Graduate Education Program

Master of Arts in Teaching K-6

Master of Arts in Teaching 7-12

Master of Education in Educational Leadership K-12

Master of Education in English Language Learners PreK-12

Master of Education in Instructional Effectiveness K-12

Master of Education in Instructional Technology PreK-12

Master of Education in Reading PreK-12

Master of Library and Information Science K-12

Ed.D. in Professional Leadership and Practice

School of Education

Mackey Building (Corner of Lester and Hart)

615-248-1201 or 1-800-284-1594

Fax 615-248-1597

The School of Education

It is the mission of the School of Education to model competence, character, and compassion so that our students emulate and embrace these qualities in service and leadership.

Conceptual Framework of the School of Education

Being, Knowing, and Doing – Educators: Shaping the Future. This underlying structure of the conceptual framework for the School of Education informs and frames the entire unit.

Knowing

Understands Content

Understands Intellectual,

Social and Personal Development

Understands Diversity

Doing

Designs Instructional Strategies

Manages and Motivates

Communicates and Collaborates

Plans and Integrates

Evaluates

Being

Reflects on Practice

Participates in the Professional Community

Pursues Spiritual Development

Inherent in Trevecca's heritage, mission, and program is the assumption that because of who we are (Being), we seek to learn (Knowing), and to teach (Doing).

The School of Education, administered by the dean of the School of Education, offers master's degrees that lead to licensure, master's degrees for which the state does not offer licensure, and one doctoral degree which is non-licensure.

Students in the master's level programs begin and continue as a group. The curriculum requires a minimum of four semesters for completion. Courses are offered in sequence at each location. On/off campus programs use the same textbooks, syllabi and course evaluations. The majority of off-campus courses are taught by full time faculty. Students in the Ed.D. Program are in cohort groups for the three-year duration of the program.

The University is not responsible for any changes or delays in graduation for students who change groups or begin late. The University may combine groups as needed.

Purpose and Objectives of the Graduate Programs

The purpose of the graduate programs is to provide advanced study beyond the Baccalaureate degree.

Specific objectives are as follows:

Degrees Offered

Trevecca Nazarene University offers the following graduate degrees in the School of Education:

Master of Arts in Teaching K-6

Master of Arts in Teaching 7-12

Master of Education / Educational Leadership K-12

Non-degree – Licensure in Educational Leadership also available

Master of Education / English Language Learners PreK-12

Master of Education / Instructional Effectiveness K-12

Master of Education / Reading PreK-12

Master of Education / Instructional Technology PreK-12

Master of Library and Information Science K-12

Doctorate of Education / Leadership and Professional Practice

Master’s Degrees

General Admission Requirements

General requirements for admission to master of education degree programs are required of all applicants. These requirements are:

Note: TOEFL score (500 paper version; 173 computer version) is required of international students.

A student's file must be complete prior to initial enrollment. A completed file consists of the following documents:

Additional requirements may be identified in the program specific sections of this catalog supplement or in assessment system information provided when beginning the program.

Master’s Level Academic Requirements

Program Policies within the School of Education

Academic Load

Graduate students at the master's level who are employed full time in the teaching profession may not enroll for more than six hours during the fall and spring semesters. During the summer semester, it may be appropriate to register for up to 12 hours. Master's programs for non-teaching professionals may vary in course load per semester. To receive financial aid, students must be enrolled for a minimum of three (3) semester hours. Six hours is considered a full-time load during the academic calendar year.

In the doctoral program, the maximum class load that may be taken during the fall or spring semester will be four semester hours, plus dissertation project hours (see Matrix). Students will take two courses totaling 7 or 9 hours during the Intensified Summer Learning Experience.

Academic Requirements for Completion of Master’s Degree

To receive a Master's degree, the student must meet the following academic requirements:

Instructional Effectiveness

24 hrs

Educational Leadership

27 hrs

English Language Learners

30 hrs

Instructional Technology

30 hrs

Library and Information Science

33 hrs

Reading

30 hrs

Teaching K-6

30 or 36 hrs

 

(dependent upon student teaching)

Teaching 7-12

30 or 36 hrs

 

(dependent upon student teaching)

Academic Standing and Probation/Suspension

Regardless of the load carried per semester, each student must maintain a cumulative grade point average of 3.0 (B) to remain in good standing. If the cumulative GPA falls below 3.0, the student will be declared on academic probation for the following semester. Upon regaining the required cumulative average, 3.0, the student will be in good standing. However, if the student does not meet the cumulative average of 3.0 during the probationary semester, he/she will be declared on academic suspension for the subsequent semester and until reinstated by the admissions committee.

Admission with Restrictions

Restrictive admission to master's level courses may be considered for students who do not have both a 2.7 GPA and a minimum score of 378 on the MAT or 800 GRE. Students not meeting all program admission guidelines may be admitted with restrictions upon recommendation of the dean of the School of Education.

The restrictive admission status will be removed when the enrollee has completed the first three courses with a minimum grade of B in each of those courses. Failure to meet this stipulation during any of the first three consecutive courses will result in disenrollment.

Admissions Classifications

Two classifications of graduate students are recognized:

  1. Degree-seeking graduate students are those accepted into a specific graduate program.
  2. The non-degree seeking option serves students who do not wish to pursue a graduate degree at Trevecca, as well as those who may wish to begin graduate study before being admitted to a degree program. (In no case can more than 9 semester hours earned as a nondegree graduate student be applied toward a degree. Only grades A or B are acceptable.)

Advising

Because Trevecca's graduate programs are non-traditional and have standardized curricula, advising, though significant, does not follow the traditional pattern. All students begin with a group that takes the same classes on the same schedule. The only exceptions are non-degree seeking students, students who have earned transfer credit, or the occasional student whose program is interrupted. Students receive the schedule of classes for their entire program when a new group begins.

The University maintains communication with the student in at least three ways. First, through the instructors, both full time and part time, the students know the procedures for their program. Second, information on a range of topics is communicated through the student representative, chosen by each group, and through e-mail. Third, students are assigned to an adviser who is a full-time faculty member.

The primary responsibilities of the adviser are these:

Because of the unique design of the doctoral program, the traditional concept of advising is not applicable. The doctoral student will be assigned a cohort group. The cohort group begins the program together, takes all classes together, and follows a prescribed standardized curriculum of 57 semester hours in a minimum of three years. Consequently, no student needs to locate courses, determine the sequence of a course, or become concerned with the hindrances of traditional graduate students. Students receive the course sequence and calendar for the complete program.

Communication with each doctoral student is maintained via a variety of avenues. The dean of the School of Education and instructors keep students informed of the processes of the program. Students are kept up-to-date on a wide range of topics through newsletters and electronic media. The dean of the School of Education, the dissertation adviser, and the course instructors provide academic advising to Ed.D. students that includes:

Appeal Procedure - Admissions

Applicants for the M.Ed. programs who are denied admission and wish to appeal that denial must complete the following:

  1. A request in writing to the dean of the School of Education for a review of their admission file
  2. All appropriate documents related to admission
  3. A personal interview with the dean of the School of Education and appropriate faculty (Admissions Committee) if requested

For the MLIS and Ed.D. Programs, the decision of the admissions committee is final and is not subject to appeal. Applicants may reactivate their admissions file for consideration in a subsequent year.

Candidacy for Master’s Degree

Admission to candidacy is a formal step approved by the dean of the School of Education, acknowledging that the student has been performing well and is likely to complete the degree. Students must be in good academic standing to be eligible for admission to candidacy, and admission must take place upon completion of 12 hours in the program. Admission to Candidacy Forms are available in the School of Education.

Critical Points Toward the Master’s Degree

Grading System–Master’s Program

The master's program grading scale is as follows:

Quality Points Per Semester Hour

Exceptional

A

4.0

 

A–

3.7

Superior

B+

3.3

 

B

3.0

 

B–

2.7

Average

C+

2.3

 

C

2.0

 

C–

1.7

Passing

D+

1.3

 

D

1.0

 

D–

0.7

Failing

F

0.0

Incomplete

I

0.0

Withdrawal

W

0.0

Note:

Exceptions to grading scales will be noted in course syllabus.

Program Evaluation and Assessment

A Course and Instructor Evaluation is administered at the end of courses. Forms are distributed by student representatives, collected, placed in a sealed envelope, and returned to the School of Education by the student representative. The evaluation is considered a personal assessment; therefore, discussion of any kind during the process should not occur. In order to maintain high quality instruction in all the classes, instructors receive the results of the evaluations after all grades have been submitted. Courses include several types of evaluative and assessment measures related to student progress. An evaluation of the program takes place at the Exit Assessment Seminar.

Program Extension

When an individual who has graduated from a Trevecca School of Education master's degree program desires to add a master's degree in another program, s/he will take all courses in the major and enough electives from other program areas (other than the core courses that are common to most M.Ed. programs) to complete 30 hours of course work. If the program desired is Educational Leadership, the student may choose three electives to replace three courses (Research, Technology, and Educational Issues) if they were taken previously in another program.

Financial Services

Satisfactory Progress

Any student who drops below half-time status (3 credit hours for masters, 3 credit hours for doctoral) for two consecutive semesters will be suspended from financial aid. This suspension will require the student to pay for at least three hours with his/her own resources before he/she can regain eligibility for aid. A student may appeal the suspension to the review committee.

Students must submit a new Free Application for Federal Student Aid for each academic year they are enrolled and want to receive federal loans. All students must contact the Financial Aid Office if they want subsequent loans. Financial aid packets and additional information concerning financial aid may be obtained by calling the Office of Financial Aid at (615) 248-1242.

Program Specific Charges:

Master's level courses

Educational Leadership, English Language Learners K-12, Instructional Effectiveness, Instructional Technology, Library and Information Science, Reading K-12, Teaching K-6, Teaching 7-12

 

Tuition per credit hour

Instructional Materials Fee per Course (non refundable)

110.00

Exit Assessment Seminar, if applicable

35.00

EL Administrative Portfolio Fee

25.00

Portfolio CD

79.00

MLI 5090 & ETM 5060Professional Practice

75.00

Enhanced Student Teaching

325.00

Methods courses for MAT Teaching K-6 and 7-12

25.00

Ed.D. - Leadership and Professional Practice

Tuition per Semester Credit Hour

$369.00

Instructional Materials Fee per Course

160.00

Dissertation project Fee per hour

60.00

Intensified Summer Learning Experiences

*

*The Intensified Summer Learning Experience requires separate fees for service, lodging, and meals.

(Note: All fees and charges are subject to approval and change annually by the Board of Trustees.)

Master of Arts in Teaching K-6

The Master of Arts in Teaching K-6 is a 30 - 36 hour program and takes four or five semesters to complete.

Program Design

The MAT K-6 is a non-traditional program designed to accommodate working adults who have an undergraduate degree in a field other than elementary education and who desire a degree and/or licensure at the K-6 level. This five semester program is comprised of thirty hours of course work and six hours of student teaching. A 30-hour, non-licensure option without student teaching is available.

Candidates who accept employment for full-time teaching while enrolled in the MAT are achieving teacher licensure through an alternative licensure process and must participate in a mentoring plan as required by the Tennessee State Department of Education. To meet this requirement, two years of successful teaching coupled with mentoring is required in lieu of the traditional one semester of student teaching. As stated in the Nashville Area Alternative Licensure Consortium plan, mentoring is to be jointly provided by the employing school district and by the respective university during the time that the student is enrolled.

Trevecca will assign a mentor to work with the candidate. The role of the mentor is to coach and assist the candidate; the mentor does not serve as an evaluator of the candidate's progress. As required, the candidate will attend seminars and other professional development provided by the university. Each semester of the program, the candidate seeking to be alternatively licensed will pay a mentoring fee to the university to cover the expenses of the mentoring. (See fees in graduate catalog.)

CORE COURSES: 15 hours

EDU 550C

Curriculum Design and Practice

3

EDU 551C

Psychological Foundations of Learning

+ 3

EDU 552C

Assessment for Excellence

3

EDU 563C

Legal, Ethical, and Political Issues

3

EDU 6500

Classroom Organization and Management

3

MAJOR COURSES: 21 hours

TMA 6610

K-6 Reading and Literacy Education

+ 3

TMA 6620

K-6 Science Education

3

TMA 6630

K-6 Math Education

+ 3

TMA 6640

K-6 Social Studies Education

3

TMA 6650

Student Teaching and Seminar

++ 6

TMA 6670

Urban Perspectives in Teaching and Learning

+ 3

TMA 6660

E-Portfolio Seminar

0

TOTAL HOURS:

36

+ These courses will require field experience. In order to show that when you teach, students learn, candidates are required to complete clinical experiences. In order to participate in the mandatory field experiences, all MAT students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning their first class. Students will be notified of the specific vendor that will supply this service in their program acceptance letter.

A total of 40 clock hours of field experience in addition to student teaching will be required in the program. The total number of field experience hours will be divided among various courses.

++ A fee will be assessed for student teaching. An additional fee will also be assessed for those students who request a placement outside of Davidson County. Placements will be made in only seven other counties: Dickson, Montgomery, Rutherford, Sumner, Williamson, Wilson, and Maury.

The Praxis II test, Elementary Education: Content Knowledge, is the required Admissions' test. A passing score on the Praxis II Content Knowledge test must be submitted to the School of Education before the completion of nine semester hours of coursework. Other required tests: (1) Principles of Learning and Teaching (PLT) K-6; (2) Elementary Education: Curriculum, Instruction and Assessment; (3) Reading Across the Curriculum: Elementary.

Master of Arts in Teaching 7-12

Program Design:

A non-traditional program designed to accommodate working adults who have an undergraduate degree in one of the following content areas of study which are available at Trevecca:

This five-semester program is comprised of thirty hours of course work and six hours of student teaching.

The MAT summer class sessions are accelerated and intensive. Students can earn a total of three credit hours over the course of a three week period. Therefore, it is imperative that all students be present for the entirety of each class. Beginning with the summer 2008 class sessions, there will be a reduction of one letter grade for any student who is absent up to three hours. Any absence from a summer class that exceeds three hours may result in disenrollment from the course.

Candidates who accept employment for full-time teaching while enrolled in the MAT are achieving teacher licensure through an alternative licensure process and must participate in a mentoring plan as required by the Tennessee State Department of Education. To meet this requirement, two years of successful teaching coupled with mentoring is required in lieu of the traditional one semester of student teaching. As stated in the Nashville Area Alternative Licensure Consortium plan, mentoring is to be jointly provided by the employing school district and by the respective university during the time that the student is enrolled.

Trevecca will assign a mentor to work with the candidate. The role of the mentor is to coach and assist the candidate; the mentor does not serve as an evaluator of the candidate's progress. As required, the candidate will attend seminars and other professional development provided by the university. Each semester of the program, the candidate seeking to be alternatively licensed will pay a mentoring fee to the university to cover the expenses of the mentoring. (See fees in graduate catalog.)

CORE COURSES: 15 hours

EDU 550C

Curriculum Design and Practice

3

EDU 551C

Psychological Foundations of Learning

+ 3

EDU 552C

Assessment for Excellence

3

EDU 555C

Issues and Trends in Teaching and Learning

3

EDU 563C

Legal, Ethical, and Political Issues

3

MAJOR COURSES: 21 hours

EDU 6500

Classroom Organization and Management

3

TMA 6615

Secondary Instructional Design 7-12

+ 3

TMA 6625

Reading & Writing in the Content Areas: Middle & Secondary

+ 3

TMA 6635

Methods and Tools for Secondary Teachers

3

TMA 6665

Student Teaching and Seminar 7-12

++ 6

TMA 6670

Urban Perspectives in Teaching and Learning

+ 3

TMA 6660

E-Portfolio Seminar

0

TOTAL HOURS:

36

+ This course will require field experience. In order to show that when you teach students learn, candidates are required to complete clinical experiences. A total of 40 clock hours of field experience in addition to student teaching will be required in the program. The total number of field experience hours will be divided among various courses.

A passing score on the content knowledge test in the major field of study is required for admission to the MAT 7-12 program. In addition, all other required Praxis II tests in the major or minor field of study and the PLT 7-12 must be submitted before the student is admitted to student teaching or the e-portfolio seminar.

++ A fee will be assessed for student teaching. An additional fee will also be assessed for those students who request a placement outside of Davidson County. Placements will be made in only seven other counties: Dickson, Montgomery, Rutherford, Sumner, Williamson, Wilson, and Maury.

For licensure requirements, see section under Master of Arts in Teaching 7-12. For all students who have passed all required Praxis tests and met ALL other program requirements for graduation, an exit interview between the student and the MAT coordinator will be held to review the total program, collect data, and prepare forms for completion of the licensure application. Students will also participate in an e-Portfolio seminar and symposium.

Additional Academic Requirements Specific to the MAT 7-12

For all students who have passed all required Praxis tests and met ALL other program requirements for graduation, an exit interview between the student and the MAT coordinator will be held to review the total program, collect data, and prepare forms for completion of the licensure application. Students will also participate in an E-Portfolio seminar and symposium.

Steps Required for Graduation and Teacher Licensure

Steps Required for Graduation Non-licensure*

Successful completion of the E-Portfolio Seminar and participation in the E_portfolio symposium.

*At such time as the graduate completes student teaching or two years as "teacher of record" in a Tennessee state approved school and submits a passing score on all required PRAXIS tests, the university will work with the graduate to file the paperwork required for licensure.

Master of Education in Educational Leadership

The licensure program for principals enables candidates to develop knowledge and skills specified for the Beginning Administrator License and Professional Administrator License in the State of Tennessee. The Educational Leadership Program curriculum satisfies the requirements of Interstate School Leader Licensure Consortium.

Program Design

The design of the M.Ed. program in educational leadership for on campus and off-campus classes includes 30 semester hours over a 15-month period. Classes meet 8:00 A.M. to. 4:00 P.M. on Saturdays. Each course takes five Saturdays to complete. The summer semester times and days vary. The delivery system format includes a variety of instructional strategies including lecture, group projects, small group discussions, technology presentations, guest speakers, field trips, and instructor-student interactions. Students enrolled in off-campus programs must attend on campus sessions in research, practicums, educational issues, and exit assessment seminar.

Additional Program Specific Admissions Requirements

In addition to the general admissions requirements, the specific admission requirements for applicants for the master of education in educational leadership degree are as follows: Leadership Profile Forms, required of each applicant, are available for a written description of his/her potential for success as a school administrator.

Program of Study for M.Ed. in Educational Leadership

CORE COURSES:

EDU 560A

Power Through Research

3

EDU 561A

21st Century Technology

3

EDU 562A

Legal and Political Implications

3

EDU 564A

Organizational Decision-Making

3

EDU 565A

Perspectives on Leadership

3

EDU 566A

School Innovation

3

EDU 567A

Diversity: Management and Change

3

EDU 589A

Administrative Portfolio Practicum II

3

EDU 590A

Administrative Portfolio Practicum I

3

*EDU 591A

Exit Assessment Seminar

P/F

**NON-CORE COURSES:

EDU 610A

Educational Issues

1–3

EDU 515A

Culture, Ideas and Values

1–4

EDU 6400

Financial Planning for the Educator

3

TOTAL REQUIRED:

30

See also the general admission requirements for this program. This program allows one course (3 hours) transfer credit. Graduates from this program may qualify for the Tennessee Beginning Administrator (BAL) License.

*$35 fee in lieu of instructional/materials fee applies to this course.

** Non-CORE COURSES are offered at the discretion of the administration.

Licensure-only in Educational Leadership

This non-degree offering is available to individuals who hold an education-related master's degree. The standardized test that is required for admission to a master's program does not apply for licensure only. The program consists of 21 hours as follows:

EDU 562A

Legal and Political Implications

3

EDU 564A

Organizational Decision-making

3

EDU 565A

Perspectives on Leadership

3

EDU 566A

School Innovation

3

EDU 567A

Diversity: Management and Change

3

EDU 589A

Administrative Practicum II

3

EDU 590A

Administrative Practicum I

3

TOTAL

 

21

Beginning Administrator Licensure for State of Tennessee

Requirements for the beginning administrator licensure for the state of Tennessee include:

  1. Complete required coursework in Educational Leadership
  2. Pass State required test (School Leaders Licensure Assessment – PRAXIS Series 11010) with a minimum score of 156.
  3. Submit a copy of test score to School of Education

Professional Administrator Licensure for State of Tennessee

Candidates for the professional administrator licensure from the State of Tennessee must meet specific requirements to obtain PAL:

Master of Education in English Language Learners PreK-12

Program Design

The Master of Education in English Language Learners program is designed to provide prospective teachers of English language learners with sequential and integrated experiences. The degree consists of a total of 33 hours. Twelve hours are CORE COURSES in education, and 21 hours are in the major. The ELL major will enable teachers to develop expertise in language acquisition, appropriate instructional models, curriculum design, culture, assessment, technology, and bilingualism.

Program of Study for M.Ed. in English Language Learners (ELL) K-12

CORE COURSES 12 hours

EDU 555C

Issues and Trends in Teaching and Learning

3

EDU 550C

Curriculum Design and Practice

3

EDU 551C

Psychological Foundations of Learning

3

EDU 563C

Legal, Ethical, and Political Issues

3

MAJOR COURSES: In addition to 12 hours of CORE COURSES, the following 21 hours in ELL Instruction (K-6) are required:

ELL 6000

Language Acquisition and Learning

3

ELL 6010

Trends, Models and Methods in ELL Instruction

3

ELL 6020

Authentic Language Curriculum Design

3

ELL 6030

Language and Culture

3

ELL 6040

Methods of Assessment and Evaluation for ELL

3

ELL 6050

Technology and Language Learning

3

ELL 6060

Bilingual Language Learning

3

ELL 6070

Exit Assessment Seminar

0

TOTAL

 

33

Additional Option:

If a student is seeking initial endorsement in ELL, s/he must complete an enhanced student teaching semester (ELL 6075 Student Teaching and Seminar of 6 hours credit at the graduate level) at both the PreK-6 and 7-12 grade levels AND must have had the experience of learning a second language equivalent to at least six semester hours of college level study. (This experience may include, but is not limited to, completion of intensive language training by the Peace Corps, passing the Praxis II subject assessment in a second language, or a foreign language teaching credential from Tennessee or another state.)

Individuals who have completed previously an education-related master's degree may take 21 hours to add an endorsement in teaching English Language Learners. The courses to be taken are the courses identified for the major in the English Language Learners degree.

Master of Arts in Teaching: K-6 and English Language Learners (dual majors)

The Master of Education in Teaching MAT K-6 and English Language Learners (ELL) provides prospective teachers with the required course work for licensure as a teacher of K-6 students and as a teacher of students for whom English is not their first language. This program is designed for individuals who seek initial licensure in both K-6 and ELL. In addition to the 15 hours of core courses in professional education, 15 hours in the K-6 major and 12 hours in the ELL major will be required.

Core courses:

15 hours from the MAT K-6 master's degree core

 

EDU 555C

Issues and Trends in Teaching and Learning

 

3

EDU 551C

Psychological Foundations of Learning

+

3

EDU 563C

Legal, Ethical, and Political Issues

 

3

ELL 6040

Methods of Assessment and Evaluation for ELL

 

3

ELL 6030

Language and Culture

 

3

Major K-6

In addition to the 15 hours of the core courses, the following 15 hours in K-6 are required:

 

TMA 6610

K-6 Reading and Literacy Education

+

3

TMA 6620

K-6 Science Education

 

3

TMA 6630

K-6 Math Education

+

3

TMA 6640

K-6 Social Studies Education

 

3

ELL 6020

Authentic Language Curriculum Design

 

3

Major ELL

In addition to 12 hours of core courses, the following 12 hours in ELL Instruction (PreK-12) are required:

 

ELL 6000

Language Acquisition and Learning

3

ELL 6010

Trends and Models in ELL Instruction

3

ELL 6050

Technology and Language Learning

3

ELL 6060

Bilingual Language Learning

3

TMA 6650

Student Teaching and Seminar

6

 

Hours

48

Student Teaching

Students seeking initial licensure in MAT K-6 and ELL must complete an enhanced student teaching semester (6 hours credit at the graduate level) that includes experience at both the PreK-6 and 7-12 grade levels in the regular classroom and the ELL classroom.

ELL

Experience learning a second language equivalent to at least six semester hours of college level study is required. (This experience may include (but is not limited to): completion of intensive language training by the Peace Corps, passing the Praxis II subject assessment in a second language, or a foreign language teaching credential from TN or another state.)

Test Requirements:

Praxis Principles of Teaching and Learning K-6 (Test #522)

 

Praxis Elementary Education: Curriculum, Instruction and Assessment (Test #011)

 

Praxis Reading Across Curriculum: Elementary (Test #201)

 

Praxis Elementary School: Content Knowledge (Test #014)

 

Praxis English to Speakers of Other Languages (Test #0360)

Practicum (0 Credit)

At least 30 hours of practicum will be completed in English as a second language settings; the practicum will include experiences in both the PreK-6 and 7-12 grade levels. The practicum hours will be divided among the requirements of various courses and will include using applied technology to enhance academic proficiency as well as communicative proficiency in English.

E-portfolio Presentation (0 Credit)

The student will maintain an E-portfolio throughout the program that will be evaluated as a part of the exit assessment or as part of the student teaching seminar.

ELL 6070 Exit Assessment (0 Credit)

The culminating experience of the M.Ed. ELL is an exit assessment during which the student will demonstrate learning and present the E-portfolio. For those seeking initial licensure, Student Teaching and Seminar will be required in lieu of the exit assessment.

Master of Education in Instructional Effectiveness K-12(Curriculum & Instruction)

The M.Ed. in Instructional Effectiveness Program is appropriate for individuals who wish to continue working as teachers and to increase their knowledge and skills regarding curriculum and instruction. This degree does not lead to licensure.

Program Design

The design of the M.Ed. Program in Instructional Effectiveness includes 30 semester hours during a 15-month period. The classes meet 8:00 A.M. to 4:00 P.M. on Saturdays. Each course requires five Saturdays to complete. The summer semester times and days vary. The delivery system format includes a variety of instructional strategies including lecture, group projects, small group discussions, technology presentations, guest speakers, field trips, and instructor-student interactions.

Program of Study for M.Ed. in Instructional Effectiveness

CORE COURSES:

EDU 550C

Curriculum: Design and Practice

3

EDU 551C

Psychological Foundations of Learning

3

EDU 552C

Assessment for Excellence

3

EDU 553C

Technology for Learning

3

EDU 554C

Instructional Design

3

EDU 555C

Issues and Trends in Teaching and Learning

3

EDU 556C

Research into Practice

3

*EDU 560C

Exit Assessment Seminar

P/F

EDU 563C

Legal, Ethical, and Political Issues

3

Non-CORE COURSES

 

EDU 515C

Culture, Ideas, and Values

1-4

EDU 610C

Educational Issues

1-3

EDU 6400

Financial Planning for Educators

3

TOTAL REQUIRED

30

*$35.00 fee in lieu of instructional/materials fee applies to this course.

**Non-CORE COURSES are offered at the discretion of the administration.

Master of Education in Instructional Technology PreK-12

The Master of Education in Technology PreK-12 Program provides prospective technology specialists with a concentrated focus appropriate to grades pre-kindergarten through

twelve. However, it is appropriate for higher education or other venues which provide training in technology. This program is designed as an additional field of expertise for individuals who are already licensed as teachers although teaching licensure is not a prerequisite. In addition to the 15 hours of CORE COURSES, 18 hours in the major will be required. Courses meet on Saturdays to accommodate the full-time working adult.

Program Design

A non-traditional program designed to accommodate working adults desiring a master of education with an emphasis in Technology (PreK-12). The five semester program is comprised of thirty hours of course work and three hours of practicum. This program addresses Tennessee Teacher Licensure Standards, Professional Education, International Standards for Technology in Education (ISTE); and standards of the Tennessee Educational Technology Association (TETA).

All technology courses are laboratory-based and provide hands-on computer experience in class and require extensive computer work outside of class. Students must have access to Microsoft Office Suite, Internet, and email. A complete listing of the technology requirements is located at the end of this document.

CORE COURSES

EDU 550C

Curriculum: Design and Practice

3

EDU 551C

Psychological Foundations of Learning

3

EDU 552C

Assessment for Excellence

3

EDU 555C

Issues and Trends in Teaching and Learning

3

EDU 563C

Legal, Ethical, and Political Issues

3

TOTAL

 

15

MAJOR COURSES 18 hours

ETM 5010

Introduction to Educational Technology

3

ETM 5020

Integrating Technology into the Curriculum

3

ETM 5030

Application Software for Educational Settings

3

ETM 5040

Instructional Design & Multimedia Authoring

3

ETM 5050

Technology Planning & Administration

3

ETM 5060

Practicum

3

ETM 5070

Exit Assessment

0

TOTAL

 

33

Technology Requirements

Students must meet the following current hardware and software requirements to properly complete technology coursework

  1. Computer
  2. Operating System and Web Browser
  3. Internet Connection
  4. Network Account
  5. Email
  6. Software

Licensure

Currently the State Department of Education does not provide licensure in technology.

Master of Education in Reading K-12

The Master of Education in Reading provides prospective reading teachers with a concentrated focus appropriate to grades pre-kindergarten through twelve. This program is not designed for individuals seeking initial certification. Candidates for the reading master's degree must have three years of successful experience as a licensed teacher. Twelve hours of CORE COURSES are in education. In addition to the 12 hours of CORE COURSES, 21 hours in the major are required.

Program Design

The master's program in reading is designed to provide prospective reading teachers sequential and integrated experiences in the areas of the reading curriculum ranging from

grades pre-kindergarten through 12. The core will address broader content that is applicable across grade levels and disciplines. The reading major will enable teachers to develop expertise in design, delivery, diagnosis, and assessment of reading domains. Students can meet course requirements for Tennessee licensure standards in reading, pre-kindergarten through grade 12. Classes meet on Saturdays to accommodate the full-time working adult.

CORE COURSES: 12 hours

EDU 550C

Curriculum: Design and Practice

3

EDU 551C

Psychological Foundations of Learning

3

EDU 555C

Issues and Trends in Teaching and Learning

3

EDU 563C

Legal, Ethical, and Political Issues

3

MAJOR COURSES: 21 hours

RDG 6000

Advanced Literacy/Reading Instruction: Theory and Practice*

3

RDG 6010

Reading and Writing in the Content Areas: Middle and Secondary Schools

3

RDG 6020

Literature and Book Selection for Children and Adolescents**

3

RDG 6030

Analysis and Correction of Reading Problems

3

RDG 6040

Diverse Learners and Literacy Instruction

3

RDG 6050

Reading: Supervision and Leadership

3

RDG 6060

Seminar in Reading

3

RDG 6070

Action Research in Reading

3

TOTAL HOURS

33 (36**)

*Pre-requisite: Literacy/Reading Instruction and Development (bachelor level)

**Required if not taken for initial certification

Individuals who have completed previously an education-related master's degree may take 21 hours to add an endorsement in Reading. The courses to be taken are the courses identified for the major in the Reading degree.

Master of Library and Information Science K-12

The MLIS degree consists of 33 semester hours that will be completed in a 15-month period. Courses on campus are scheduled to meet for four weekends on Friday evenings and Saturdays. Evening classes meet from 6:00 P.M. – 9:00 P.M. During the day, classes meet from 8:00 A.M. to 3:00 P.M. Some weekends may meet online. An e-portfolio is maintained throughout the program and is presented as part of the Exit Seminar. Off-site hours may vary to meet local needs.

Program Design

The MLIS program is organized as a standardized, peer-group program which means that all students in a group will take all courses together. No transfer credit is permitted. All students are assigned for program advising.

For individuals who hold a Tennessee teaching certificate, the MLIS program provides the coursework and degree required for licensure as a school library information specialist. In addition, individuals seeking licensure as school library information specialists must pass the PRAXIS Specialty Test for Library Media Specialists. This test should be taken after all course work is completed. Test Code: 310 Minimum Score Required: 600

Additional Program Specific Admission Requirements

Specific admission requirements for applicants for Master of Library and Information Science degree are as follows:

  1. Each applicant will need an email account which will be used regularly for the purpose of communicating with instructors.
  2. Upon notification of acceptance, selected applicants will complete a technology pre-assessment via e-mail prior to first class session.

The admission process must be completed prior to attending the first class session.

Each peer group begins the program with the summer semester. The deadline for application file completion is February 15.

Program of Study - MLIS

CORE COURSES:

MLI 5000

Professional and Ethical Issues

3

MLI 5010

Information Technologies I

3

MLI 5020

Information Technologies II

3

MLI 5030

Knowledge Environment

3

MLI 5040

Fiction/Non-Fiction Resources

3

MLI 5050

Research Tools and Strategies

3

MLI 5060

Knowledge Management

3

MLI 5070

Knowledge Leadership

3

MLI 5080

Collection Development & Organization

3

MLI 5090

Professional Practice

6

*MLI 5200

Or Enhanced Student Teaching

6

**MLI 5100

Exit Assessment Seminar

0

TOTAL REQUIRED:

33

No transfer credit is permitted.

* $325 fee in lieu of instructional/materials fee applies to this course.

** $35 fee in lieu of instructional/materials fee applies to this course.

Initial Licensure as School Library Media Specialist

Individuals who do not hold a teaching certificate and who are seeking initial licensure as a school library information specialist only (not as a classroom teacher) must complete the following requirements in addition to the 33 hours required in the master's of library and information science program. The following 22 hours of professional education core classes at the post-baccalaureate level:

EDU 1500

Foundations of Education

3

EDU 1010

Foundations Practicum in Education

1

EDU 2600

Learning and Cognition

3

EDU 2556

Methods for Effective Classroom Climates

3

EDU 2250

Teaching in the Elementary Grades K-6

 

 

or

 

EDU 2200

Teaching in the Middle and Secondary Schools (7-12

3

EDU 3510

Teaching Reading and Writing in the Content Area

 

 

or

 

EDU 4130

Reading and Writing K-6

3

PSY 3411

Introduction to Exceptional Learner

3

PSY 4020

Educational Tests and Measurements

2

MLI 5200

Enhanced Student Teaching

6

 

First Aid and CPR Certification

 

  1. Provide evidence of CPR/First Aid certification in lieu of taking Public School Health, and
  2. Experience Enhanced Student Teaching in two library settings full-time for fifteen weeks in lieu of the 200-hour professional practice required by the MLIS degree coursework. Student teaching will occur in the spring semester prior to completion of MLIS course-work during the summer semester or in the fall semester following completion of the MLIS course-work. Application for student teaching should be made through the undergraduate teacher education process.

Specific MLIS Requirements

Doctorate in Education – Ed.D. in Leadership and Professional Practice

Program Design

The Ed.D. in Leadership and Professional Practice is a non-traditional doctoral program designed for the working practitioner. The program extends for nine semesters over 36 months. A major scientifically based research dissertation is completed in concert with the coursework. The program is designed around a cohort model and a rigorous, standardized curriculum. A nine-day, on-campus residency period is required during the three summers of the student's program. The instructional delivery system includes extended time beyond actual class meetings for reflections, lectures, group work, technology, presentations, and research reports.

Selection Process/Admissions

Selection into the Ed.D. program is for educational practitioners holding a master's degree from a regionally accredited educational institution. To begin the process of admission, the student will be required to submit:

  1. Application with $50.00 non refundable fee
  2. Official transcript of master's degree from a regionally accredited college/university with at least a 3.4 GPA. Individuals whose master's programs gave "pass" or "fail" in lieu of grades will submit a description of the admission requirements to the master's program, a letter from an official of the institution regarding the likelihood of the applicant's success in a doctoral program, and undergraduate transcripts.
  3. Two recommendations from individuals who know the applicant's abilities.

DEADLINE FOR COMPLETED APPLICATION FILE IS FEBRUARY 15

Admission is based on the evaluation of the following components:

  1. Test Score (submit one test score) – MAT, GRE, GMAT, NTE Specialty in Educational Leadership, National Board Certification, or (SLLA) School Leaders Licensure Assessment.
  2. Professional Experiences
  1. Interview - An individual interview will be conducted by the Admissions Committee. This will be an opportunity to assess personal goals, oral communication skills, and ability to interact with other professionals.
  2. Writing sample - A critique on a specific topic will be required at the time of the personal interview. Guidelines will be provided regarding the expectations of the critique. The critique must be submitted on a diskette. Hand written copy is not accepted. The Trevecca computer lab will be available for this writing sample.

Each new cohort group is selected in April and begins the program with the summer semester. The deadline for application file completion is February 15.

Admissions Committee

The purpose of the admissions committee is to review the data submitted for entry into the doctoral program. Because selection is based on a composite evaluation, the committee will determine whether the applicant is accepted or denied.

The University Admissions Committee decision for acceptance or denial to the program is final and is not subject to appeal. The admissions committee is comprised of selected School of Education faculty.

Program of Study – Ed.D. in Leadership and Professional Practice

The Program of Study is a list of required courses which will be offered. Course substitutions or transfer hours are not allowed. The 57-semester hour program requires a minimum of three years (36 months) for completion.

EDU 7001

Applying Quality Education Trends

4

EDU 7002

Scientifically Based Practice: Research I

4

EDU 7003

Strategic Policy and Planning

3

EDU 7004

Scientifically Based Practice: Research II

4

EDU 7005

Instructional Environments

4

EDU 7006

Cultural Influences

4

EDU 7051

Leadership & Organizational Behavior I

 

 

Intrapersonal Effectiveness

5

EDU 7052

Leadership & Organizational Behavior II

 

 

Team Building

5

EDU 7053

Leadership & Organizational Behavior III

 

 

Action Learning

5

EDU 7151

Technology I:

 

 

Learning and Instructional Technologies

2

EDU 7152

Technology II: Technology-Based Statistics

3

EDU 7153

Technology III:

 

 

Advanced Learning & Instructional Technologies

2

EDU 7201

Dissertation Project

12

through EDU 7253

 

TOTAL

 

57

No transfer credit is accepted in the Ed.D. program.

The University is not obligated to any student who becomes disenrolled for any reason. Failure to follow course sequence will result in delayed graduation date and significant financial penalty.

Advisers - Doctoral

Each doctoral student is assigned an adviser and a reader for the dissertation. The student works directly with the adviser at all times. Expectations for advisers are as follows:

A reader is also assigned to work with each doctoral adviser in a supporting role. The student and the reader do not communicate directly regarding the dissertation project. All communication from the reader is provided to the adviser who determines whether or not to forward the information to the student.

Students are expected to keep in touch with their adviser. Advisers may be reached at 615-248-1201 or 1-800-284-1594, e-mail or voice mail. Regular office hours are weekdays from 7:30 A.M. to 5:00 P.M. central standard time.

Candidacy for the Doctoral Degree

To be admitted to candidacy for the doctoral degree, the student must have successfully completed the first 18 semester hours of the program and have an unconditional approval of the dissertation proposal. The candidacy forms are provided by the School of Education office.

Grading System–Doctoral Program

The grading system for doctoral studies includes the letter grades A, B, C, and F for all courses except dissertation. The grades of S, U, or I will be assigned to the dissertation. Courses with grades of C, F or U must be retaken. Grade point average of 3.0 must be maintained for satisfactory academic progress.

Dissertation

The dissertation is a major research study of a significant issue related to practice within the inquiry-based environment of education. The dissertation must engage a field of specialization and involves identification of a problem, development of appropriate protocol, implementation and analysis of both qualitative and quantitative research, production of deliverables, dissertation defense, and a capstone presentation of the candidate's work and findings. The dissertation is designed to equip the candidate to engage in scientifically based inquiry and practice to effect problem identification and solutions in the environment of educational practice.

The dissertation experience begins in the first semester of the doctoral program and ends with a culminating experience that includes a defense with the student's dissertation team and a symposium presentation.

Students must earn a grade of "S" to identify them as making satisfactory progress on the dissertation project each semester. A grade of "U" identifies the student as not making satisfactory progress. Any dissertation course with an earned grade of "U" must be made up the following semester along with the normal course load already expected to be taken. A student who earns a grade of "U" in two consecutive dissertation courses is automatically terminated from the program. A student who earns a grade of "U" in three dissertation courses is automatically terminated from the program. Additional details regarding the dissertation may be found in the Dissertation Manual.

Doctoral Council

The graduate department of the School of Education includes a doctoral council comprised of experienced faculty and administrators in the University who work collaboratively to be creative and to promote intellectual stimulation through the field-based experience format and design. The overall goal of the research study is to integrate theoretical learning into practical application. Studies may be predominantly qualitative or quantitative or may be a combination of both.

A primary responsibility of the doctoral council is to consider recommendations for advisers and readers as presented by the dean of the School of Education and to approve the dissertation team for each doctoral student. The Council also may approve topics, review and modify procedures, and provide training for dissertation teams. The doctoral council will meet at least once per semester.

Advisers to Doctoral Students

The dean of the School of Education seeks out University faculty who may have an interest or expertise in the areas in which doctoral students conduct research. The dean of the School of Education and the dissertation coordinator carefully screen all potential advisers prior to submission to the doctoral council. The majority of advisers are full-time professors within the University academic units; however, part-time faculty who hold the doctorate and who have enjoyed a successful tenure of at least two years with the University are potential advisers.

Each doctoral participant will be assigned a dissertation team. The dissertation team consists of the adviser and one additional member who serves as a reader for the dissertation. The adviser is the primary member of the dissertation team. Individuals selected to serve as readers hold the terminal degree.

If a student requests that the assigned adviser or reader be changed, the dean of the School of Education will determine if the request should be granted. If the change is granted, the fees to be charged to the student are as follows: $350 for change in adviser; $150 for change in reader.

Intensified Summer Learning Experience (ISLE)

During the three summer sessions of intensified learning experiences, students are required to participate with peers and faculty members in scholarly and innovative activities. These learning experiences include both day and evening sessions.

All doctoral students will be required to reside in University residence halls during the summer sessions. There are no exceptions to this residence requirement. Attendance in classes and all other scheduled activities are mandatory. Failure to comply with ISLE requirements will likely result in dismissal from the program.

In addition to tuition for courses, other fees are assessed for participation in ISLE.

Program Completion

Guidelines for program completion are as follows:

  1. The program is to be completed in three years. No individual is to take longer than five years (registered for courses) to complete the program. Approved time extensions granted as outlined below, where the student is not currently registered for courses, is not considered against the time requirement for completion.
  2. A reasonable extension of time may be considered for completing course requirements because of military service or illness involving hospitalization. The student must present official evidence for consideration of an extension.
  3. A student making satisfactory progress who drops out of the program may re-enter the program within two years at the point in the program sequence at which s/he departed.
  4. A student's decision to leave the program will result in assignment to a different cohort and in delayed graduation. The institution is not responsible for any inconvenience this may cause the student.
  5. If an individual who has left the program has been gone for more than two years and requests to return, the dean of the School of Education will determine if the individual may return, which courses must be repeated in order for the person to be assimilated back into the program, the cohort to which s/he will be assigned, and the point in the program when it is appropriate for the return.

Graduation Requirements

To be eligible for graduation from the doctoral program, students must

  1. Submit a graduation application and fee by the required date.
  2. Be admitted to candidacy upon completion of 18 semester hours.
  3. Complete all requirements of the curricula.
  4. Attain a grade point average of 3.0.
  5. Repeat courses with grades of F.
  6. Make up dissertation hours with a grade of "U"
  7. Complete successfully a symposium presentation.
  8. Satisfy all financial obligations to the University.

Master of Education Courses

Educational Leadership/Administration K-12

EDU 515A Culture, Ideas and Values (1–4)

An investigation of significant research related to reading with emphasis on school administration, management, decision-making, leadership, and change, the course involves critiquing and oral presentation of materials.

EDU 560A Power Through Research (3)

This course is designed to enable school leaders to use current research from multiple sources to analyze and improve the learning community. Areas of interest include: student learning, effective teaching, connecting students and community resources, analyzing problems, and understanding student growth and development.

EDU 561A 21st Century Technology (3)

The focus of this course is the improvement of administrators' abilities to more efficiently and effectively manage school programs with the aid of technology. Effective communication, through the use of newsletters, electronic mail, and audio and video presentations, help administrators deal more capably with teachers and parents. Participants learn to use large amounts of data in school fiscal operations, inventories, student data, and plant facilities and equipment records.

EDU 562A Legal and Political Implications (3)

This course examines the legal and regulatory mandates as outlined by the local school district, the state, the federal government, and the courts. Emphasis is on the legal rights and liabilities of school personnel and the responsibilities in maintaining an orderly school climate. Additional emphasis is on understanding the following: political influences in decision-making, moral and ethical responsibilities of schools, diverse cultural values, and the ability to communicate properly with the community and the media regarding relevant school matters.

EDU 564A Organizational Decision-Making (3)

Designed to create a theory into practice by using concepts of organizational theory to explain the functioning of an educational organization, this course emphasizes communication with individuals and groups involving faculty, staff, parents, and community members in meaningful decision-making, delegating responsibilities, and managing change through effective school programs.

EDU 565A Perspectives on Leadership (3)

This foundation course for educational leadership includes theory and research along with practical applications to allow administrators to lead in the face of challenging and changing climates in schools and society, nationally and locally. Specific paradigms of leadership include the leader as visionary, change agent, instructional supervisor, financial officer, and chief executive officer.

EDU 566A School Innovation (3)

Emphasizing a supportive environment committed to personal and organizational growth, the course deals creatively with the vision that supports the total learning community. It investigates the Deming Model as it relates to continuous improvement and other integrated delivery systems that utilize comprehensive professional development at all levels of the organization.

EDU 567A Diversity: Management, and Change (3)

This course reflects the social, political, and cultural diversity that characterize national and global life. Discussion centers on the politics of race and sexism within the total learning community and alternative ways of working with diverse and pluralistic communities for the improvement of society.

EDU 589A Administrative Portfolio Practicum I, II (6)

EDU 590A

The administrative portfolio is a practicum for enriching assessment of educators who are candidates for administration. The portfolio is a capstone course that serves as a valuable tool for encouraging reflective, analytical thought about the administrative profession. An in-depth analysis of educational leadership is researched by collaboration with administrators at the public school and higher education levels.

During this practicum, the student engages in dialogue and field experiences that include perspective leadership, organizational decision-making, diversity, school innovation, and 21st century technology. The full semester course is determined by the school calendar where the practicum takes place rather than the University semester. Students may take up to twelve months to complete the practicum. A grade of "I" will be assigned until the time limit expires. To avoid changing the "I" to "F", the student must complete the practicum within twelve months.

EDU 591A Exit Assessment Seminar

The Exit Assessment Seminar is required of ALL students pursuing the Master of Education in Educational Leadership degree. Taken during the last semester of the program, the purpose is to assess the progress of the student through group work on major issues, critiquing of speakers, writing experience, and program evaluation.

EDU 610A Educational Issues (1–3)

A survey of current issues in education, this course is designed for the advanced graduate student. A seminar format may be utilized as the instructional technique.

Instructional Effectiveness/Curriculum K-12

EDU 515C Culture, Ideas, and Values (1-3)

Requiring considerable independent work, students investigate significant research with emphasis on instructional leadership, the educational change process, and other current educational influences. Students critique materials selected and orally present their synthesizing of research findings.

EDU 550C Curriculum: Design and Practice (3)

An exploration of the content that revolves around the development of the curriculum, this course includes curriculum analyses, models, alignment, and evaluation.

EDU 551C Psychological Foundations of Learning (3)

Formerly Instructional Vision – This course addresses developmental stages within the context of major learning theories. The psychology of learning includes motivation, humor, strategic learning, anchored instruction, mediated learning, metacognition, brain research, classroom organization, management, climate, and communication for effective teaching.

EDU 552C Assessment for Excellence (3)

Models of assessment are examined to determine measures of student performance. These include authentic assessment, competency-based assessment, assessment instruments, and assessment reports. Emphasis is given to accountability, data-driven instruction, and current trends in assessment.

EDU 553C Technology for Learning (3)

Formerly Technology: Today and Tomorrow –This course focuses on using e-mail, word processing, data bases, and spreadsheets to support instruction. Internet resources, interactive media, and webpage design are also examined. Hands-on laboratory experiences develop an understanding of the power of technology to assist in the teaching and learning process.

EDU 554C Instructional Design (3)

Formerly Paradigms of Planning –Emphasizing the decision-making process, this course is a survey of instructional models for teaching including planning, delivery, strategies, grouping, themes, and resources. Differentiated learning, including learning domains, teaching and learning styles, and multiple intelligences as well as evaluation of student performance and parental involvement are essential components of this course.

EDU 555C Issues and Trends in Teaching and Learning (3)

Formerly Empowerment for Life-Long Learning –This course addresses issues of philosophical importance including historical influences, diversity, educational theorists, family and society, health, and physical and emotional safety in schools. The correlates of effective schools will be emphasized.

EDU 556C Research Into Practice (3)

Participants study conceptualization of research problems, development of hypotheses and strategies, using quantitative and qualitative research, research into practice, problem-solving, and applied educational research.

EDU 560C Exit Assessment Seminar

The Exit Assessment Seminar is required of ALL students pursuing the Master of Education in Instructional Effectiveness degree. Taken during the last semester of the program, the purpose is to assess the progress of the student through group work on major issues, critiquing of speakers, writing experience, and program evaluation.

EDU 563C Legal, Ethical, and Political Issues (3)

Formerly Visionary Leadership—Legal and ethical responsibilities of teachers toward their students are central to this course. The legal rights and liabilities of teachers and the responsibilities in maintaining an orderly classroom climate will be discussed. Political influences are juxtaposed against moral and ethical responsibilities in decision making. Strategies for interacting with media are included.

EDU 610C Educational Issues (1–3)

This course is an exploration of specific issues in education. Alternative instructional delivery requires students to possess a high level of personal discipline and responsibility and technological skills.

Master of Education/English Language Learners

ELL 6000 Language Acquisition and Learning (3)

This course explores the accepted theories of language learning and acquisition. The distinction is made between learning and acquisition as it relates to efficient language application and use. Distinctions are also made between communicative language learning and academic language learning and the instructional supports required for each. This is an applied theory course with significant reading and which provides a theoretical framework

for the remainder of the course work in this major. Understanding how language is learned and acquired is fundamental to language instruction. The importance of socialization in the target language with transitional supports in the mother tongue is also explored. Course addresses state standards IA, IIC, IIIA, IIIB, IIIC.

ELL 6010 Trends, Models, and Methods in ELL Instruction (3)

This course examines the currently used models of ELL instruction from a variety of school boards and regions. These models are examined in light of language learning theory. Models of integration, mainstreaming, "push out" and "pull in" are examined and students are expected to not only understand the differences but to also understand the implications for effective language learning. Course addresses state standards IC, IE, II, IIIC.

ELL 6020 Authentic Language Curriculum Design (3)

This course looks at the principles of curriculum design as they relate to language learning within an authentic learning environment. Rather than creating inaccurate learning environments with controlled language input, this course explores the efficiency of maximizing comprehensible input in order to produce comprehensible output. Contextualization of language application and use are central to this course and students will be expected to design actual curriculum units within an authentic language context. Integrated approaches to grammar, vocabulary, pronunciation, and writing are examined and used by students to design their own authentic language course. Course addresses state standards IA, IB, IC, IG, IIA, IIIA.

ELL 6030 Language and Culture (3)

This course focuses on the relationship between language and culture and proposes methods of ELL instruction that are both linguistically effective and culturally inclusive. Language and culture are inseparable and this course examines the effects of monolingual and monocultural language learning methods for students. Affirmation of home language and culture are critical in negotiation of new language and culture learning. Multicultural approaches such as integration, acculturation, and assimilation are examined in light of ELL teaching and learning. This is a research course. Course addresses state standards ID, IH, II, IIB, IIIA, IIIB, IIIC.

ELL 6040 Methods of Assessment and Evaluation for ELL (3)

Language proficiency assessment for placing is not the same as evaluation of language demonstration and use. This course examines the differences between the two and combines methods with outcomes evaluation. Assessment for "placement" is compared with evaluation of outcomes. Placement is also examined in light of authentic language learning within a school setting. Students are expected to understand the various methods as well as produce samples of assessment and evaluation strategies. Course addresses state standards IE, IF, IG, II, IIIC.

ELL 6050 Technology and Language Learning (3)

This course examines the importance of instructional scaffolding for ELL learners and looks at how new technology can facilitate this approach. Students experience various methods using new technology such as the Internet for instruction and various forms of distance education for language learners. This course provides access to new software, online resources, and synchronous and asynchronous methods in technology mediation. Language practice through mixed media input is demonstrated as well as the role of rote practice for pronunciation. Course addresses state standards IA, IB.

ELL 6060 Bilingual Language Learning (3)

Most ELL learners are already bilingual and bicultural. This course explores various kinds of bilingualism and the importance of maintaining bilingualism as a framework for more efficient language acquisition. This course applies bilingual theory to everyday teaching and learning and students are required to design course plans with appropriate teaching strategies for bilingual and bicultural inclusion. Course addresses state standards ID, IIA, IIB, IIC, IIIC.

ELL 6075 Student Teaching and Seminar (6)

Student teaching that includes experience at both the PreK-6 and 7-12 grade levels and seminar is required for individuals seeking initial licensure as ELL teachers.

ELL 6070 Exit Assessment Seminar (0 Credit)

The culminating experience of the M.Ed. ELL PreK-12 is an exit assessment during which the student will demonstrate learning and present the E-portfolio. For those seeking initial licensure, Student Teaching and Seminar will be required in lieu of the exit assessment.

Master of Education/Instructional Technology

ETM 5010 Introduction to Educational Technology (3)

This course focuses on developing proficiency in the foundational skills necessary for the master of education in technology PreK-12. Working in face-to-face, synchronous, and asynchronous environments, students develop skills necessary for competency in word processing, database, spreadsheet, presentation, and Internet applications. The course includes an overview of the use and management of technology in the educational setting and exploration of emerging resources. Elements such as Word, Excel, PowerPoint, Outlook, Internet Explorer, hardware, and troubleshooting are included. Course addresses the following standards: ISTE 1, ISTE 2, State Standard 11.b.

ETM 5020 Integrating Technology into the Curriculum (3)

This course examines applications of traditional and emerging technology to the curriculum with an emphasis on the use of technology as an instructional tool to enhance the quality of classroom instruction and facilitate the work of the teacher. This course includes lesson planning as well as hands-on experience with a variety of technologies as well as discussions of the place of technology in dynamic school paradigms. Course addresses the following standards: ISTE 2, ISTE 3, State Standard 11.a.

ETM 5030 Application Software for Educational Settings (3)

This course studies applications of technology to the curriculum in a variety of disciplines and reviews software and technology projects to enhance science, mathematics, social studies, language arts, and other pertinent curriculum areas. Criteria for evaluating software and technology projects are discussed, and technological resources in each curricular area are presented. The course includes using software such as KidPix, School House Rock, Inspiration, Kidspiration. The course addresses the following standards: ISTE 2, ISTE 3, ISTE 5, State Standard 11.a.

ETM 5040 Instructional Design and Multimedia Authoring (3)

This course focuses on the utilization of design principles to effectively communicate instructional and professional materials prepared for the classroom, school/district, and professional development use. Students learn how to use multimedia authoring tools to produce courseware for classroom use and how to incorporate multimedia design projects into their curricula. The course includes such elements as Web page design, I-Movie, enhanced PowerPoint, and Windows MovieMaker. The course addresses the following standards: ISTE 2, ISTE 3, ISTE 5, State Standard 11.a, State Standard 11.b.

ETM 5050 Technology Planning and Administration (3)

This course prepares technology leaders for technology planning and administration, including staff development, management programs, legal issues, and grant writing. The course includes creating technology plans; reviewing acceptable use policies; working with IT department in school and district; previewing school management software, grade programs, counseling programs, special education programs, and library programs; managing change processes; and considering the ethical and societal impact of technology. Elements such as technology planning & administration, creating a technology plan, acceptable use policy, working with IT department in school, school management software, grade programs, counseling programs, legal issues, ethics, and societal impact will be addressed. The course addresses the following standards: ISTE 2, ISTE 4, ISTE 5, ISTE 6, State Standard 11.b, State Standard 11.c.

ETM 5060 Practicum (3)

100 hours of professional practice are required. Students may intern or conduct a project in a school, business, or other appropriate setting. Approval by program adviser is required. Some additional field experience hours may be required in conjunction with coursework.

ETM 5070 Exit Assessment (0 Credit)

The Exit Assessment is the culminating activity of the program. The student demonstrates learning and presents the E-portfolio for evaluation.

Master of Library and Information Science

MLI 5000 Professional and Ethical Issues (3)

This course emphasizes the importance of commitment to personal and professional growth and knowledge of a variety of cultural and philosophical viewpoints and provision of information and materials to reflect this variety. Issues of censorship, standards for information programs, and purposes for libraries are discussed. The course addresses the state competencies IC and ID in the category of professionalism and communication.

MLI 5010 Information Technologies I (3)

Development of technological literacy. This course focuses on understanding and use of basic computer applications. Use of on-line databases, Internet, PowerPoint, and CU See Me Web design are included. The course addresses the state competencies IA, IID, IIE, IIF, IIIG, IVC, IVD in the category of administration.

MLI 5020 Information Technologies II (3)

This course studies advanced understanding of technological applications including desk top publishing, media production, Boolean searching and other library-related applications. The course addresses state competencies IA, IID, IIE, IIF, IIIG, IVC, IVD in the category of administration.

MLI 5030 Knowledge Environment (3)

Effective communication with library users to provide guidance in selection and use of materials and electronic media is emphasized in this course. Strategies for providing ideas and training to a variety of library media users of library and media resources are suggested. Create an organized, accessible environment that facilitates access and stimulates use of library resources and is conducive to learning. This course addresses state competencies IA, IB, IIIB in the category of professionalism and communication.

MLI 5040 Fiction/Non-Fiction Resources (3)

Knowledge of books, media, instructional materials and electronic resources appropriate for children, young adults, and adults are important aspects of this course. This course addresses state competency IIIA in the category of collection management and organization.

MLI 5050 Research Tools and Strategies (3)

This course focuses on research skills and strategies, including evaluation and analysis of information with ability to convey to users. Understanding of traditional and non-traditional research tools and the ability to use technology for research and information retrieval and to instruct users in the use of electronic resources will be emphasized. Knowledge of books, media and instructional materials appropriate for children, young adults, and adults are explored. This course addresses state competencies IID, IIE, and IIIA in category of instructional leadership.

MLI 5060 Knowledge Management (3)

Students develop and implement short and long range goals for a library information program. Personnel management procedures, development and administration of library information programs and processes, and management of instructional and administrative computer applications are studied. This course addresses state competencies IVA, IVB, IVC in the category of administration.

MLI 5070 Knowledge Leadership (3)

Collaboration with users on curriculum and instructional design is emphasized. Understanding of learning styles, student development and strategies to meet the needs of diverse learners are discussed. Students identify and select resources appropriate to curriculum areas and to various client groups. The importance of preparing one's self to become a life-long learner is included. This course addresses state competencies IIA, IIB, IIC, IIF in the category of instructional leadership.

MLI 5080 Collection Development and Organization (3)

The focus of this course is on books, media, and instructional material appropriate for children, young adults, and adults. Students plan collection development to accommodate the needs of users, evaluate both internal holdings and external resources to select appropriate resources, explore library classification systems and cataloging resources, evaluate automation resources and systems, and gain knowledge of community and global resources. This course addresses state competencies IIA, IIIB, IIIC, IIIIE, IIIF, IIIG in the category of collection management and organization.

MLI 5090 Professional Practice (6)

This course consists of work experience in library environments under the guidance of practicing professional library information specialists. The course is to be taken by students who are licensed as teachers or who do not seek licensure.

MLI 5100 Exit Assessment Seminar (0 Credit)

This course is the culminating seminar for students to demonstrate learning. It will include discussion, reflection, and writing about library and information related issues.

MLI 5200 Enhanced Student Teaching (6)

This course is a full semester of student teaching with placement in two libraries of differing grade levels. It is taken by students seeking initial licensure as school library information specialist.

Master of Education/Reading PreK-12

RDG 6000 Advanced Literacy/Reading Instruction: Theory and Practice (3)

Literacy acquisition as a developmental process is emphasized in this course. Activities are designed to create an appreciation for the complex process of reading. Lecture and discussion topics include an historical perspective on learning to read, what it means to be a reader and writer, the emergent reader, developmental stages of reading, assessment strategies for reading and writing, organizing and managing a balanced reading program, selecting appropriate materials for instruction. Using technology to support language learning is explored. Practicum experiences at various grade levels will be required. Course addresses state standards 1, 2, 5, 6, 8, 9, 10.

RDG 6010 Reading and Writing in the Content Areas: Middle and Secondary Schools (3)

The relationship between learning strategies and the subject areas normally taught in grades 4-12 is the focus for this course. Current theory and use of reading and writing in content areas is discussed. Reading comprehension as a process and skills such as fluency, attention, working memory, content specific vocabulary and motivation as each relates to constructing meaning from text will be examined. Using technology as a tool to support language learning in the content area will be explored. Assessment that mirrors instruction is embedded within the topics. Course addresses state standards 1, 2, 5, 6, 7, 8, 9, 10.

RDG 6020 Literature and Book Selection for Children and Adolescents (3)

The various genres of literature for children and adolescents, and approaches to building a quality literature program are highlighted. Criteria for selecting quality literature through consideration of developmental needs, reading levels, and relevancy for today's children and youth are investigated. A bibliography of selected children's books or adolescent books is required. Course addresses state standards 3, 4, 5.

RDG 6030 Analysis and Correction of Reading Problems (3)

Emphasis in this course is placed on theory and practice in the diagnosis and treatment of reading difficulties. Students are introduced to formal diagnostic tools for identifying struggling readers. Students examine research-based strategies, practices and intervention programs and criteria for selecting appropriate materials for instruction. Guidelines for communicating with parents and community regarding students' reading difficulties and progress will be discussed. Application of assessment and intervention techniques are required through a diagnostic case study in which the student tutors a child, identifies the reading problem, implements intervention strategies to correct the problem, and makes recommendations for parents and teachers. Students will connect research, theory, and practice as they share tutoring experiences and receive feedback from their peers. Course addresses state standards 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 13.

RDG 6040 Diverse Learners and Literacy Instruction (3)

Differentiation of instruction for English language learners, special needs children and culturally diverse learners are emphasized in this course. Learning styles and learning models are explored and integrated into curriculum, instruction and assessment. Various strategies, methods of reading instruction used in settings with special populations will be examined as well as the research that has evaluated different models. A literacy practicum with special populations is required. Course addresses state standards 2, 3, 5, 6, 7, 8, 10, 11, 13.

RDG 6050 Reading: Supervision and Leadership (3)

Principles and procedures for planning, implementing, evaluating and supervising reading programs at the school, district, and state levels are studied. Included are theoretical foundations of planning and supervision as well as practical application of theory. A focused shadowing field experience is designed and carried out by the student. Course addresses state standards 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15, 16.

RDG 6060 Seminar in Reading (3)

Current trends in research and issues in literacy are studied by critically examining selected qualitative and quantitative investigations that have shaped the field of reading. Students must complete an in-depth review of literacy research on a focused topic. As a part of this course, an action research project proposal is required. The instructor must approve the action research problem. Course addresses state standards 1, 2, 3, 4, 10, 11, 12, 14, 16.

RDG 6070 Action Research in Reading (3)

The action research proposed in Seminar in Reading is implemented. A paper including the proposal, the literature review (work from Seminar in Reading), the methodology, and results will be prepared. A multimedia presentation of the findings of the action research will be presented in class. Course addresses state standards 1, 2, 3, 4, 10, 11, 12, 14, 16.

Master of Arts in Teaching K-6, 7-12

TMA 6610 K-6 Reading and Literacy Education (3)

This course is a survey of research and theory in reading education with a focus on research-based instructional practice. Diagnostic, corrective methods are included. Alternative strategies for special needs students in the regular classroom are examined. Writing skills are also addressed. Hands-on experiences are a part of this course. Meeting the reading/literacy needs of students with special needs, including English language learners, is addressed.

TMA 6615 Secondary Instructional Design 7-12 (3)

This course explores the climate and culture of effective secondary learning environments, programming, and instructional and curricular models within the 7-12 school setting. Teaching strategies that facilitate learning in the secondary grades are also examined. Students review developmentally appropriate practices in the 7-12 learning environment. A second component of this course explores ways to prevent misbehaviors from occurring, support students when misbehaviors occur, and correct students when problems persist. Emphasis is placed on holding high expectations, encouraging and motivating the heart, and modeling the way for students in a firm and caring learning environment. Addressing the needs of students with special needs, including English language learners, is included. A field experience is included.

TMA 6620 K-6 Science Education (3)

Methods of science instruction are examined, including inquiry-based learning and guided discovery. Scientific principles and instructional strategies will be emphasized and applied. Methods to assist the learning of science by students with special needs, including English language learners, are included. Participants will apply concepts covered in class through a micro-teaching experience.

TMA 6625 Reading & Writing in the Content Areas: Middle and Secondary (3)

This course addresses teaching reading and writing in the various subject areas at the secondary level. It stresses skills of vocabulary building, comprehension and writing as well as skills and methods of motivating students to read and write. Classroom observation and analysis in a secondary school is required.

TMA 6630 K-6 Math Education (3)

Foundations of elementary and middle school mathematics, pedagogy, and materials of math instruction will be examined. Participants are challenged to construct new understandings of K-6 math and to look beyond rote procedures of math to the underlying principles. Methods to assist the learning of mathematics by students with special needs, including English language learners, are included. Participants apply concepts covered in class through a microteaching experience.

TMA 6635 Methods and Tools for Secondary Teachers (3)

This focus of this course is on materials, methods, and skills needed to effectively teach at the secondary level. A variety of instructional tools, including significant use of technology, is included.

TMA 6640 K-6 Social Studies Education (3)

An interdisciplinary approach to social studies instruction is presented identifying the contributions of the six social science areas; integrating the various elementary subjects; and aligning the national, state, and local curriculum standards in lesson planning and instructional formation. The course analyzes current trends in instructional strategies to accommodate differing learning styles, abilities, and interests and apply learning theories and principles of child development to instructional planning that includes long and sort-range goals appropriate for students. Methods to assist the learning of social studies by students with special needs, including English language learners, are included. An emphasis is placed on student participation in lessons, higher-order thinking, visual and performing arts, technology, language arts, inquiry based models, authentic assessment, and project based learning. The course also requires involvement with the professional community through various experiences.

TMA 6645 Perspectives in Diversity (3)

This course provides an overview of the many facets of diversity encountered in the school setting. The challenges of effectively teaching a culturally diverse population are introduced. Instructional strategies for meeting the needs of ELL, at-risk, and special needs populations are emphasized.

TMA 6650 Student Teaching and Seminar (6)

The student must have taken and passed all specialty area tests required by the State Department of Education for licensure prior to enrolling in student teaching. Student teaching includes a 15-week, semester long professional practice experience in two diverse elementary public school settings at different grade levels, an opening of school experience, and a seminar component for processing the application of knowledge and the analysis of teaching skills, lesson and unit planning, classroom management, and other professional issues. The culminating activity is the review of the portfolio by School of Education faculty. Successful completion of the seminar and the portfolio is required in order for the student to receive a pass in student teaching. This requirement may be waived upon acceptable documentation of two years of successful teaching experience.

TMA 6655 Research Seminar (3)

This course introduces the student to research methods for investigating an instructional problem related to his/her content area. Based on his/her research, an effective strategy for addressing the problem is developed. An in-class presentation, using appropriate technology, is required.

TMA 6660 E-Portfolio Seminar (0)

Beginning with the first MAT course, the e-portfolio will be a work in progress for the duration of the program. The E-Portfolio Seminar is designed for a student who has successfully completed thirty hours of course work. This e-portfolio will serve as the culminating activity and is required for graduation in the Master of Arts in Teaching program. All required Praxis II tests must be passed before students will be permitted to enroll in the E-Portfolio Seminar. A fee will be imposed to cover the cost of Live Text web access and space. A Pass-Fail grading system will be used.

TMA 6665 Student Teaching and Seminar 7-12 (6)

The student must have taken and passed all specialty area tests required by the State Department of Education for licensure prior to enrolling in student teaching. Student teaching includes a 15-week, semester long professional practice experience in two diverse secondary public school settings at different grade levels, an opening of school experience, and a seminar component for processing the application of knowledge and the analysis of teaching skills, lesson and unit planning, classroom management, and other professional issues. The culminating activity is the review of the portfolio by School of Education faculty. Successful completion of the seminar and the portfolio is required in order for the student to receive a pass in student teaching. This requirement may be waived upon acceptable documentation of two years of successful teaching experience.

TMA 6670 Urban Perspectives in Teaching and Learning (3)

This course is designed to provide an overview of the diverse educational needs, challenges, opportunities and rewards that teachers encounter as they seek to effectively meet the needs of learners in urban schools. Students will explore the historical perspectives of public urban education, the characteristics of the urban child as well as culturally relevant issues that impact the progress of teaching and learning in an urban setting. Students will examine the impact of poverty on children who may be deemed "at risk." This course will focus on equipping students with the competencies, principles, tools, and instructional strategies to effectively create a positive classroom environment that fosters student achievement. Students will be required to complete ten hours of observation in an urban Title 1 school. Students who are presently employed as "teacher of record" in an urban setting (or an Alternative License) will complete a case study.

Field Experience (0 Credit)

For programs leading to licensure professional practice in school settings will be required and will be scheduled in conjunction with the course work.

E-Portfolio Presentation (0 Credit)

The student maintains an E-portfolio throughout the program that is evaluated at the time of the culminating activity of the student teaching seminar. A special session for this purpose is arranged for the students who do not take the seminar as a result of having two years of successful teaching in lieu of student teaching.

Doctoral Courses

EDU 6125 Evaluation and Training of Educators (3)

Based on current, historical evaluation, the course includes analysis of techniques, review of diagnostic and prescriptive measures, differentiated salaries, and higher education/teacher training.

EDU 6300 Cultural-Educational Experience (1-3)

Participants travel abroad to engage in educational and varied cultural experiences for assessing and enhancing educational programs.

EDU 6400 Financial Planning for Educators (3)

Investment strategies and retirement vehicles are explored, such as company retirement plans, stock market, mutual funds, certificates of deposit, annuities, trusts, income tax, social security, personal business, and real estate. This course is designed to prepare the educator to make decisions that will allow financial independence.

EDU 6500 Classroom Organization and Management Program (3)

A proactive program of classroom management that has demonstrated increases in student appropriate and on-task behavior and in student achievement, the primary goal is to help teachers improve their overall instructional and behavioral management skills through planning, implementing, and maintaining effective classroom practices for both experienced and beginning teachers.

EDU 6506 Effective Leadership (3)

This course is designed to assist the participant in understanding the problems faced by leaders in schools and communities. Topics include accepted theories, principles and techniques of effective leadership, the role of personal values, and the role of the leader in current reform and restructuring.

EDU 6507 Research and Practices in School Administration (3)

Topics included in this session are bureaucracy and the school, the role of professionals, schools and their external environments, character of work groups, dimensions of leadership, and methods for making decisions.

EDU 7001 Applying Quality Education Trends (4)

This course explores best practices having been identified to assist in the establishment of learning environments. Evidenced-based foundations are used to focus on those best practices that foster continuous quality improvement in schooling, and rethinking the connections in the relationships of education's stakeholders through the formulation of problem-solving teams that can approach quality through collaboration and scientifically-based practice. An enhanced linkage among students, teachers, administrator's, support staff, parents, businesses, and community is encouraged and emphasized as a result of evidence-based exploration of best practices.

EDU 7002 Scientifically Based Practice: Research I (4)

This course introduces the doctoral candidate to the principles of both qualitative and quantitative educational research and the paradigm of an evidence-based approach to academic research as well as consumer-based problem solving. Research design, ethics, data analysis, and techniques such as survey, issue and trend analysis, case study, historical research, pre-and post-testing, literature review, meta-analysis, psychographic methods, and quantitative data collection and statistical analysis are emphasized. This course establishes the candidate's basic understanding of academic research while fostering comfort with the utilization of scientifically based practice ot approach problem-solving needs within the professional environment.

EDU 7003 Strategic Policy and Planning (3)

This course studies the roles of institutions, departments, and teams in planning and implementation strategies. An evidence-based foundation encourages the candidate to use scientifically based practice to improve efficiency. Holistic and integrated strategies are implemented to guide candidates in investigating policy and planning to achieve visions and high organizational performance.

EDU 7004 Scientifically Based Practice: Research II (4)

This course extends the depth of study in educational research established in Scientifically Based Practice: Research I. An emphasis is placed on methodology, research design, statistical analysis, and data reporting. An efficient use of technology for all phases of the dissertation is employed by the candidate in the completion of this course.

EDU 7005 Instructional Environments (4)

This course examines the multiple facets associated with both andragogical and pedagogical change from the fundamental conceptualization of the design phase through the implementation phase. A meaningful learning experience is emphasized along with the capture of teachable moment and the culmination phase of evaluation and revision. The candidate is expected to use evidence-based practice to form the pillars of a learning experience, evaluation, and revision for improvement. emphasizing meaningful learning experiences and teachable moments, to the culmination phase emphasizing evaluation and revision.

EDU 7006 Cultural Influences (4)

This course engages a thorough study of the multiple elements that impact learning: Conflict, cultural groupings, discrimination, ethnicity, ethnocentrism, fragmentation, prejudice, bias, stereo-typing, the role of culture in people's lives, and other elements that influence beliefs, values, and decisions are investigated. The candidate is given an opportunity to expand personally and professionally through an evidence-based examination of how culture influences the educational environment.

EDU 7051 Leadership and Organizational Behavior I: Intrapersonal Effectiveness (5)

The first in a three-part series, this course examines the four levels of leadership: personal, interpersonal, managerial, and organizational. The focus of part one is to deeply implies an evidence-based approach to examine the theories of individual motivation and behavior. Candidates analyze their personal character and competence as leaders, with the goal of maximizing their personal effectiveness. Candidates are encouraged to develop a habit of scientifically based practice of continual examination of their own effectiveness and use of their evidence-based learning to effect personal improvement.

EDU 7052 Leadership and Organizational Behavior II: Team Building (5)

Building on the foundation laid in EDU 7051, this course is an extension from Study of individual behavior and effectiveness to analysis of group or team behavior and leadership effectiveness. A collaborative team-based learning culture is utilized to simulate real-life problems and team-building processes. Course topics include: leadership dimensions, team learning, development and management, diversity, and organizational analysis and development. An evidence-based foundation is employed to support the candidate learning and exposure to best practices expressed by recognized leaders in team building concepts.

EDU 7053 Leadership and Organizational Behavior III: Action Learning (5)

The culmination of individual behavior/effectiveness and team behavior / effectiveness, this course provides the candidate a comprehensive understanding of the way in which total organizational effectiveness is conceptualized, measured, and realized in practice. The course also explores the ways change associated with organizational improvement is effectively managed. It assists educational practitioners in understanding how quality improvement can be initialized, managed, and sustained at all levels within the organization to achieve total value-added improvement. An evidence-based foundation is employed to support the candidate learning through exposure to best practices and the concepts of recognized leaders in organizational leadership and improvement.

EDU 7151 Technology I: Learning & Instructional Technologies (2)

This course assists the candidate in learning the uses of technology that facilitate the completion of the doctoral project (dissertation). Elements may include word processing, databases, spreadsheets, internet, project management software, web pages, and other appropriate applications. It is additionally used as a platform for the candidate to begin exploring the information available so as to begin a habit of seeking evidence-based data in the employment scientifically based practice within their professional environment.

EDU 7152 Technology II: Technology-Based Statistics (3)

This course is designed to equip candidates to incorporate statistical analyses into educational research. The different types of data and the tests appropriate for each are discussed and practiced. Successful completion of this course enables students to analyze their data gathered for dissertations and to draw definite conclusions from their data. Additionally, candidates in the evidence-based educational environment are equipped to review the methodology and data generated by scientifically based research and draw useful and reliable conclusions from that data.

EDU 7153 Technology III: Advanced Learning & Instructional Technologies (2)

This course examines the application of computing technologies as tools for developing and conveying domains of knowledge effectively. Candidates learn how to use diverse computing technologies to gather, process, and present knowledge and information to enhance the teaching and learning process. It is a performance-based learning experience using a variety of hands-on computer-based technologies and techniques. This course requires both collaborative and individual demonstrations of their mastery of instructional technologies.

EDU 7201 Dissertation (1 - 18)

Through 7253 The dissertation is a major research study based on a significant issue related to practice within the inquiry-based environment of education. The dissertation must engage a field of specialization and involves identification of a problem, development of appropriate protocol, implementation and analysis of both qualitative and quantitative research, production of deliverables, dissertation defense, and a capstone presentation of the candidate's work and findings. The dissertation is designed to equip the candidate to engage scientifically based inquiry and practice to effect problem identification and solutions in the environment of educational practice.

Faculty

JAMES AGEE
B.B.A., Eastern Nazarene College, 1994; Ph.D., University at Albany, 2000.

EDWARD C. ANTHONY
B.S., Southern Connecticut State University, 1979; M.S., Southern Connecticut State University, 1982; M.B.A., University of New Haven, 1991; Sc.D., University of New Haven, 1996.

PEGGY BARBER
B.S., Mississippi University for Women, 1966; M.Ed., University of Memphis, 1978.

DEBORAH NUNN BARRAZINI
B.A., Trevecca Nazarene University, 1996; M.Ed., Middle Tennessee State University, 1998; Ed.D., Trevecca Nazarene University, 2002.

THOMAS W. BARTON
B.S., University of Tennessee at Martin, 1976; M.Ed., Trevecca Nazarene University, 1997; Ed.D., Trevecca Nazarene University, 2001.

HANK BERRY
A.A., University of Nebraska, 1973; B.A., Trevecca Nazarene College, 1993; M.A., Trevecca Nazarene University, 1996.

JUDY BIVENS
B.S., University of Tennessee at Martin, 1969; M.A.T., Middle Tennessee State University, 1975; plus 30 in Technology, Western Kentucky University; M.S.I.S., University of Tennessee Knoxville Distance Education Program, 2000.

MICHAEL D. BROOKS
B.A., David Lipscomb College, 1980; M.A.R., Harding Graduate School, 1982; Ed.D., Tennessee State University, 1987.

MINDY BURCH
B.S., Trevecca Nazarene University, 1994; M.Ed., Austin Peay State University, 1998; Ph.D., Vanderbilt University, 2001.

RANDY CARDEN
B.S., Trevecca Nazarene University, 1978; M.A., Middle Tennessee State University, 1979; Ed.D., Tennessee State University, 1990

SARA CHILTON
B.A., Trevecca Nazarene University, 1965; MLS, Peabody College for Teachers, 1971.

LINDA COLLINS
B.S., Middle Tennessee State University, 1970; M.A., University of Northern Colorado, 1977; Ed.D., Peabody College of Vanderbilt University, 1990.

AMY CONDITT
B.S., University of Tennessee, 1992; M.S., University of Tennessee, 1993; Ed.S., Tennessee State University, 2002; Ed.D., Tennessee State University, 2004.

RUTH COX
B.A., Asbury College, 1970; M.A., Eastern Kentucky University, 1973; Ed.D., Nova University, 1985.

PAUL DOYLE
B.S., Belmont College, 1974; M.Ed., Middle Tennessee State University, 1976; Ed.S., Middle Tennessee State University, 1977; Ed.D., Peabody College of Vanderbilt University, 1980.

DENISE DUNBAR
B.S., Northern Illinois University, 1974; M.Ed., Peabody College of Vanderbilt University, 1983; Ed.D., Peabody College of Vanderbilt University, 1989.

SAM GREEN
B.S., Trevecca Nazarene College, 1987; M.M.Ed., Belmont College, 1989; Ed.D., Tennessee State University, 1998.

MARY FRANCES HAND
B.S., Middle Tennessee State University, 1982; M.Ed., Middle Tennessee State University, 1992; Ed.D., Trevecca Nazarene University, 2003.

MACK HARGIS
B.S., Lambuth College, 1965; M.Ed., Middle Tennessee State University, 1968; Ph.D., Peabody College, 1978.

SUZANN HARRIS
B.A., Free Will Baptist Bible College, 1975; M.Ed., Trevecca Nazarene University, 1991; Ed.D., Trevecca Nazarene University, 2003.

ROBERTA HILL
B.S., Eastern Michigan University, 1970; M.M., Wayne State University, 1975; Ed.D., Trevecca Nazarene University, 2002.

SUSAN HOWELL
B.S., University of Tennessee, 1970; M.A., University of Northern Colorado, 1978.

BARBARA IDE
B.S., Ball State University, 1973; M.A., Ball State University, 1979; Ed.D, Trevecca Nazarene University, 2001.

SEAN IMPEARTRICE
B.A., Fresno State University, 1989; M.Ed., Trevecca Nazarene University, 2000; Ed.D., Trevecca Nazarene University, 2004.

GEORGE KERSEY
B.S., Peabody College for Teachers, 1968; M.Ed., Peabody College, 1970; Ed.D., Vanderbilt University, 1987.

PORTER KING
B.S., Murray State University, 1957; M.A.Ed., Murray State University, 1960; M.A., Peabody College, 1968; Ed.S., Peabody College, 1970; Ph.D., Peabody College, 1972.

RUTH KINNERSLEY
B.S., Greenville College, 1982; M.S., University of Illinois-Champaign, 1983; M.A.E., Olivet Nazarene University, 1989.

DON KINTNER
B.S., Trevecca Nazarene University, 1975; M.S., Tennessee State University, 1985; Ed.D., Tennessee State University, 1998.

DUSTEEN KNOTTS
B.S., University of Evansville, 1979; M.S., Murray State University, 1994; Ph.D. Southern Illinois University, 1997.

EDDIE KRENSON
B.A., University of the South, 1976; M.S., Purdue University, 1978; Ed.D., Trevecca Nazarene University, 2004.

KAREN LEA
B.A. Northwest Nazarene University, 1984; M..A. U.S. International University, 1990; Ph.D Walden University, 1999.

JULIA LYDON
B.A., University of Colorado/Boulder, 1970; M.A., Bryn Mawr College, 1976; Ph.D., Bryn Mawr College, 1988.

CHARLOTTE McANALLY
B.A., Oklahoma City University, 1962; M.Ed., University of Nebraska, 1968; M.L.S., George Peabody College of Vanderbilt University, 1980.

JAMEN MCGRANAHAN
B.A., Trevecca Nazarene University, 1994; M.A., Trevecca Nazarene University, 1998; LILS, University of Tennessee Knoxville, 2003.

ROBBIE MELTON
B.S., Wayne State University, 1972; M.S., Wayne State University, 1974; Ed.S., Wayne State University, 1976; Ph.D., University of Michigan, 1979.

RICHARD MOORE
B.S., Austin Peay State University, 1972; M.A., University of North Alabama, 1984; Ed.D., Tennessee State University, 1987.

ALICE PATTERSON
B.S., Peabody College, 1977; M.Ed., Peabody College of Vanderbilt University, 1985; Ed.D., Peabody College of Vanderbilt University, 1992.

GREG PATTERSON
B.S., Middle Tennessee State University, 1972; M.Ed., Middle Tennessee State University, 1974; Ed.D., Tennessee State University, 2000.

MARLA PHILLIPS
B.S., Union University, 1969; M.A., Bethel College, 1994; M.Ed., Trevecca Nazarene University, 1997.

BARRY POTTS
B.S., David Lipscomb College, 1982; M.Ed., Trevecca Nazarene University, 1995; Ed.D., Trevecca Nazarene University, 2003.

STEPHEN PUSEY
B.A,. Olivet Nazarene University, 1975; M.A., Northern Arizona University, 1976; Ph.D., Ohio State University, 1981.

MELISSA RALSTON
B.S.Ed., University of Georgia, 1990; M.Ed., Middle Tennessee State University, 1992; Ed.D., Tennessee State University, 2004.

BENTLEY RAWDON
B.A., Lambuth University, 1964; M.Ed., University of Memphis, 1967; Ed.D., University of Memphis, 1980.

CHARLES READ
B.A., State University College at Oswego, N.Y., 1971; M.S., State University College at Oswego, N.Y., 1974; C.A.S., State University College at Oswego, N.Y., 1977; Ed.D., Syracuse University, 1994.

STELLA SIMPSON
B.A., Tennessee State University, 1965; M.A., Tennessee State University, 1968; Ed.D., Tennessee State University, 1997.

CONNIE SMITH
B.S., Tennessee Tech, 1971; M.A., George Peabody College, 1974; Ed.S., Peabody College, 1976; Ph.D., Columbia University, 1982.

HENRY SPAULDING
B.A., Trevecca Nazarene University, 1974; M.Div., Nazarene Theological Seminary, 1977; Ph.D., Florida State University, 1982.

PRILLA SPEER
B.A., Trevecca Nazarene University, 1978; M.L.S., George Peabody College of Vanderbilt University, 1979.

GARY STREIT
B.A., Nazarene University, 1967; M.S., University of Tennessee, 1973; Ph.D., University of Indiana—Champagne-Urbana, 1982.

ESTHER SWINK
B.S., Trevecca Nazarene University, 1969; M.L.S., George Peabody College for Teachers, 1976; Ed.D., Peabody College of Vanderbilt University, 1987.

TANDY TAYLOR
B.A., Belmont College, 1977; M.Ed., Tennessee State University, 1982; Ed.D., Tennessee State University, 1988.

SCHUNN PRICE TURNER
B.S., Tennessee State University, 1993; M.S.T., Middle Tennessee State University, 1995; Ed.D., Tennessee State University, 2000.

JONATHAN ULLRICH
B.A., Long Island University, 1992; M.Ed., Trevecca Nazarene University, 2001; Ed.D., Trevecca Nazarene University, 2004.

MELVIN WELCH
B.A., Trevecca Nazarene University, 1961; M.Ed., Middle Tennessee State University, 1965; Ph.D., Peabody College of Vanderbilt University, 1980.

RONNIE WILLIAMS
B.A., Peabody College for Teachers, 1972; M.A., Peabody College for Teachers, 1975; Ed.D., Vanderbilt University, 1994.

THERESE WILLIAMS
B.S., Middle Tennessee State University, 1974; M.Ed., Middle Tennessee State University, 1982; Ed.D., Trevecca Nazarene University, 2004.

RICHIE WOOD
B.S., Belmont University, 1981; M.Ed., Trevecca Nazarene University, 1989; Ed.D., Trevecca Nazarene University, 2004.

DONNA YOUREE
B.S., University of Missouri, 1969; M.Ed., Middle Tennessee State University, 1985; Ed.D., Tennessee State University, 1998.

Academic Administration

Dr. Dan Boone, University President

Dr. Stephen Pusey, Provost

Dr. Esther Swink, Dean, School of Education and Director of Graduate Studies

Dr. Ruth Cox, Director of UndergraduateTeacher Education

Dr. Stella Simpson Director of Graduate Teacher Education (MAT)

Dr. Alice Patterson, Dissertation Project Coordinator

Dr. Mary Frances Hand, Post-Baccalaureate

Mrs. Jo Ann Poole, Assistant to the Dean of the School of Education

Mrs. Ruth Kinnersley, Director of Library Services

Coordinators of Degree Programs in Education

MAT in Teaching K-6 – Dr. Stella Simpson

MAT in Teaching 7-12 – Dr. Stella Simpson

M.Ed. Educational Leadership – Dr. George Kersey

M.Ed. English Language Learners K-12 – Dr. Alice Patterson

M.Ed. Instructional Effectiveness K-12 – Dr. Alice Patterson

M.Ed. Reading PreK-12 – Dr. Alice Patterson

MLIS in Library and Information Science K-12 – Mrs. Judy Bivens

M.Ed. in Instructional Technology K-12 – Mrs. Judy Bivens

Ed.D. in Leadership and Professional Practice – Dr. Esther Swink