict prevention and settlement, and peace-making processes. We will compare international negotiation styles and practices, including negotiations with terrorists. Satisfies the Global Issues General Education requirement.
Credits: 3
|
| |
-
IST 315 - Intercultural Communication
Exploration of the interdisciplinary field of inter-cultural communication. Emphasis is on increasing communicative competencies in cross-cultural settings. Drawing from the fields of anthropology, communication, linguistics, psychology, and sociology, this course is designed for students who wish to gain the practical skills necessary to communicate effectively in today’s interdependent international community. Satisfies the Global Issues General Education requirement.
Credits: 3
|
| |
-
IST 325 - World Geography
A comprehensive study of regional world geography. The focus will be on both physiographic characteristics of each region as well as their human culture traits such as population, economics, language, religion and urban space. Emphasis is placed on the interaction between the culture and environment of various regions. Satisfies Global Issues General Education requirement.
Credits: 3
|
| |
-
ITS 512 - Introduction to Coding
This course is designed to provide the core basic of coding in several different languages. This course will explore the following languages: Python, Java, C#, C ++, VBScripts, .NET & Common Windows Commands. The course topics include understanding how coding works, how to write basic programs, how to automate daily needs in the IT workplace, and apply critical design and development strategies to a programing team.
Credits: 3
|
| |
-
ITS 518 - Information Systems Strategy
This course provides effective strategies, pragmatic options, and leading practice alternatives for developing an IT strategy, integrating it with the overall enterprise, measuring progress, and creating processes for selecting and deploying technology. Students will develop the concepts, frameworks, and approaches for strategically managing IS resources to leverage IT investments and focus on IT processes and leading practice. This course also explores the business implications of emerging Internet-based technologies such as wireless devices and Web services. Using business cases students will assess both the technical and organizational issues that arise.
Credits: 3
|
| |
-
ITS 525 - Systems Architecture and Analysis
This course discusses a wide range of topics, all relating to operating systems and systems architecture and design. The course will provide an overview of microprocessors, mainframes, micro-computers with the focus on memory management, I/O streams, logic gates, and basics of computer engineering. The course will also consider operating systems characteristics, design objectives and systems structures. It will cover topics including virtual memory management, multi-threading, forking, and algorithms. It will also overview of efficient algorithms, algorithmic complexity, NP completeness, spanning trees, greedy algorithms, matrices, string matching, and sorting.
Credits: 3
|
| |
-
ITS 532 - Advanced Cloud Computing
In this course we will build on the foundations that enable most organizations to build successful cloud adoption projects. This course will provide both the infrastructure and application architects interested in cloud computing or involved in cloud adoption projects with the necessary set of skills required for establishing successful implementations. We will also provide comprehensive information for those interested in building cloud-based architectures or need to explain to customers thinking about adopting cloud computing technology in their organization.
Credits: 3
|
| |
-
ITS 534 - Managing Virtual Systems
In this course we will discuss the necessary components required to create a virtual computing environment. This process involves bringing together the physical and logical resources, such as memory, processors, networks, and storage into a single, manageable virtual environment. Creating and using a virtual computing environment will then allow the user to consolidate the management and utilization of their system’s resources.
Credits: 3
|
| |
-
ITS 536 - Object Oriented Programming
Students will examine object-oriented components and characteristics including classes, inheritance, and polymorphism. In addition, students will learn how to write, debug, and execute Java programs, create Java applets and applications. Students will explore variables, data types, arrays, operators, control statements, classes, overloading, inheritance, abstract classes, interfaces, packages, exception handling, multi-threaded programming, Java applets, AWT, string handling, as well as an introduction to JDBC.
Credits: 3
|
| |
-
ITS 538 - Web 3.0/Communications and Commerce
This course introduces participants to the theory and practice of doing business on the Internet and the World Wide Web using Web 3.0 technology. Participants will first learn about the infrastructure that makes electronic commerce possible, including Internet protocols, applications, and languages. Participants will then examine electronic commerce software, security issues, and payment systems. Topics in business strategies for electronic commerce will include purchasing, electronic data interchange, supply chain management, virtual communities, and Web portals. The major objective of the course is for participants to understand how tools and strategies can be applied to e-business models including business-to-business (B2B) and business-to-consumer (B2C). Participants will also examine international, legal, and ethical issues as they relate to e-commerce.
Credits: 3
|
| |
-
ITS 544 - Database Management
Review of relational, hierarchical and network models; normalization; recovery and concurrency; security and integrity; query optimization; deductive and distributed database systems. Course will also explore advanced database topics such as data mining and data warehousing.
Credits: 3
|
| |
-
ITS 548 - Fundamentals of Telecommunications
This course is designed to provide managers with foundation knowledge of telecommunications networks. The course will explore the fundamentals of data communications and networking requirements for an organization, including the standard layers of network organization; network technologies, and architectures and protocols for WAN, LAN, and Internet systems. Course topics include issues of security, design, management, and future developments, particularly in a business environment.
Credits: 3
|
| |
-
ITS 550 - Software Engineering
This course will combine theoretical and practical foundations in software engineering. It will combine the various principles and methods of software engineering, with thoughtful consideration to new best practices and emerging techniques. Students will review the practical aspects of software engineering to include: generation of appropriate documents under limited resources and tight schedules as well as an industry perspective.
Credits: 3
|
| |
-
ITS 553 - Technology and Innovation
This course will explore emerging trends in business and consumer technologies and will provide students with the vision and understanding of how to leverage these technologies to create efficiencies in existing businesses processes. Topics will include off shoring, virtualization, data mining, open source software, digital search engines, national health records, electronic voting, automotive computing, pervasive computing (RFID tracking), software as a service (SaaS), e-publishing, digital divide, emerging gadgetries, and cybercrime.
Credits: 3
|
| |
-
ITS 560 - Computer Security and Cyber Forensics
This course is an overview of IS security drawing upon extensive knowledge of systems, networks and security. It will seek to understand how to audit systems, perform risk assessments, qualify and quantify the risks, based upon the current or planned infrastructure. The course will also look at encryption as a science, discussing public key ciphers (The RSA cipher, ElGamal cipher) and symmetric ciphers (Data Encryption Standard, Advanced Encryption Standard). Other topics will include SNMP, RMON, disaster recovery plans, protection of sensitive and classified information in the workplace, and secure systems architecture. The course will review computer forensics, to include:tools used, the investigative process, as well as current trends in forensics today. Prerequisite: ITS 540 Wireless and Wide-Area Networks.
Credits: 3
|
| |
-
ITS 562 - Advanced Web Programming
This course is a graduate level overview of advanced web programming and design techniques. Students will review relevant layout techniques using advanced features of CSS. The class will also use the web programming language PHP to create dynamic web pages. Using these new PHP skills, students will then learn to integrate database and dynamic access routines using MySQL. The class will include an investigation of sophisticated client-side programming techniques available through existing Javascript libraries such as jQuery.
Credits: 3
|
| |
-
ITS 564 - Security Management
This course provides students with an introduction to the fundamentals of network security, including compliance and operational security; threats and vulnerabilities; application, data, and host security; access control and identity management; and cryptography. The course covers new topics in network security as well, including psychological approaches to social engineering attacks, Web application attacks, penetration testing, data loss prevention, cloud computing security, and application programming development security. This course will review computer forensics, to include: tools used, the investigative process, as well as current trends in forensics today.
Credits: 3
|
| |
-
ITS 570 - Business Intelligence and Data Mining
This course will describe the features, uses, and design strategies for information technology and enabled managerial decision support systems. Overviews of business intelligence frameworks that lead to strategic data mining techniques will be covered. The course will also introduce popular application-based business analytics and reporting tools.
Credits: 3
|
| |
-
ITS 575 - Project and Professional Management
The course includes preparation to meet the variety of professional and project demands placed on the information technology professional. The course draws from the areas of technical communication and rhetoric to develop oral and written communication competencies for a range of contemporary information technology contexts. Course will focus on project management as the primary vehicle for communication in the IT world. It will also cover the fundamental social and legal theories that are the underpinnings for complex decision making in Information Technology and Computer Science today. Topics will include intellectual property law, constitutional law, USA Patriot, copyright laws, cyberspace law, as well as social theory regarding the usage and creation of intrusive databases, and information gathering techniques.
Credits: 3
|
| |
-
LST 100 - Seminar in Academic Inquiry
Introduces students to college-level academic discourse and provides them opportunities to hone foundational skills that they will use throughout their undergraduate career and beyond. The course helps students develop critical thinking and reading skills, the ability to find and use sources to deepen understanding of topics, and the capacity to form and defend positions on issues.
Prerequisites & Notes
Students with 24 or more transfer credits may have the LST100 requirement waived but must substitute a three-credit elective.
Credits: 3
|
| |
-
LST 102 - Military Student Transition Course
This course will explore the significant and historical impact of military undergraduates and veterans upon communities of higher education. We will examine research and case study evidence which demonstrate successful strategies for transition, adjustment and reintegration to college life and beyond.
Credits: 3
|
| |
-
LST 121 - Introduction to Gender Studies
Introduces students to key topics and methods in the study of gender. Focusing on the idea that gender informs every aspect of social interaction, the course draws on material from literature, cultural studies, history, anthropology, sociology, psychology, and other disciplines. The class surveys the history of gender studies before investigating how gender shapes communication, sexuality, and social institutions (educational, legal, religious, etc), and examining the nature of power in necessarily gendered relationships. Satisfies Individual and Society General Education requirement.
Credits: 3
|
| |
-
LST 210 - Gender and Science
What does it mean to be a scientist? How does gender complicate the way that we think about science? What effect has history had on access to education, and access to the practice of science? These are the issues that we will contemplate as we explore the relationship of science, gender and cultures. Satisfies the Individual and Society General Education and Writing Designated core requirements.
Credits: 3
|
| |
-
LST 212 - Conflict Resolution
This course provides an introduction to and broad overview of the field of conflict resolution, including aspects from law, community services, education, health care, criminal justice, and commercial spheres. It aims to increase awareness of conflict resolution processes and develop basic conflict resolution skills applicable to real life scenarios. Emphasis will be on developing an understanding of methods of dispute resolution, with units on facilitation, mediation, arbitration, conflict analysis, de-escalation, negotiation, community organizing, and conflict resolution careers. Satisfies the Individual & Society General Education requirement.
Credits: 3
|
| |
-
LST 301 - Yoga: Theory, Culture & Practice
The transcultural practice of Modern Postural Yoga is influenced both by a longstanding practice history in India and modern gymnastic techniques. This interdisciplinary course examines yoga philosophy and practice through the fields of anthropology, religious studies, psychology and health. Students will examine yoga as a cultural construct, a health and wellness practice and a meaning-making discipline that is used for secular, philosophical and religious means.
Credits: 3
|
| |
-
LST 305 - Applied Research Methods
This course provide an overview of research methods, including developing a research question and/or hypotheses, reviewing the literature in the field and choosing a method that will enable the investigator to answer their question. Students will be introduced to qualitative, quantitative, and mixed methods research design and the preliminary considerations that go into selecting a research method. Issues that arise in research will be discussed including, anticipating ethical issues, sample size and understanding how bias influences research from inception to analysis.
Credits: 3
|
| |
-
LST 308 - Contemporary Issues
Examination and analysis of the critical issues and events of our contemporary world. The issues are approached through lecture, readings in current literature, the news media, and classroom discussion.
Credits: 3
|
| |
-
LST 345 - Contemporary Issues in Society
An examination and analysis of the critical issues and events of our contemporary world. The issues are approached through lecture, readings in current literature, the news media, and classroom discussion.
Credits: 3
|
| |
-
LST 350 - Male Images in Story and Film
In exploring images of the male in film and story, this course will study: the dynamics giving rise to these images, the truths and stereotypes underlying them, and the social, economic, political, and global interests and issues emanating from them.
Credits: 3
|
| |
-
LST 489 - Senior Thesis I
Senior Thesis I is the first phase of a two-semester thesis sequence through which students lay the groundwork in an area of interest for the original work they are expected to undertake in Senior Thesis II. Students refine their topics, review and synthesize literature related to their areas of focus, conduct research, and develop research proposals or plans for creative projects. The final course outcomes consist of both a literature review and a Senior Thesis II project proposal.
Prerequisites & Notes
Senior class status or permission of instructor.
Credits: 3
|
| |
-
LST 490 - Senior Thesis II
Developing the concept explored in Senior Thesis I, students will investigate a topic related to liberal sudies in which they have a particular interest. The outcomes of the project are a scholarly paper and a presentation.
Prerequisites & Notes
Senior class statue or permission of instructor.
Credits: 3
|
| |
-
MAA 501 - Contemporary Issues in Sport
Various types of research commonly used in sport are reviewed. Sociological concepts, theories and research will be analyzed and applied to the relationship of sport and society. This course will be designed to provide students with an overview of the major issues impacting contemporary sport and its participants including performance-enhancing drugs; gender inequity; race and ethnicity; youth, adolescent, and adult programming; politics, governance, and globalization within the venues of amateur athletics and the Olympic Games to interscholastic and intercollegiate participation will be assessed. This course will examine aforementioned issues from an athletic administrator’s lens.
Credits: 3
|
| |
-
MAA 505 - Strategic Management and Leadership in Athletic Administration
This course examines contemporary theories related to management and leadership and their applications to athletic administration. Emphasis will be given to the wide array of management practices and how leadership theory can explain the evolution of a strong mission, strategic plan, and the cultivation of human resources. This course will discuss various skills, roles, and functions of athletic administrators.
Credits: 3
|
| |
-
MAA 506 - Sport Entrepreneurship
This course is designed to provide students with knowledge about business and sports, with the focus being on starting and running a sports business, the management and techniques and strategies required for starting a successful sports entity, and evaluation of the business. A conceptual framework will be developed through definitions, models, and the utilization of case studies. Specific topics will include program and event studies, bid preparation, public and corporate sponsorship, negotiations, and volunteer staff management.
Credits: 3
|
| |
-
MAA 507 - Preparing for a Career in Sport
This course is designed to provide students with an understanding of all aspects of the job search process and how to market themselves effectively to achieve their career goals in sports administration. They will receive guidance on determining their target roles and learn how to identify and market their transferrable skills. Students will focus on creating strong career materials (resume, LinkedIn profile and cover letter) and developing their elevator pitch. They’ll learn how to network (online and in-person), as well as research and prepare for interviews so they optimize every opportunity. The course will also cover the hiring process from the hiring manager’s perspective. Upon completion of this course, students will be able to apply for jobs confidently (and may even do so during the course as well).
Credits: 3
|
| |
-
MAA 511 - Sport Management in Media
Students will explore the importance of effectively marketing sport and athletics to target populations. Special emphasis is placed on the unique aspects of sport products, markets and consumers. The course includes the study of the marketing mix as product, place, promotion, public relations, and price to understand the marketing of sport as a unique enterprise. Students will develop their own marketing plan in the athletic administration setting. In addition, we will be utilizing current cases/practices in order to simulate decision making in athletics.
Credits: 3
|
| |
-
MAA 521 - Sport Law and Risk Management
This course is a survey of various applications of contract, tort, intellectual property, constitutional and administrative laws to the growing and complex field of sport management. Special attention will be given to negligence, defamation and libel, contract negation, risk management, and criminal and civil law. The rights of student-athletes and the legal liability and responsibly of coaches, athletic administrators and sport managers will be discussed. Students will learn how knowledge of the law help to build a more efficient and successful operation.
Credits: 3
|
| |
-
MAA 522 - Negotiating the Pro Sports Contract
This course offers the serious sports management student an overview of the Standard / Uniform Player Contract used by the National Basketball Association (NBA), National Football League (NFL), National Hockey League (NHL) and Major League Baseball (MLB). After examining each contract and the collective bargaining agreement sections regulating them, the student will be required to have meaningful interaction with a certified player agent or team executive from the NBA, NFL, NHL or MLB.
Credits: 3
|
| |
-
MAA 530C - Advanced Topics in College Level Athletic Administration
This course is designed to examine the current issues facing college level athletic administrators. Students will study the operation for the effective organization and administration of intercollegiate athletic programs. Student will examine the roles and responsibilities of human resources; finance; operations and the management, planning, organization and administration of college athletic programs. Emphasis will be given to decision making, governance, ethical considerations, and current research literature appropriate for the administration of athletics.
Credits: 3
|
| |
-
MAA 530G - Advanced Topics In Global Sport Management
Learn how the business of sport is growing internationally and opening up new opportunities for athletic administrators. This course provides a rigorous introduction to the historical development of and contemporary issues in sport beyond North America. Several key areas are explored including the scale, scope and organization of global sport, globalization, internationalization, cultural aspects, international marketing, financial/political economic risk, human rights, ethical dimensions, role of media, technology/products, professional sport leagues and governance. As the commercialization and globalization of sport has grown, so has the power and political influence of its governing bodies. Emphasis will be given to the mode of governance of the major international governing bodies such as the IOC, UN, FIFA.
Credits: 3
|
| |
-
MAA 530S - Advanced Topics In Secondary School Athlete Administration
This course is designed to examine the current issues facing secondary school athletic administrators and coaches. With a concentration at the secondary School level (high school), this course will highlight the daily operations of the Athletic Director’s office, detailing job responsibilities, complexities and challenges that impact school systems’ interscholastic sports and ex-curricular programming. Emphasis will be given to decision making, governance, ethical considerations, and current research literature appropriate for the administration of athletics.
Credits: 3
|
| |
-
MAA 540 - NCAA Compliance
This course is designed to give the student a working knowledge of National Collegiate Athletic Association (NCAA) compliance issues. It will present an overview of rules, eligibility, bylaws, and practices and procedures of the NCAA. Special topics include testing, self-reporting, and student-athlete eligibility.
Credits: 3
|
| |
-
MAA 542 - Structure and Function of the Olympic Games
The structure and function of the Olympic movement, starting with the International Olympic Committee and moving through the national governing bodies to international sports associations, is the focus of this course. It emphasizes the unique characteristics of the Olympic Movement and various political, social, and economic impacts on the Games.
Credits: 3
|
| |
-
MAA 543 - History and Philosophy of Recreation and Leisure
This course is designed to discuss philosophies and contemporary social issues concerning recreation and leisure. The history of recreation and leisure will be discussed. Students will also explore concepts and applications of effective recreational sport programming and administration. Information concerning careers in recreational sport management will be presented.
Credits: 3
|
| |
-
MAA 545 - Psychological Factors Affecting Student-Athlete Performances
This course examines the psychological factors that are most critical to student-athlete performances. Special emphasis is focused on the physical, mental, and emotional variables related to optimal performance conditions. Theory and practice for athletes and coaches will be discussed.
Credits: 3
|
| |
-
MAA 547 - Psychological Factors Affecting Group Behavior
This course examines the psychological factors that are most critical to group/team cohesiveness. Students will examine the physical, mental, and emotional variables related to optimal settings. An in depth study of the influence of teams on the individual performance and the influence of individuals on team performance in sport and exercise settings. Further focus on interpersonal aspects such as cohesion and leadership.
Credits: 3
|
| |
-
MAA 548 - Psychological Factors Affecting Elite Training and Performance
This course examines the psychological factors that are most critical to elite sport performances. Special emphasis is focused on the physical, mental, and emotional variables related to optimal performance conditions. Students will examine the characteristics of elite athletes and their inherited and acquired capacities. Global theory and practice for athletes, coaches, and trainers will be discussed.
Credits: 3
|
| |
-
MAA 550 - Successful Sport Officiating
The topics and assignments of this six-week course are designed to facilitate a deeper understanding of the skills required for effective officiating. These include but are not limited to sound communication skills and proper decision-making protocols. This course will provide a comprehensive overview of officiating and dealing with coaches, players, fans, and parents as well as conflict resolution. Our journey will also ask each of us to develop an officiating philosophy with the goal of understanding the psychology of officiating in an effort to become an effective official. This course asks each learner to respectfully listen to each other, respect everyone’s perspectives and allows be willing to accept the possibility of changing your own perspective.
Credits: 3
|
| |
-
MAA 551 - Sport Sponsorship
An integral source of revenue for any sports property is sponsorship dollars. This course will offer the serious sports management student an introductory overview of techniques to prospect, define inventory, create and present proposals, close the sale, activate and report sports sponsorships. Students will learn how to apply these skills to any level from high school sports to major league sports. After learning the process through meaningful interactions with the instructor and other professionals as well as readings on the topics, the student will have the tools to apply their knowledge.
Credits: 3
|
| |
-
MAA 552 - Sport First Aid
This course is designed to provide students with knowledge about injuries in sports that occur during practice when no athletic trainer or emergency medical personnel are present. In these instances, coaches are the first responders. A conceptual framework will provides youth, high school and club sport coaches with detailed action steps for the care and prevention of more than 110 sport-related injuries and illnesses. Specific topics will cover procedures for conducting emergency action steps; performing the physical assessment; administering first aid for bleeding, tissue damage, and unstable injuries; moving an injured athlete; and returning athletes to play. This course features the latest CPR guidelines from the American Heart Association; guidelines for the prevention, recognition, and treatment of concussion from the Centers for Disease Control and Prevention; and guidelines for the prevention of dehydration and heat illness from the National Athletic Trainers’ Association. At the end of the Sport First Aid course, students complete the certification test and if they pass with an 80% or higher, they are listed in the National Coaches Registry and will have earned a certificate of completion for Sport First Aid; which can offer students a distinct advantage when applying for coaching jobs.
Credits: 3
|
| |
-
MAA 553 - Successful Coaching
This course is designed to provide students with knowledge about the specialized field of coaching and athletic administration. The curriculum will highlight how to maintain a championship caliber culture in athletics.
Subject matter will include how to build sportsmanship, schedule contests, obtain sponsorships, prepare a competitive team, and address how the experience of an athlete is used in the game of life. Any athletic administrators taking this course will be prepared to define their own coaching philosophy. Another feature of this course will include techniques and strategies required to build and evaluate athletes as well as coaches. This course will include the importance of game planning and preparing a team to be ready for it’s opposition; scouting, analyzing film and making adjustments based on your competitions strengths and weaknesses. Last but not least, you will learn the importance of fundraising for the longevity of your high school or college program within your athletic department. The specific topics aforementioned will cover youth, high school, college and professional coaching. All subject matter will cover the fundamentals of being a successful coach. The conceptual framework will be the foundation of your studies through definitions, models, and the utilization of case studies.
Credits: 3
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
|
|
|