Graduate Education Program

Master of Arts in Teaching K-6

Master of Arts in Teaching K-6/English Language Learners

Master of Arts in Teaching 7-12

Master of Education in Curriculum, Assessment, and Instruction K-12

Master of Education in Educational Leadership K-12

Master of Education in English Language Learners PreK-12

Master of Education in Instructional Technology PreK-12

Master of Library and Information Science K-12

Master of Education in Leading Instructional Improvement for Teachers PreK-12

Master of Education in Reading PreK-12

Doctor of Education in Leadership and Professional Practice

Center for Leadership Effectiveness and Renewal (CLEAR)

Courses for Teachers (VESi)

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.

Programs

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 K-6 and English Language Learners

Master of Arts in Teaching 7-12

Master of Education in Curriculum, Assessment, and Instruction K-12

Master of Education in Educational Leadership K-12

Non-degree – Licensure in Educational Leadership also available

Master of Education in English Language Learners PreK-12

Master of Education in Instructional Technology PreK-12

Master of Library and Information Science K-12

Master of Education in Leading Instructional Improvement for Teachers PreK-12

Master of Education in Reading PreK-12

Doctorate of Education in Leadership and Professional Practice

The School of Education offers these additional venues for learning.

Center for Leadership Effectiveness and Renewal (CLEAR)

Courses for Teachers (VESi)

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 undergraduate degrees, post-baccalaureate programs, 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, Objectives and Outcomes of the Graduate Programs

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

Specific objectives are as follows:

Specific learner outcomes for all graduate programs: (adapted from INTASC and NBTS)

Knowing:

Doing:

Being:

Program Policies for Master's Degrees

Admissions

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.)

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

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

The number of transfer credits that will be accepted are in the Admission section in the general section of this catalog.

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.

Appeal Procedure

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 LIFT 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.

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.

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.

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 tentative schedule of classes for their entire program when a new group begins. Students must maintain flexibility in schedules to allow for possible changes in dates of courses.

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

The primary responsibilities of the adviser are to:

Attendance and Schedule Changes

Students receive the tentative schedule of classes for their entire program when a new group begins. Students must maintain flexibility in schedules to allow for possible changes in dates of courses including but not limited to university schedule changes and inclement weather closures. An absence due to schedule changes is still considered an absence as explained in the attendance policy.

Class attendance is an important student obligation, and each student is responsible for all work conducted in class meetings. Making up missed class time is impossible; therefore, maintaining the integrity of the course dictates the necessity of the following attendance policy:

Background Checks and Liability Insurance

For all programs, in order to participate in the practicums and student teaching experiences, all students will be required to either show proof of a current background check or 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.

Students are required to show proof of current professional liability insurance. This may be obtained by joining STEA or through another insurance carrier of the student's choice.

Candidacy for the Master's Degree

To be admitted to candidacy for the master's degree, the student must have successfully completed the first 12 semester hours of the program, have submitted a candidacy form, and be recommended by the dean after faculty review of candidate's file including dispositions and class attendance. The candidacy forms are provided by the Office of the School of Education.

Program Completers

To be considered program completers, students who are in programs leading to initial certification (M.A.T., M.A.T./ELL ...) must meet all of the following criteria:

Licensure Requirements

In order to be recommended for licensure, students must complete all requirements to become a program completer and submit the required licensure paperwork.

Financial Services

Satisfactory Progress

Any student who drops below half-time status (3 credit hours for master's, 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 or her own resources before he or 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.

Tuition and Fees:

The tuition for each graduate degree in the School of Education is a fixed rate divided among the semesters identified for program completion by a specific cohort. Students who do not finish with the cohort with which they began will be assigned to a new cohort and must pay the tuition rate and fees paid by the cohort to which they are assigned. All fees are non-refundable except tuition and tuition refunds are per university policy.

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

 

Tuition per credit hour

443.00

Live Text initial fee

150.00

Professional Liability Insurance per year if not currently employed in a public school

35.00

Instructional Materials per course

145.00

Technology fee per semester

100.00

Live Text fee per semester

75.00

TMA 6670 On-line lab

60.00

Methods courses

40.00

Enhanced Student Teaching

500.00

Student Teaching for out of county placements (in addition to regular student teaching fee)

500.00

Guest Student Teaching

500.00

Transitional Licensure Mentoring per semester

800.00

Graduation

100.00

 

 

English Language Learners

 

Tuition per credit hour

435.00

Live Text initial fee

150.00

Professional Liability Insurance per year if not currently employed in a public school

35.00

Instructional Materials per course

145.00

Technology fee per semester

100.00

Live Text fee per semester

75.00

Methods courses

40.00

ELL 6030 On-line lab

60.00

Student Teaching for out of county placements (in addition to regular student teaching fee)

500.00

Guest Student Teaching

500.00

Transitional Licensure Mentoring per semester

800.00

Graduation

100.00

 

 

Master of Arts in Teaching/English Language Learners

 

Tuition per credit hour

443.00

Live Text initial fee

150.00

Professional Liability Insurance per year if not currently employed in a public school

35.00

Instructional Materials per course

145.00

Technology fee per semester

100.00

Live Text fee per semester

75.00

Methods courses

40.00

ELL 6030 On-line lab

60.00

Enhanced Student Teaching

500.00

Student Teaching for out of county placements (in addition to regular student teaching fee)

500.00

Guest Student Teaching

500.00

Transitional Licensure Mentoring per semester

800.00

Graduation

100.00

 

 

Educational Leadership

 

Tuition per credit hour

435.00

Professional Liability Insurance per year if not currently employed in a public school

35.00

Instructional Materials per course

145.00

Technology fee per semester

100.00

Practicum/Portfolio fee

50.00

Exit Assessment

50.00

Graduation

100.00

 

 

Library and Information Science

 

Tuition per credit hour

435.00

Live Text initial fee

150.00

Professional Liability Insurance per year if not currently employed in a public school

35.00

Instructional Materials per course

145.00

Technology fee per semester

100.00

MLI 5090 Professional Practice

100.00

Enhanced Student Teaching

500.00

Student Teaching for out of county placements (in addition to regular student teaching fee)

500.00

Guest Student Teaching

500.00

Transitional Licensure Mentoring per semester

800.00

Exit/Portfolio Final Assessment

50.00

Graduation

100.00

 

 

Curriculum, Assessment, and Instruction

 

Tuition per credit hour

435.00

LiveText initial fee

150.00

Professional Liability Insurance per year if not currently employed in a public school

35.00

Instructional Materials per course

145.00

Technology fee per semester

100.00

Exit/Portfolio Final Assessment fee

50.00

Graduation

100.00

 

 

Instructional Technology

 

Tuition per credit hour

435.00

LiveText initial fee

150.00

Professional Liability Insurance per year if not currently employed in a public school

35.00

Instructional Materials per course

145.00

ETM 5060 Professional Practice

100.00

Technology fee per semester

100.00

Exit/Portfolio Final Assessment fee

50.00

Graduation

100.00

 

 

Reading

 

Tuition per credit hour

435.00

LiveText initial fee

150.00

Professional Liability Insurance per year if not currently employed in a public school

35.00

Instructional Materials per course

145.00

Technology fee per semester

100.00

LiveText fee per semester

75.00

Exit/Portfolio Final Assessment fee

50.00

Graduation

100.00

 

 

Leading Instructional Improvement for Teachers

 

Tuition per credit hour

435.00

LiveText initial fee

150.00

Professional Liability Insurance per year if not currently employed in a public school

35.00

Instructional Materials per course

145.00

Technology fee per semester

100.00

Exit/Portfolio Final Assessment fee

50.00

Graduation

100.00

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

Unacceptable

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.

Graduation Requirements

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

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.

Program Extension

When a graduate from a Trevecca School of Education master's degree program desires to add a master's degree in another program, he or she 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.

Master of Arts in Teaching

The Master of Arts in Teaching is a non-traditional program designed to accommodate working adults who have an undergraduate degree.

The MAT K-6 is designed for individuals 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.

The MAT 7 -12 is designed for individuals who have an undergraduate degree in one of the following content areas of study:

Program of Study MAT K-6

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; however, this option does not qualify as full completion of the teacher education program.

Transition License: Students 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, one year 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 student. The role of the mentor is to coach and assist the student; the mentor does not serve as an evaluator of the student's progress. As required, the student will attend seminars and other professional development provided by the university.

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. 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.

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 568C

Legal, Ethical, and Diversity Issues in Education

3

EDU 6500

Classroom Organization and Management for Urban Educators+

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 6605

Math for Elementary Educators

3

TMA 6650 &

TMA 6660

Student Teaching & Seminar and

E-Portfolio Seminar

6

 

OR

 

TMA 6710 &

TMA 6715

Alternative Licensure Seminar I &

Alternative Licensure Seminar II

2

2

 

Additional Licensure Seminars through completion of program

 

TOTAL HOURS

34 - 36

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in the mandatory practicums, all MAT students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

A fee will 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.

Program of Study MAT 7 - 12

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; however, this option does not qualify as full completion of the teacher education program.

Transition License: Students 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, one year 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 student. The role of the mentor is to coach and assist the student; the mentor does not serve as an evaluator of the student's progress. As required, the student will attend seminars and other professional development provided by the university.

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. 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.

CORE COURSES: 12 hours

EDU 550C

Curriculum Design and Practice

3

EDU 551C

Psychological Foundations of Learning+

3

EDU 552C

Assessment for Excellence

3

EDU 568C

Legal, Ethical, and Diversity Issues in Education

3

MAJOR COURSES: 24 hours

EDU 6500

Classroom Organization and Management for Urban Educators+

3

TMA 6615

Secondary Instructional Design 7-12+

3

TMA 6625

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

3

TMA 6635

Methods and Tools for Secondary Teachers

3

TMA 6670

Urban Perspectives in Teaching and Learning (hybrid)

3

TMA 6680

Teaching the Exceptional Learner

3

TMA 6665 & TMA 6660

Student Teaching & Seminar 7-12 and

E-Portfolio Seminar

6

 

OR

 

TMA 6710 &

TMA 6715

Alternative Licensure Seminar I and

Alternative Licensure Seminar II

2

2

 

Additional Licensure Seminars through completion of program

0

TOTAL HOURS

34-36

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in the mandatory practicums, all MAT students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

A fee will 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.

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.

Master of Education in Curriculum, Assessment, and Instruction (K-12)

The M.Ed. in Curriculum, Assessment and Instruction 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.

The design of the M.Ed. Program in Curriculum, Assessment and Instruction includes 30 semester hours during 4 semesters. 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 CAI

CORE COURSES:

EDU 6700

Quality Curriculum and Instructional Practice

3

EDU 6705

Practicum Focusing on Staff Development+

1

EDU 6710

Technology Integration in Teaching and Learning

3

EDU 6720

Action Research for School Improvement

3

EDU 6725

Data Analysis for School Improvement

3

EDU 6730

Practicum Focusing on School Improvement Planning+

1

EDU 6735

Effective Classroom Environments for Teaching & Learning

3

EDU 6740

Inclusive Practices in Teaching & Learning

3

EDU 6770

Leading Curricular Change

3

EDU 6775

Practicum Best Practices in Curriculum & Instruction+

1

EDU

Elective

3

EDU

Elective

3

EDU 6800

E Portfolio

0

EDU 6780

Exit Assessment

0

TOTAL REQUIRED

30

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in mandatory experiences, all students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

Master of Education in Educational Leadership

The Master of Education in Educational Leadership program is designed to prepare school leaders. The program courses and experiences prepare students to take the School Leader Licensure Assessment (SLLA), a national test required by the state.

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. 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 two on campus sessions. To meet the requirements of the Tennessee State Board of Education, Trevecca must have an agreement with the Tennessee school districts from which applicants are selected.

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:

  1. Must verify 3 years of teaching experience through references by school administrator.
  2. Submit written response to questions regarding (a) applicant's leadership background and goals and (b) applicant's methods for assessing student learning.

Program of Study for EL

CORE COURSES IN THE PREFERRED SEQUENCE:

EDU 6001

Practicum A for School Leaders+

1

EDU 6010

Leadership for Instructional Effectiveness

3

EDU 6015

Technology for Instructional Leaders

3

EDU 6002

Practicum B for School Leaders+

2

EDU 6020

Decision Making for Instructional Improvement

3

EDU 6025

Using Research & Data for Improved Student Learning

3

EDU 6003

Practicum C for School Leaders+

2

EDU 6030

Curriculum for Instructional Leaders

3

EDU 6035

Law, Ethics, and Politics for School Leaders

3

EDU 6004

Practicum D for School Leaders+

1

EDU 6040

Valuing Diversity for School Effectiveness

3

EDU 6045

Assessing Learning for School Improvement

3

EDU 6050

Summative Assessment Seminar for School Leaders

0

TOTAL REQUIRED

30

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in mandatory experiences, all students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

Salary and Licensure Requirement: The State requires instructional leadership licensure, along with the required coursework, to grant master's degree students credit for salary purposes.

For Trevecca to complete state paperwork to verify student's completion of the program and to recommend licensure as a school instructional leader, students must successfully complete the SLLA and have the passing score sent to Trevecca.

See also the general admission requirements for this program. Graduates from this program may qualify for the Instructional Leadership License (ILL-B).

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 24 hours as follows. Will accept 9 hours of transfer credit per approval of the program coordinator.

EDU 6001

Practicum A for School Leaders+

1

EDU 6010

Leadership for Instructional Effectiveness

3

EDU 6002

Practicum B for School Leaders+

2

EDU 6020

Decision Making for Instructional Improvement

3

EDU 6003

Practicum C for School Leaders+

2

EDU 6030

Curriculum for Instructional Leaders

3

EDU 6035

Law, Ethics, and Politics for School Leaders

3

EDU 6004

Practicum D for School Leaders+

1

EDU 6040

Valuing Diversity for School Effectiveness

3

EDU 6045

Assessing Learning for School Improvement

3

TOTAL

 

24

Instructional Leadership License - Beginning (ILL-B)

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 160.
  3. Submit a copy of test score to School of Education
  4. The Instructional Leader - Beginning must hold the ILL-B and have completed three years as an instructional leader according to the State of Tennessee guidelines.
  5. The Instructional Leader - Beginning (graduate of Trevecca) is responsible for contacting the dean of the School of Education to set up a professional plan for moving from ILL-B to ILL-P.
  6. The Instructional Leader - Beginning must submit appropriate forms to State Department of Education to verify advancement to ILL-P.

Salary and Licensure Requirement: The State requires instructional leadership licensure, along with the required coursework, to grant master's degree candidates credit for salary purposes.

For Trevecca to complete state paperwork to verify candidate's completion of the program and to recommend licensure as a school instructional leader, candidates must successfully complete the SLLA and have the passing score sent to Trevecca.

Instructional Leadership License - Professional (ILL-P)

Candidates for licensure from the State of Tennessee must meet specific requirements to obtain ILL-P:

  1. The ILL-P must hold the ILL-B and have completed three years as an instructional leader according to State of Tennessee Guidelines.
  2. The ILL-B (graduate of Trevecca) is responsible for contacting the dean of the School of Education to set up a professional plan for moving from ILL-B to ILL-P.
  3. ILL-B must submit appropriate forms to the State Department of Education to verify ILL-P.

Master of Education in English Language Learners PreK-12

The Master of Education in English Language Learners program is designed to provide currently licensed teachers who desire to become teachers of English Language Learners with sequential and integrated experiences. The ELL master's program will enable teachers to develop expertise in language acquisition, appropriate instructional models, curriculum design, culture, assessment, technology, and linguistics.

The Master of Education English Language Learners degree consists of a total of 30 hours. Nine hours are core courses in education, and 21 hours are in the major. For students wishing a recommendation from Trevecca Nazarene University for an add-on-endorsement in English Language Learners (ELL), twenty-one (21) hours of coursework and a passing score on the Praxis II, English to Speakers of Other Languages (0360) is required.

For individuals who do not hold a current license and who wish to become English Language Learners teachers, the Master of Arts in Teaching K-6 with ELL Endorsement is the applicable program.

Program of Study for ELL

CORE COURSES 9 hours

EDU 550C

Curriculum Design and Practice

3

EDU 551C

Psychological Foundations of Learning+

3

EDU 568C

Legal, Ethical, and Diversity Issues in Education

3

MAJOR COURSES: In addition to 9 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

Culture+ (hybrid)

3

ELL 6040

Methods of Assessment and Evaluation for ELL

3

ELL 6050

Technology and Language Learning

3

ELL 6055

Linguistics for Teachers of English Language Learners

3

ELL 6600

E-Portfolio

0

TOTAL REQUIRED

 

30

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in the mandatory field experiences, all students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

If a student is seeking initial licensure in ELL, he or she should enroll in the dual major program to obtain licensure as a K-6 teacher and PreK-12 ELL teacher.

Endorsement for English Language Learners

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

Culture+

3

ELL 6040

Methods of Assessment and Evaluation for ELL

3

ELL 6050

Technology and Language Learning

3

ELL 6055

Linguistics for Teachers of English Language Learners

3

ELL 6600

E-Portfolio

0

TOTAL

 

21

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in mandatory experiences, all students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

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 12 hours of core courses in professional education, 15 hours in the K-6 major and 12 hours in the ELL major will be required in addition to student teaching and seminar.

Program of Study for MAT/ELL

Core courses:

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

 

EDU 551C

Psychological Foundations of Learning+

3

EDU 568C

Legal, Ethical, and Diversity Issues in Education

3

ELL 6040

Methods of Assessment and Evaluation for ELL

3

Major K-6

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

15 hours in ELL instruction are required in addition to student teaching and seminar:

 

ELL 6000

Language Acquisition and Learning+

3

ELL 6010

Trends and Models in ELL Instruction

3

ELL 6030

Culture+

3

ELL 6050

Technology and Language Learning

3

ELL 6055

Linguistics for Teachers of English Language Learners

3

TMA 6650
and
TMA 6660

Student Teaching and Seminar

& E-Portfolio Seminar

6

 

OR

 

TMA 6710
and
TMA 6715

Alternative Licensure Seminar I

Alternative Licensure Seminar II

2

2

 

Additional Licensure. Seminars through completion of program.

0

TOTAL REQUIRED

 

45

Student Teaching: Students seeking initial licensure in the MAT K-6 and ELL must complete an enhanced student teaching semester that includes experience at both the PreK-6 and 7-12 grade levels in the regular classroom and the ELL classroom. A licensure procedure of one year teaching as a teacher of record in a state approved K-12 school may substitute for the student teaching experience.

Language: 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 (#522), Praxis Elementary Education: Curriculum, Instruction and Assessment (#011), Praxis Reading Across Curriculum: Elementary (#201), Praxis English to Speakers of Other Languages (#0360)

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in mandatory experiences, all students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class. At least 40 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.

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.

The four-semester 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 providing 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.

Program of Study for IT

EDU 6700

Quality Curriculum & Instructional Practice

3

EDU 6740

Inclusive Practices in Teaching & Learning

3

EDU 6720

Action Research for School Improvement

3

EDU 6725

Data Analysis for School Improvement

3

EDU 6735

Effective Classroom Environments for Teaching & Learning

3

EDU 6710

Technology Integration in Teaching & Learning

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 REQUIRED

30

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in mandatory experiences, all students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

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 Library and Information Science K-12

The Master of Library and Information Science program provides prospective school librarians with a concentrated focus appropriate to grades kindergarten through twelve. This program is designed for individuals who seek licensure as a school library information specialist.

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.

The MLIS program consists of 33 semester hours that will be completed in a 15-month period. An e-portfolio is maintained throughout the program and is presented as part of the Exit Seminar. Individuals seeking licensure as a school library information specialist must pass the PRAXIS Specialty Test for Library Media Specialists.

Because the MLIS degree is considered a terminal degree for this area of study, no grade lower than B- will be accepted for graduation. A student who makes less than a B- must repeat the course.

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 if February 15.

Program of Study for 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 for Children and Young Adults

3

MLI 5050

Research Tools and Strategies

3

MLI 5060

Knowledge Management

3

MLI 5070

Knowledge Leadership

3

MLI 5080

Collection Development and Organization

3

MLI 5090

Professional Practice+

6

 

or

 

MLI 5200

Enhanced Student Teaching

 

MLI 5100

Exit Assessment

0

MLI 5600

E-Portfolio

0

TOTAL REQUIRED:

33

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in mandatory experiences, all students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

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

 

Provide evidence of CPR/First Aid certification in lieu of taking Public School Health, and

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.

Endorsement Option

This option is designed for those who hold a valid Tennessee teaching certificate in another teaching area and a master's degree in education. To have "Library Media Specialist P-12" added to a teaching certificate, a student must successfully complete the requirements of the 12 hours of course work and 6 hours of practicum as prescribed by the Tennessee Department of Education and pass the required PRAXIS test for Library Media Specialist with a score established by the Tennessee Department of Education for a total of 18 graduate hours. Students must also take a Children and Young Adult Literature course if one has not been taken previously for a total of 21 hours. Further, students must be recommended for licensure by the Trevecca Certification Officer.

Required Courses:

MLI 5000

Professional and Ethical Issues

3

MLI 5040

Fiction/Nonfiction Resources for Children and Young Adults (optional)

3

MLI 5050

Research Tools and Strategies

3

MLI 5060

Knowledge Management

3

MLI 5080

Collection Development

3

MLI 5090

Professional Practice (200 hours)

6

Master of Education in Leading Instructional Improvement for Teachers PreK-12

The master's degree in Leading Instructional Improvement for Teachers (LIFT) is designed for classroom teachers preparing to be leaders in schools working effectively with colleagues for school improvement. The four-semester program is designed for classroom teachers with a minimum of six semesters of teaching experience to equip them with the knowledge and skills to work effectively with colleagues as leaders of school improvement. The program, organized on a cohort model, is designed to be highly selective. Applicants must demonstrate strong aptitude for leadership and a high degree of professional competence including exceptional professional attitudes, willingness to share expertise and to work collaboratively with colleagues, and essential work habits that testify to the likelihood of success serving in important roles such as coaches and consulting teachers.

Program of Study for LIFT

EDU 6700

Quality Curriculum & Instructional Practice

3

EDU 6705

Practicum Focusing on Staff Development+

1

EDU 6710

Technology Integration in Teaching & Learning

3

EDU 6715

Leadership Styles & Beliefs

4

EDU 6720

Action Research for School Improvement

3

EDU 6725

Data Analysis for School Improvement

3

EDU 6730

Practicum Focusing on School Improvement Planning+

1

EDU 6735

Effective Classroom Environments for Teaching & Learning

3

EDU 6740

Inclusive Practices in Teaching & Learning

3

EDU 6745

Mentoring & Coaching Strategies

5

EDU 6750

Practicum Focusing on Mentoring/Coaching+

1

EDU 6755

E-Portfolio

0

EDU 6760

Exit Assessment

0

TOTAL REQUIRED

30

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in mandatory experiences, all students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

Specializations

At the beginning of the program, each student may declare a content specialization in addition to Curriculum and Instruction/Teacher Leadership, the focus of this degree. Specializations require additional courses and may require additional semester(s) to complete. Completion of specializations in English Language Learners and Reading Specialist may result in recommendation for an additional area of licensure. Instructional technology and numeracy are non-licensure options for specialization.

Areas of specialization and required courses:

English Language Learners:

ELL 6000

Language Acquisition and Learning

3

ELL 6010

Trends, Models & Methods in ELL Instruction

3

ELL 6055

Linguistics for Teachers of English Language Learners

3

Instructional Technology:

ETM 5030

Application Software for Educational Settings

3

ETM 5040

Instructional Design & Multimedia Authoring

3

ETM 5050

Technology Planning & Administration

3

Numeracy Coaching:

EDU 7070

Numeracy Specialists K-8 OR

3

EDU 7075

Numeracy Specialists 6-12

3

EDU 7080

Coaching Algebra & Geometry Teachers K-12

3

EDU 7085

Analysis and Correction of Math Learning Problems

3

Admission requirement: Students wishing to be a K-8 numeracy coach must show proficiency on a TNU mathematics test, and students wishing to be a 6 - 12 numeracy coach must possess a current license to teach mathematics.

Reading Specialist:

RDG 6000

Advanced Literacy/Reading Instruction: Theory and Practice

3

RDG 6030

Analysis and Correction of Reading Problems

3

RDG 6080

Literacy Applications for Secondary Instruction

3

RDG 6020

Literature and Book Selection for Children & Adolescents (required only if student did not have a children/adolescent literature course for college credit)

3

Master of Education in Reading PreK-12

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 twelve. The reading program 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 PreK - 12. This program is not designed for individuals seeking initial certification. Students in the reading master's degree must hold a professional license. Prior to admission, applicants must show evidence of having completed a minimum of 18 months as a successful full-time teacher of record.

Program of Study for RDG

EDU 6705

Practicum Focusing on Staff Development+

1

EDU 6715

Leadership Styles & Beliefs

4

EDU 6720

Action Research for School Improvement

3

EDU 6725

Data Analysis for School Improvement

3

EDU 6730

Practicum Focusing on School Improvement Planning+

1

EDU 6740

Inclusive Practices in Teaching & Learning

3

EDU 6745

Mentoring/Coaching Strategies

5

EDU 6750

Practicum Focusing on Mentoring/Coaching

1

RDG 6000

Advance Literacy/Reading Instructions: Theory and Practice+

3

RDG 6020

Literature and Book Selection for Children and Adolescents (if not taken for initial certification)

3

RDG 6030

Analysis Correction of Reading Problems+

3

RDG 6080

Literacy Application for Secondary Teachers+

3

RDG 6600

E-Portfolio

0

TOTAL REQUIRED

30-33

+Includes a required practicum. In order to show that when teaching, students learn, students are required to complete clinical experiences. In order to participate in mandatory experiences, all students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning the first class.

Ed.D. in Leadership and Professional Practice

The Ed.D. in Leadership and Professional Practice is a non-traditional doctoral program designed for the working practitioner in various fields such as medicine, religion, business, and education. This program is designed for individuals who desire preparation for the professoriate either in community colleges or four-year institutions, for administration in higher education, for leadership in medical, business and various other fields, and for leadership positions in various other educational settings. 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. This is not a licensure program.

Program Policies for Ed.D. in Leadership and Professional Practice

Admission

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

    Resume (follow the specified format); it may show documentation of professional administrative or successful experiences.

    Reference Forms (These should attest to potential ability for success in doctoral studies, and be completed by employer, professor, or supervisor.)

  3. 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.
  4. 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.

Appeals

For the Ed.D. program, 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.

Academic Load

In the doctoral program, the class loads per semester during fall or spring semester will range from 5 to 7 hours in addition to dissertation hours (see Matrix). Students will take two courses totaling 7 to 9 hours during the Intensified Summer Learning Experience.

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.

Advising

The dean of the School of Education seeks out University faculty who may have an interest or expertise in the areas in which the doctoral students conduct research. The dean of the School of Education carefully screens 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 advisor 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 charge to the student are as follows: $350 for change in adviser; $150 for change in reader.

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.

Attendance and Schedule Changes

Students receive the tentative schedule of classes for their entire program when a new group begins. Students must maintain flexibility in schedules to allow for possible changes in dates of courses including but not limited to university schedule changes and inclement weather closures. An absence due to schedule changes is still considered an absence as explained in the attendance policy.

Class attendance is an important student obligation, and each student is responsible for all work conducted in class meetings. Making up missed class time is impossible; therefore, maintaining the integrity of the course dictates the necessity of the following attendance policy:

An unexcused absence from a class session results in a penalty of one letter grade; two absences from a course for any reason result in disenrollment from that course.

In the event of any absence, the student must submit a Class Absence Form to the Dean, School of Education. Additionally, the student is responsible for notifying the instructor and for making up the work according to the instructor's directions.

The Class Absence Form is required for any absence, excused or unexcused. Weddings, vacations, family reunions, work-related activities, and university changes in schedules are examples of unexcused absences.

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, have an unconditional approval of the dissertation proposal, and be recommended by the dean after faculty review of candidate's file including dispositions and class attendance. The candidacy forms are provided by the Office of the School of Education.

Grading System–Doctoral Program

The grading system for doctoral studies includes the letter grades A, B, C, and F for all courses except Dissertation and Technology. The grades of S, U, or I will be assigned to the Dissertation, and Technology. Courses with grades of C or U must be retaken. A grade point average of 3.0 must be maintained for satisfactory academic progress. Grades of F or D will likely result in disenrollment.

Tuition and Fees

Any student who drops below half-time status (3 credit hours for master's, 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 or her own resources before he or 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.

Ed.D. in Leadership and Professional Practice

 

Tuition per credit hour

467.00

Technology fee per semester

100.00

Instructional Materials per course

175.00

EDU 7002 On-line lab

60.00

EDU 7008 On-line lab

60.00

EDU 7010 On-line lab

60.00

Dissertation project fee per hour

100.00

Dissertation bindery fee *Full payment for binding of all dissertations ordered must be paid by April 25 in order to participate in commencement.

150.00

Graduation (doctoral hood becomes property of graduate)

200.00

Intensified Summer Learning Experiences

750.00

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.

Program Completion and Extensions

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.
  6. If a student requests or requires extended enrollment in dissertation hours, the student is responsible for additional charges including 1 credit hour per semester and any additional fees.

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; see requirements under "Candidacy."
  3. Complete all requirements of the curricula.
  4. Maintain a grade point average of 3.0 or better.
  5. Repeat courses with grades of C.
  6. Make up dissertation hours with a grade of "U"
  7. Complete successfully a symposium presentation. Symposium presentation or any part thereof may be repeated only once.
  8. Satisfy all financial obligations to the University.

To participate in commencement, Ed.D. students must complete ALL requirements. Full payment for binding of all dissertations ordered must be paid by April 25 in order to participate in commencement.

Ed.D. in Leadership and Professional Practice

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. 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 consequences will result in delayed graduation date and significant financial penalty. Some of the Ed.D. courses will be taught as hybrid courses. These courses will meet both face-to-face and online.

During the first summer of the Ed.D. program, each student will complete a form identifying an area of interest that relates to the topic chosen for the dissertation. Choices include: Administrative Leadership; Professoriate; Business Administration; Corporate Development; Curriculum and Instruction; Higher Education; Mental Health; Non-Profit Organizations; Nursing Education; Religious Leadership; Teacher Leadership; Technology; Teaching and Learning; or another area submitted and approved by the dean of the School of Education or his/her designee. The areas of interest chosen will be the student's area of focus in course work, especially EDU 7008 and EDU 7010.

EDU 7001

Theories, Structures and Systems

4

EDU 7002

Scientifically Based Practice: Research I (hybrid)

4

EDU 7003

Strategic Policy and Planning

3

EDU 7004

Scientifically Based Practice: Research II

4

EDU 7005

Transformational Learning

3

EDU 7006

Cultural Influences

3

EDU 7008

Literature Review (hybrid)

3

EDU 7010

Professional Practice and Research (hybrid)

3

EDU 7051

Intrapersonal Effectiveness

4

EDU 7052

Collaborative Teamwork & Team Development

4

EDU 7053

Creating Effective Organizations

4

EDU 7151

Technology

2

EDU 7152

Technology-Based Statistics

4

EDU 7201 - 7209

Dissertation

12

TOTAL REQUIRED

57

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.

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 interest and involve identification of a problem, development of appropriate protocol, implementation and analysis of both qualitative and quantitative research, dissertation defense, and a capstone presentation of the student's work and findings. The dissertation is designed to equip the student 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.

C.L.E.A.R. - Center for Leadership and Renewal

The School of Education provides professional and personal development for educators and administrators through C.L.E.A.R., the Center of Leadership Effectiveness and Renewal. The center provides a variety of practical and inspirational programs and products designed to address the current and changing needs of teachers and leaders. Through the expertise of the faculty of the School of Education, services include individualized programs for schools and districts, consulting services, speakers, and skill training. The center also disseminates the current research of faculty members in practical venues. The purpose of C.L.E.A.R. is to address the changing needs of educators with developmental opportunities that increase competence, enrich character, enlarge compassion, and inspire courage.

Courses for Teachers - VESi

For Teacher Recertification

Trevecca Nazarene University School of Education is using the online platform hosted by Virtual Education Software to offer courses for teachers on CD-ROM and online formats. These courses are offered for undergraduate and graduate credit. The undergraduate courses can be seen in the undergraduate catalog or the website www.trevecca.edu/soe/vesi. These courses are great for license renewal, plus 30 for salary advancement, and knowledge about a subject. These courses do not satisfy initial license requirements, transfer to a Trevecca education degree/program, or lead to a degree.

Graduate 2 Credit Courses

EDU 8100 Advanced Classroom Management: Children as Change Agents

EDU 8115 Autism and Asperger's Disorder: Information & Effective Intervention Strategies

EDU 8130 Drugs and Alcohol in Schools: Understanding Substance Use & Abuse

EDU 8135 Educational Assessment: Assessing Student Learning in the Classroom

EDU 8150 Inclusion: Working with Special Needs Students in Mainstream Classrooms

EDU 8160 Talented and Gifted Education: Working with High Achievers

EDU 8165 Teaching Diversity: Influences and Issues in the Classroom

EDU 8105 Violence in Schools: Identification, Prevention, & Intervention Strategies

Graduate 3 Credit Courses

EDU 8155 Learning Disabilities: Practical Information for Classroom Teachers

EDU 8175 Understanding Aggression: Coping with Aggressive Behavior in the Classroom

Master of Education Courses

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

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)

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 568C Legal, Ethical and Diversity Issues in Education (3)

Students will be challenged to examine the facts, delve into the causes, and reflect on the impact of various legal, ethical and diversity issues faced by today's educators. Identifying and addressing legal and ethical responsibilities of teachers for their students will be central to this course. The impact of the U.S. Constitution with a focus on the Bill of Rights will be a significant part of the class discourse. Constitutional influences in the context of the religious, moral and ethical responsibilities in school decision-making will be explored. The implications of major court decisions, local, state and national (NCLB) laws and policies that directly impact schools, teachers, students and parents will be an essential component of the class dialogue. Another major component of this class will involve an exploration of the various diversity issues that are an inherent part of school life, i.e. religion, culture, ethnicity, and special needs.

EDU 6500 Classroom Organization and Management for Urban Educators (3)

Provides 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, modeling, and maintaining effective classroom practices for both experienced and beginning teachers. Students are required to complete ten hours of community service in an ethnically diverse setting.

TMA 6605 Math for Elementary Educators (3)

Designed to provide an in-depth look at elementary mathematics. Mathematical concepts will be explored both conceptually and procedurally. Participants will be encouraged to explore mathematics not only through the formulas required to find answers but also through creative methods that promote understanding of the concepts. A variety of manipulatives will be used.

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

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)

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)

Focuses on current trends, strategies, and materials for teaching science in grades K-6. The constructivist approach to teaching science is emphasized, along with inquiry-based learning and the guided discovery method.

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

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)

Focuses 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 short-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 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 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. 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)

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.

TMA 6680 Teaching the Exceptional Learner (3)

Designed to provide an overview and an awareness of issues and trends related to special education that will assist regular education teachers in meeting the needs of all students in their classrooms especially those who are at-risk or may have disabilities. General characteristics and the educational impact of various disabilities across age and severity will be explored. Information concerning educational services and current research about students with disabilities will be discussed. Students will actually explore a variety of methods, strategies, and tools that will help them acquire the instructional skills to identify, create interventions, participate in the special education process and make classroom accommodations and/or modifications for students that may have disabilities.

TMA 6710 Alternative Licensure Seminar I (2)

This seminar is designed to enhance the Tennessee State Department of Education's mandated mentoring program required for all students who are serving as "Teacher of Record" on a Transition License. The curriculum will be "student driven" with a wide variety of topics and themes to address the myriad of needs, issues and challenges encountered by first and second year teachers. The grading scale is S/U. A mentoring fee will be assessed in addition to tuition costs.

TMA 6715 Alternative Licensure Seminar II (2)

This seminar is designed to enhance the Tennessee State Department of Education's mandated mentoring program required for all students who are serving as "Teacher of Record" on a Transition License. The curriculum will be "student driven" with a wide variety of topics and themes to address the myriad of needs, issues and challenges encountered by first and second year teachers. The grading scale is S/U. A mentoring fee will be assessed in addition to tuition costs.

Curriculum, Assessment and Instruction K-12

EDU 6700 Quality Curriculum & Instructional Practice (3)

Focuses on the assessment of quality curriculum and instructional practices. Students will demonstrate instructional strategies, inquiry based learning, organizational skills, and the integration of technology. They will also engage in using methodologies for monitoring, assessing, and supporting quality instruction with teachers whom they are coaching.

EDU 6705 Practicum Focusing on Curriculum Design (3)

Provides hands on learning experience in environments under the guidance of practicing school educators. Students will maintain a lot of activities and submit a reflection paper for each practicum course. Assessment feedback will be included from both cooperating teachers and course instructors.

EDU 6710 Technology Integration in Teaching & Learning (3)

Focuses on integrating technology into instructional content. Students will experience emerging technologies, Web 2.0, and classroom hardware/software and will develop skills in troubleshooting, school/grade-level leadership with instructional technology, and technology presentation. Students will use technologies for school improvement that will include consideration of student achievement data, research, grant writing, technology plans, and community relations. Research and project development will focus on specialization area.

EDU 6720 Action Research for School Improvement (3)

In this course, the student will identify an area for instructional or school culture improvement, refine strategies for investigating the issue, begin to engage in effective educational decision making, and work toward a project that will effect positive change in the school setting. Assessment philosophies and methodologies inform the overarching framework for this course. This course will be in tandem with EDU 6725.

EDU 6725 Data Analysis for School Improvement (3)

The student will collect and analyze data for data driven decision making, based on the action research project developed in EDU 6720. The emphasis will be on how to interpret and utilize data for improving student achievement through instructional practices as well as on total school improvement. This course will be in tandem with EDU 6720.

EDU 6730 Practicum Focusing on School Improvement Planning (1)

Provides hands on learning experience in environments under the guidance of practicing school educators. Students will maintain a lot of activities and submit a reflection paper for each practicum course. Assessment feedback will be included from both cooperating teachers and course instructors.

EDU 6735 Effective Classroom Environments (3)

Focuses on strategies for assisting teachers with effective planning, organizing, and managing an effective classroom environment. Students will use research, classroom visits, and other collaborative opportunities to demonstrate for mentees effective classroom strategies in time management, classroom management, and instructional planning. All research and project development will focus on specialization area.

EDU 6740 Inclusive Practices for Teaching & Learning (3)

Focuses on the role of social justice in the educational community and ways to raise awareness of relevant issues among colleagues. Areas of emphasis will include: differentiated instruction, special education, inclusionary practices, legal and ethical issues, and community relations. Students will investigate relevant community partners, agencies, and charitable organizations within the community. Further, they will be aware of the impact of economic disparities within neighborhoods and predict the impact on local schools. Students will be able to identify an equitable classroom and identify instructional and assessment practices that promote equity. All research and project development will focus on specialization area.

EDU 6770 Leading Curricular Change

Focuses on research and best practices that facilitate curriculum development in school systems. State and national standards will be analyzed regarding their impact on curriculum development. Students will: hear from practitioners about their work on leading curriculum change; network and make learning links with other colleagues around the region; investigate how to develop a high-quality curriculum that is specific to the context of an organization or group of schools; learn about the impact that transforming curriculum can have in raising the quality of teaching and learning and in improving outcomes for pupils; and discover what the process of leading change involves, including the role of distributed leadership.

EDU 6775 Practicum Best Practices in Curriculum & Instruction (1)

Provides hands on learning experience in environments under the guidance of practicing school educators. Students will maintain a lot of activities and submit a reflection paper for each practicum course. Assessment feedback will be included from both cooperating teachers and course instructors.

EDU 6780 Exit Assessment (0)

Students will present the results of their Action Research Project via their e-portfolios.

EDU 6800 E-Portfolio (0)

Students will maintain an e-portfolio throughout the program and will maintain the findings of the Action Research Project developed in EDU 6720 and EDU 6725 and implemented throughout the remainder of the program as part of the e-portfolio.

Educational Leadership

EDU 6001 Practicum A for School Leaders (1)

Practicum experience conducted during the first semester of the program. Orientation occurs on Trevecca's campus early in the semester of admission to the program. Specifically, students are expected to develop a resume, write a personal mission statement, and familiarize themselves with various aspects of school governance and the duties of school officials. Observation of and interaction with school leader(s) are required.

EDU 6002 Practicum B for School Leaders (2)

Practicum experience conducted during the second semester of the program. Orientation occurs at the primary site of classes (campus or off-campus) early in the second semester. Specifically, candidates are expected to focus on employment processes/practices in their school system/school, the delivery of professional development, and organizational climate. Observation of and interaction with school leader(s) are expected.

EDU 6003 Practicum C for School Leaders (2)

Practicum experience conducted during the third semester of the program. Orientation occurs at the primary site of classes (campus or off-campus) early in the third semester. Specifically, candidates are expected to develop an understanding of curriculum, standards, assessment, and best teaching practices. Furthermore, candidates are expected to explore issues related to the legal, ethical, and political contexts of schools or matters associated with the growing pluralism and diversity of American schools. Observation of and interaction with school leader(s), along with community and/or person(s) or ethnic and social diversity, are expected.

EDU 6004 Practicum D for School Leaders (1)

Practicum experience conducted during the final semester of the program. Orientation occurs on Trevecca's campus early in the fourth semester. Specifically, candidates are expected to develop a thorough understanding of instructional improvement. Furthermore, candidates are expected to explore issues related to legal, ethical, and political contexts of schools or matters associated with the growing pluralism and diversity of American schools. Observation or and interaction with school leader(s), along with community leader(s) and/or person(s) of ethnic and social diversity are expected.

EDU 6010 Leadership for Instructional Effectiveness (3)

Students differentiate between administration, management, and leadership within the school setting. The roles of the local, state, and federal levels of government are considered and the duties of school superintendents (directors), school boards, principals, assistant principals are delineated. Current issues facing schools, including performance-based standards and student achievement, are presented. Attention is given to the historical context of American education. Students are expected to reflect on their professional goals and mission.

EDU 6015 Technology for Instructional Leaders (3)

Students examine the role of school leaders in managing and supporting technology to maximize student learning and to increase the efficiency of school operations; various models of technology are explored. Students learn to access data effectively, using various models of technology to support teams of teachers, students, and parents to lead to academic success for students.

EDU 6020 Decision Making for Instructional Improvement (3)

Students examine organizational mission, strategic planning, and core beliefs as key elements within the school framework. The role of the school leaders in establishing a vision, a sense of community, and a positive learning culture that facilitates student achievement is explored; models used by effective school leaders are presented. Attention is also focused on teacher recruitment, induction, professional development, and personnel evaluation systems - both formative and summative. The use of data in assessing student learning is emphasized.

EDU 6025 Using Research and Data for Improved Student Learning (3)

Students use current research from multiple sources to analyze and improve the learning community. Areas of interest include student learning, effective teaching, connecting student and community resources, analyzing problems, interpreting data, and understanding student growth and academic development. The role of educators, especially school leaders, as the consumers of research data is emphasized.

EDU 6030 Curriculum for Instructional Leaders (3)

Students integrate information gathered from research, reports, assessments, standards, surveys, and best practices into effective leadership of the instructional program. Within the structure of local and state requirements, the methods and processes for understanding and implementing this information into an effective instructional program at the school level are explored and defined.

EDU 6035 Law, Ethics, and Politics for School Leaders (3)

Students examine 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 responsibilities of teachers, administrators, and students. Additional emphasis is placed on the following: political influences and implications, moral and ethical responsibilities of schools, special education laws, and school finance procedures.

EDU 6040 Valuing Diversity for School Effectiveness (3)

Students address the diversity that affects education locally, nationally, and globally. The course includes responding to diversity for the improvement of instruction, for increased student learning, and for a positive school climate, specifically in these areas: ethnicity/race, socioeconomic, gender, exceptionalities, language, religion, and urban/suburban/rural. The social context of the school within the broader community is emphasized.

EDU 6045 Assessing Learning for School Improvement (3)

Students focus on the principles, strategies, and techniques utilized to enhance both organizational effectiveness and student learning. Through an in-depth study of the characteristics of an effective learning organization, students will acquire the knowledge, skills, attitudes, and dispositions to lead successfully a school to achieve increased student learning.

EDU 6050 Summative Assessment Seminar for School Leaders (0)

Students for the master's degree and those students who have previously earned a master's and are seeking beginning instructional leadership licensure only are required to participate in this non-credit, culminating activity of their program. Students present elements of their portfolios and present a summary of their instructional improvement project to a panel comprised of faculty and district and building-level school leaders. Students will present individually. Successful completion is determined by the panel of faculty and school leaders.

Master of Education/English Language Learners

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)

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 568C Legal, Ethical and Diversity Issues in Education (3)

Students will be challenged to examine the facts, delve into the causes, and reflect on the impact of various legal, ethical and diversity issues faced by today's educators. Identifying and addressing legal and ethical responsibilities of teachers for their students will be central to this course. The impact of the U.S. Constitution with a focus on the Bill of Rights will be a significant part of the class discourse. Constitutional influences in the context of the religious, moral and ethical responsibilities in school decision-making will be explored. The implications of major court decisions, local, state and national (NCLB) laws and policies that directly impact schools, teachers, students and parents will be an essential component of the class dialogue. Another major component of this class will involve an exploration of the various diversity issues that are an inherent part of school life, i.e. religion, culture, ethnicity, and special needs.

ELL 6000 Language Acquisition and Learning (3)

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.

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

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, inclusion and other models of differentiated instruction are examined and students are expected to not only understand the differences but to also understand the implications for effective language learning.

ELL 6020 Authentic Language Curriculum Design (3)

Considers 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.

ELL 6030 Culture (3)

Focuses on the relationship between culture and language, both oral and written, and examines the importance of identifying key cultural traits of ELL students' home culture for instructional scaffolding. Affirmation of home culture as well as multicultural issues such as integration, acculturation and assimilation are examined as they pertain to ELL teaching and learning. This is a research course.

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.

ELL 6050 Technology and Language Learning (3)

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.

ELL 6055 Linguistics for Teachers of ELL (3)

A descriptive linguistics course which focuses on understanding phonologic, syntactic, semantic, and pragmatic aspects of language as they apply to an understanding of any ELL student's native language. Language transfer issues for ELL students are examined in both the oral and written domains to provide appropriate instructional scaffolding. The course also considers the significance of sociolinguistic and psycholinguistic aspects of language learning. This is a research course.

ELL 6600 E-Portfolio (0)

The e-portfolio, a web-based electronic tool provided to students at the beginning of the program, is considered a work in progress throughout the graduate library program. This web-based electronic tool provides the student powerful resources for reflecting, synthesizing, and evaluating course experiences during the duration of the program. Students are provided a course syllabus and framework for completing the e-portfolio. This e-portfolio will be presented during the final semester of the program and is required for graduation. A pass/fail grading system will be used.

Master of Education/Instructional Technology

EDU 6700 Quality Curriculum & Instructional Practice (3)

Focuses on the assessment of quality curriculum and instructional practices. Students will demonstrate instructional strategies, inquiry based learning, organizational skills, and the integration of technology. They will also engage in using methodologies for monitoring, assessing, and supporting quality instruction with teachers whom they are coaching.

EDU 6710 Technology Integration in Teaching & Learning (3)

Focuses on integrating technology into instructional content. Students will experience emerging technologies, Web 2.0, and classroom hardware/software and will develop skills in troubleshooting, school/grade-level leadership with instructional technology, and technology presentation. Students will use technologies for school improvement that will include consideration of student achievement data, research, grant writing, technology plans, and community relations. Research and project development will focus on specialization area.

EDU 6720 Action Research for School Improvement (3)

Students will identify an area for instructional or school culture improvement, refine strategies for investigating the issue, begin to engage in effective educational decision making, and work toward a project that will effect positive change in the school setting. Assessment philosophies and methodologies inform the overarching framework for this course. This course will be in tandem with EDU 6725.

EDU 6725 Data Analysis for School Improvement (3)

The student will collect and analyze data for data driven decision making, based on the action research project developed in EDU 6720. The emphasis will be on how to interpret and utilize data for improving student achievement through instructional practices as well as on total school improvement. This course will be in tandem with EDU 6720.

EDU 6735 Effective Classroom Environments for Teaching & Learning (3)

Focuses on strategies for assisting teachers with effective planning, organizing, and managing an effective classroom environment. Students will use research, classroom visits, and other collaborative opportunities to demonstrate for mentees effective classroom strategies in time management, classroom management, and instructional planning. All research and project development will focus on specialization area.

EDU 6740 Inclusive Practices in Teaching & Learning (3)

Focuses on the role of social justice in the educational community and ways to raise awareness of relevant issues among colleagues. Areas of emphasis will include: differentiated instruction, special education, inclusionary practices, legal and ethical issues, and community relations. Students will investigate relevant community partners, agencies, and charitable organizations within the community. Further, they will be aware of the impact of economic disparities within neighborhoods and predict the impact on local schools. Students will be able to identify an equitable classroom and identify instructional and assessment practices that promote equity. All research and project development will focus on specialization area.

ETM 5030 Application Software for Educational Settings (3)

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.

ETM 5040 Instructional Design and Multimedia Authoring (3)

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.

ETM 5050 Technology Planning and Administration (3)

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.

ETM 5060 Practicum (3)

One hundred (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)

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.

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.

MLI 5020 Information Technologies II (3)

Studies advanced understanding of technological applications including desk top publishing, media production, Boolean searching and other library-related applications.

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.

MLI 5040 Fiction/Non-Fiction Resources for Children and Young Adults (3)

Knowledge of books, media, instructional materials and electronic resources appropriate for children, young adults, and adults are important aspects of this course.

MLI 5050 Research Tools and Strategies (3)

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.

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.

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.

MLI 5080 Collection Development and Organization (3)

Focuses 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.

MLI 5090 Professional Practice (6)

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)

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)

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.

MLI 5600 E-Portfolio (0)

The e-portfolio, a web-based electronic tool provided to students at the beginning of the program, is considered a work in progress throughout the graduate library program. This web-based electronic tool provides the student powerful resources for reflecting, synthesizing, and evaluating course experiences during the duration of the program. Students are provided a course syllabus and framework for completing the e-portfolio. This e-portfolio will be presented during the final semester of the program and is required for graduation. A pass/fail grading system will be used.

Master of Education Leading Instructional Improvement for Teachers

EDU 6700 Quality Curriculum and Instructional Practice (3)

Focuses on the assessment of quality curriculum and instructional practices. Students will demonstrate instructional strategies, inquiry based learning, organizational skills, and the integration of technology. They will also engage in using methodologies for monitoring, assessing, and supporting quality instruction with teachers whom they are coaching.

EDU 6705 Practicum Focusing on Staff Development (1)

Provides hands on learning experience in environments under the guidance of practicing school educators. Focus for each practicum should relate to the specialization area. Students will maintain a log of activities and submit a reflection paper for each practicum course. Assessment feedback will be included from both cooperating teachers and course instructors.

EDU 6710 Technology Integration in Teaching and Learning (3)

Focuses on integrating technology into instructional content. Students will experience emerging technologies, Web 2.0, and classroom hardware/software and will develop skills in troubleshooting, school/grade-level leadership with instructional technology, and technology presentation. Students will use technologies for school improvement that will include consideration of student achievement data, research, grant writing, technology plans, and community relations. Research and project development will focus on specialization area.

EDU 6715 Leadership Styles and Beliefs (4)

Allows teacher leaders to examine leadership styles and beliefs of themselves and others for effective school improvement. Topics include: understanding how ethics shape decisions and practices, how legal issues impact the school, how to build leadership teams and provide effective assistance to teachers, and how to develop and evaluate program effectiveness. Also, this course will explore effective practices of creating, maintaining, and facilitating professional learning communities in schools and districts. Research and project development will focus on specialization area.

EDU 6720 Action Research for School Improvement (3)

Students will identify an area for instructional or school culture improvement, refine strategies for investigating the issue, begin to engage in effective educational decision making, and work toward a project that will effect positive change in the school setting. Assessment philosophies and methodologies inform the overarching framework for this course. This course will be in tandem with EDU 6725.

EDU 6725 Data Analysis for School Improvement (3)

The student will collect and analyze data for data driven decision making, based on the action research project developed in EDU 6720. The emphasis will be on how to interpret and utilize data for improving student achievement through instructional practices as well as on total school improvement. This course will be in tandem with EDU 6720.

EDU 6730 Practicum Focusing on School Improvement Planning (1)

Provides hands on learning experience in environments under the guidance of practicing school educators. Focus for each practicum should relate to the specialization area. Students will maintain a log of activities and submit a reflection paper for each practicum course. Assessment feedback will be included from both cooperating teachers and course instructors.

EDU 6735 Effective Classroom Environments for Teaching and Learning (3)

Focuses on strategies for assisting teachers with effective planning, organizing, and managing an effective classroom environment. Students will use research, classroom visits, and other collaborative opportunities to demonstrate for mentees effective classroom strategies in time management, classroom management, and instructional planning. All research and project development will focus on specialization area.

EDU 6740 Inclusive Practices in Teaching and Learning (3)

Focuses on the role of social justice in the educational community and ways to raise awareness of relevant issues among colleagues. Areas of emphasis will include: differentiated instruction, special education, inclusionary practices, legal and ethical issues, and community relations. Students will investigate relevant community partners, agencies, and charitable organizations within the community. Further, they will be aware of the impact of economic disparities within neighborhoods and predict the impact on local schools. Students will be able to identify an equitable classroom and identify instructional and assessment practices that promote equity. All research and project development will focus on specialization area.

EDU 6745 Mentoring and Coaching Strategies (5)

Focuses on the research base for high quality coaching and mentoring. Students will have an understanding of what constitutes mentoring/coaching: cognitive coaching, coaching models, building relationships, building trust, and classroom management strategies. The emphasis will be on understanding the theory of coaching. This course will also focus on the practice of coaching/mentoring. The student will demonstrate mentoring/coaching strategies, facilitate collaborative strategies in the educational setting, and identify means to assist mentees in self-assessment of teaching and in evaluation of students' learning.

EDU 6750 Practicum Focusing on Mentoring/Coaching (1)

Provides hands on learning experience in environments under the guidance of practicing school educators. Focus for each practicum should relate to the specialization area. Students will maintain a log of activities and submit a reflection paper for each practicum course. Assessment feedback will be included from both cooperating teachers and course instructors.

EDU 6755 E-Portfolio (0)

Students will maintain an e-portfolio throughout the program and will maintain the findings of the Action Research Project developed in EDU 6720 and EDU 6725 and implemented throughout the remainder of the program as part of the e-portfolio.

EDU 6760 Exit Assessment (0)

Students will present the results of their Action Research Project via their e-portfolios.

Master of Education Reading PreK-12

EDU 6700 Quality Curriculum & Instructional Practices (3)

Focuses on the assessment of quality curriculum and instructional practices. Students will demonstrate instructional strategies, inquiry based learning, organizational skills, and the integration of technology. They will also engage in using methodologies for monitoring, assessing, and supporting quality instruction with teachers whom they are coaching.

EDU 6705 Practicum Focusing on Staff Development (1)

Provides hands on learning experience in environments under the guidance of practicing school educators. Focus for each practicum should relate to the specialization area. Students will maintain a log of activities and submit a reflection paper for each practicum course. Assessment feedback will be included from both cooperating teachers and course instructors.

EDU 6710 Technology Integration in Teaching and Learning (3)

Focuses on integrating technology into instructional content. Students will experience emerging technologies, Web 2.0, and classroom hardware/software and will develop skills in troubleshooting, school/grade-level leadership with instructional technology, and technology presentation. Students will use technologies for school improvement that will include consideration of student achievement data, research, grant writing, technology plans, and community relations. Research and project development will focus on specialization area.

EDU 6715 Leadership Styles & Beliefs (4)

Allows teacher leaders to examine leadership styles and beliefs of themselves and others for effective school improvement. Topics include: understanding how ethics shape decisions and practices, how legal issues impact the school, how to build leadership teams and provide effective assistance to teachers, and how to develop and evaluate program effectiveness. Also, this course will explore effective practices of creating, maintaining, and facilitating professional learning communities in schools and districts. Research and project development will focus on specialization area.

EDU 6720 Action Research for School Improvement (3)

Student will identify an area for instructional or school culture improvement, refine strategies for investigating the issue, begin to engage in effective educational decision making, and work toward a project that will effect positive change in the school setting. Assessment philosophies and methodologies inform the overarching framework for this course. This course will be in tandem with EDU 6725.

EDU 6725 Data Analysis for School Improvement (3)

The student will collect and analyze data for data driven decision making, based on the action research project developed in EDU 6720. The emphasis will be on how to interpret and utilize data for improving student achievement through instructional practices as well as on total school improvement. This course will be in tandem with EDU 6720.

EDU 6730 Practicum Focusing on School Improvement Planning (1)

Provides hands on learning experience in environments under the guidance of practicing school educators. Focus for each practicum should relate to the specialization area. Students will maintain a log of activities and submit a reflection paper for each practicum course. Assessment feedback will be included from both cooperating teachers and course instructors.

EDU 6740 Inclusive Practices in Teaching & Learning (3)

Focuses on the role of social justice in the educational community and ways to raise awareness of relevant issues among colleagues. Areas of emphasis will include: differentiated instruction, special education, inclusionary practices, legal and ethical issues, and community relations. Students will investigate relevant community partners, agencies, and charitable organizations within the community. Further, they will be aware of the impact of economic disparities within neighborhoods and predict the impact on local schools. Students will be able to identify an equitable classroom and identify instructional and assessment practices that promote equity. All research and project development will focus on specialization area.

EDU 6745 Mentoring and Coaching Strategies (5)

Focuses on the research base for high quality coaching and mentoring. Students will have an understanding of what constitutes mentoring/coaching: cognitive coaching, coaching models, building relationships, building trust, and classroom management strategies. The emphasis will be on understanding the theory of coaching. This course will also focus on the practice of mentoring/coaching. Students will demonstrate mentoring/coaching strategies, facilitate collaborative strategies in the educational setting, and identify means to assist mentees in self-assessment of teaching and in evaluation of student learning. This course has a required practicum.

EDU 6750 Practicum Focusing on Mentoring/Coaching (1)

Provides hands on learning experience in environments under the guidance of practicing school educators. Focus for each practicum should relate to the specialization area. Students will maintain a log of activities and submit a reflection paper for each practicum course. Assessment feedback will be included from both cooperating teachers and course instructors.

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.

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.

RDG 6030 Analysis and Correction of Reading Problems (3)

Emphasis 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.

RDG 6080 Literacy Application for Secondary Teachers (3)

Designed to allow the reading specialist student to focus on an in-depth look at secondary literacy teaching and learning practices. Students will examine literacy strategies that demonstrate how the adolescent student can be taught to successfully read a broad range of challenging and difficult text with deeper levels of comprehension and how to write effectively. Topics will include: learning strategies that build the effective adolescent reader and writer, exploring the demanding world of literacy facing the adolescent student, motivating the adolescent for learning, and understanding how to allow choice within a rigorous curriculum. Assessment that mirrors instruction is embedded with the topics.

RDG 6600 E-Portfolio (0)

The e-portfolio, a web-based electronic tool provided to candidates at the beginning of the program, is considered a work in progress throughout the graduate Reading program. This web-based electronic tool provides the student powerful resources for reflecting, synthesizing, and evaluating course experiences during the duration of the program. Students are provided a course syllabus and framework for completing the e-portfolio. This e-portfolio will be presented during the final semester of the program and is required for graduation. A pass/fail grading system will be used.

Doctoral Courses

EDU 7001 Theories, Structures and Systems (4)

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)

Introduces the doctoral student 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 student's basic understanding of academic research while fostering comfort with the utilization of scientifically based practice to approach problem-solving needs within the professional environment.

EDU 7003 Strategic Policy and Planning (3)

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

EDU 7004 Scientifically Based Practice: Research II (4)

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 student in the completion of this course.

EDU 7005 Transformational Learning (3)

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 student 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 (3)

Engages a thorough study of the multiple elements that impact learning: conflict, cultural groupings, discrimination, ethnicity, ethnocentrism, fragmentation, prejudice, bias, stereotyping, the role of culture in people's lives, and other elements that influence beliefs, values, and decisions are investigated. The student is given an opportunity to expand personally and professionally through an evidence-based examination of how culture influences the workplace.

EDU 7008 Literature Review (3)

Literature Review affords the doctoral student the opportunity to increase literature review skills by defining research questions, learning and using search strategies, engaging in syntopical reading, organizing resources, and outlining an in-depth, scholarly literature review. The course also provides the student with the opportunity to advance his or her depth of knowledge in the dissertation topic. The student will prepare an annotated bibliography and a detailed outline of the literature review on the student's chosen dissertation topic.

EDU 7010 Professional Practice and Research (3)

Within the context of a student's professional practices, s/he will focus on an issue of interest. Students will conduct a meta-analysis of research, and explore the future of the field and the ethical issues in his/her area of interest. Students will reflect on the research and explorations and delineate the knowledge and abilities critical for a changing world.

EDU 7051 Intrapersonal Effectiveness (4)

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 apply an evidence-based approach to examine the theories of individual motivation and behavior. Students analyze their personal character and competence as leaders, with the goal of maximizing their personal effectiveness. Students 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 Collaborative Teamwork and Team Development (4)

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 student learning and exposure to best practices expressed by recognized leaders in team building concepts.

EDU 7053 Creating Effective Organizations (4)

The culmination of individual behavior/effectiveness and team behavior / effectiveness, this course provides the student 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 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 student learning through exposure to best practices and the concepts of recognized leaders in organizational leadership and improvement.

EDU 7151 Technology (2)

Assists the student in learning the uses of technology that facilitate the completion of the doctoral 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 student to begin exploring the information available so as to begin a habit of seeking evidence-based data in the employment of scientifically based practice within the professional environment.

EDU 7152 Technology-Based Statistics (4)

Designed to equip students to incorporate statistical analysis 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, students 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 7201through 7209 Dissertation (1 - 18)

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 interest and involves identification of a problem, development of appropriate protocol, implementation and analysis of both qualitative and quantitative research, dissertation defense, and a capstone presentation of the student's work and findings. The dissertation is designed to equip the student to engage scientifically based inquiry and practice to effect problem identification and solutions in the environment of educational practice.

Elective Courses

EDU 515C Culture, Ideas, and Values (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 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)

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 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.

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 6506 Effective Leadership (3)

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)

Includes topics: 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 7070 Numeracy Specialists K-8 (3)

Designed for coaches of K-8 teachers to build those skills, understandings, and dispositions required to be numeracy leaders in K-8 schools. The focus is to provide numeracy leaders with research, resources, strategies, and practice to equip them to work with adult learners in deepening their understanding of mathematics content pedagogy and strengthening their skills to improve instruction so all students can learn.

EDU 7075 Numeracy specialists 6 - 12 (3)

Designed for coaches of 6-12 teachers to build those skills, understandings, and dispositions required to be numeracy leaders in 6-12 schools. The focus is to provide numeracy leaders with research, resources, strategies, and practice to equip them to work with adult learners in deepening their understanding of mathematics content pedagogy and strengthening their skills to improve instruction so all students can learn.

EDU 7080 Coaching Algebra & Geometry Teachers (3)

Focuses on developing understandings, dispositions, and skills needed by coaches to help elementary, middle, and secondary teachers develop the concepts and skills of teaching algebra and geometry. The intent is to provide research, resources, and practice to equip numeracy leaders to work with adult learners in deepening their understanding of algebraic and geometric concepts and pedagogy and strengthening their skills to teach concepts so all students can learn. It is planned for this course to be co-taught by two faculty members, one with background teaching at the elementary level and the other with secondary experience.

EDU 7085 Analysis and Correction of Math Learning Problems (3)

The goal of this course is to develop expertise in analyzing student work, diagnosing the problem, understanding student thinking, and using that understanding to guide subsequent interactions and interventions with the student. Participants will analyze student learning through formal and informal assessments, learn to use research and current resources to diagnose mathematical learning problems, and will learn how to choose and implement the best interventions to increase student learning.

ETM 5010 Introduction to Educational Technology (3)

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.

ETM 5020 Integrating Technology into the Curriculum (3)

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.

Courses for Teachers - General Electives

Graduate Credit

The courses listed in this catalog are for graduate credit. If you would like to see undergraduate credit courses, please consult the undergraduate catalog or www.trevecca.edu/soe/vesi.

EDU 8100 Advanced Classroom Management: Children as Change Agents (2)

Provides information for professionals serving children and youth presenting behavior problems in the school or community. Focuses on cognitive and cognitive-behavioral interventions with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral concepts and strategies is required, it is strongly recommended that an introductory behavior management course be taken prior to this course.

EDU 8105 Violence in Schools: Identification, Prevention, & Intervention Strategies (2)

Individuals working with children and youth benefit from an understanding of school violence and intervention strategies. An overview of violence and motivational purposes behind aggression is included with a focus on identification and intervention approaches to working with out-of-control behaviors. Discussion will include the correlation and impact of the media, community, and family upon violence and information about national resources available for parents and teachers.

EDU 8115 Autism & Asperger's Disorder: Information & Effective Intervention Strategies (2)

The instances of reported autism and Asperger's Disorder are increasing in our schools and classrooms. Individuals working with these children and youth need an understanding of the characteristics of these disorders, associated learning styles, communication weaknesses, and various intervention strategies. Discussion will include why individuals with autism spectrum disorders act the way they do, and what teachers and parents can do to enhance more appropriate behavior.

EDU 8130 Drugs & Alcohol in Schools: Understanding Substance Use & Abuse (2)

Individuals in schools benefit from an understanding of alcohol, drugs, and their influences in the classroom and schools. A focus will be on a contextual framework for understanding what students may be experiencing either through their own substance use or from a substance use by persons close to them. A basic historical perspective of substance use along with the biological, psychological, and social factors that comprise the disease of addiction is included to enable one to better understand the complex dynamics of this biological and social phenomenon.

EDU 8135 Educational Assessment: Assessing Student Learning in the Classroom (2)

Individuals working in schools require conceptual and technical skills to help identify educational goals and implement meaningful instructional strategies for effective learning by students with special needs. Discussion includes assessment for instructional programming. The focus will be procedures for designing or selecting, administering and interpreting, a variety of informal assessment measure typically used in schools. Included will be presentation of assessment information in an acceptable format to parents and teachers.

EDU 8150 Inclusion: Working with Special Needs Students in Mainstream Classroom (2)

General education and special education educators need an understanding of inclusion, one of the current educational reform movements that advocate education students with disabilities in the general education classroom. Included will be defining key concepts and terms, identifying and describing federal legislature and court cases, and listing and describing the federal definition of students entitled to special services. Educators will identify the roles and responsibilities in providing special services to students educated in inclusive classrooms.

EDU 8155 Learning Disabilities: Practical Information for Classroom Teachers (3)

Individuals in the classrooms and schools need foundational knowledge of the major trends and unresolved issues in the field of learning disabilities. Application is designed for sensitive, appropriate assessment and evaluation of students, and approaches to handling learning disabilities. A focus will include program planning and implementation, the importance of a close, positive partnership with parents or alternative caregivers, and methods for ensuring the home-school axis is effective and meaningful.

EDU 8160 Talented & Gifted Education: Working with High Achievers (2)

Talented and gifted education provides information on the history of the exceptional student in relation to education, current law, and accepted methods for referral, assessment, and identification of these students. Included are major program models and methods of differentiating instruction to meet the rate and level of learning of identified gifted students. A focus will be on meeting the affective needs of the gifted and talented student in the classroom.

EDU 8165 Teaching Diversity: Influences and Issues in the Classroom (2)

In order to effectively teach and/or lead in today's society; one must have an understanding of diversity issues. Application is designed to provide the knowledge, tools, and dispositions to effectively facilitate a diverse classroom. Included are an understanding and strategies to identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. A focus is on understanding how students' learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family and community values. The challenge is to apply knowledge of the richness of contributions from our diverse society to an individual's teaching field.

EDU 8175 Understanding Aggression: Coping with Aggressive Behavior in the Classroom (2)

Understanding Aggression includes topics on violence, aggression in the classroom, youth gangs, and aggression in sports and on television, how drugs and alcohol play a role in aggression and violence, and "hot spots" that tend to breed aggression and violence. Application enables school personnel to become more aware of the causes of aggression and ways to evaluate the aggression and intervene before the aggression turns to violence in the schools. Included is discussion about aggression in our communities through driving, dating, sports, television, and music and how these issues are dealt with in modern society.

Teaching Faculty (Full-time to the university)

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.

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.I.S., University of Tennessee, 2000; Ed.D., Tennessee State University, 2008.

PENNEY CARDEN
B.S., Whitworth College, 1975; M.Ed. Valdosta State University, 1999; Ed.D. Nova Southeastern University, 2004

LINDA COLLINS
B.S., Middle Tennessee State University, 1970; M.A., University of Northern Colorado, 1977; Ed.D., George 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 Southeastern University, 1985.

DONNA GRAY
B.S., Trevecca Nazarene College, 1982; M.A., Middle Tennessee State University, 1986; Ed.D., Trevecca Nazarene University, 2005.

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.

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

GEORGE KERSEY
B.S., George Peabody College of Vanderbilt University, 1968; M.Ed., George Peabody College of Vanderbilt University, 1970; Ed.D., George Peabody College of Vanderbilt University, 1986.

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

RUTH KINNERSLEY
B.A, Greenville College, 1982; M.S., University of Illinois, 1983; M.A.E., Olivet Nazarene University, 1989; Ed.D., Tennessee State University, 2009.

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

CAROL MAXSON
B.A., Olivet Nazarene University, 1988; M.A.E., Olivet Nazarene University, 1990; Ed.D. Nova Southeastern University, 2000.

RICHARD MOORE
B.S., Austin Peay State University, 1972; M.A., University of North Alabama, 1984; Ed.D., Tennessee State University, 1987; J.D., Kensington University, 2003.

RICHARD PARROTT
B.A., Eastern Nazarene College, 1974; M.A. University of Missouri, 1975; M.Div. Nazarene Theological Seminary, 1980; Ph.D., Oregon State University, 1983.

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

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

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

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

MICHAEL VAIL
B.A., Northwest Nazarene University, 1972; M.Ed., University of Idaho, 1976; Ph.D., University of Wisconsin-Madison, 1979.

MARCIA WALKER
B.S., Alcorn State University, 1994; B.S., Delta State University, 1999; M.Ed., Delta State University, 2000; Ed.D., Tennessee State University, 2006

LENA HEGI WELCH
B.A., Trevecca Nazarene College, 1981; M.A., Auburn University, 1983; Ed.D. Trevecca Nazarene University, 2005.

DONNA YOUREE
B.S., University of Missouri, 1968; M.Ed., Middle Tennessee State University, 1985; Ed.D., Tennessee State University, 1998.