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Criminal Justice |
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CRJ 560 - The Media & Political Survival 4 Cr. Hrs.
An examination of the role of the media in modern society along with the relationship between media outlets and criminal justice executives is offered in this course. In addition, various strategies to cope with public exposure are explored and the role of positive leadership in this area is examined.
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CRJ 601 - Applied Research Methods 4 Cr. Hrs.
This overview of research methods is designed to create a more intelligent consumer of scientific research in the field of criminal justice who is able to identify the strengths and weaknesses of work in the field. The course focuses on quantitative research methods and covers observational and experimental research designs, along with an overview of qualitative research methodology.
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CRJ 605 - Criminal Justice Policy Analysis 4 Cr. Hrs.
In this capstone course, participants will review and critique the most recent and significant research in the field. A major research project will also be a part of this course.
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CRJ 615 - Managing a Multicultural & Ethical Department 4 Cr. Hrs.
An examination of current issues relating to the administration of justice in a culturally diverse society is provided in this course. Special emphasis will be placed on the impact of changing ethnicity on social and institutional public policy and managing these changes legally and ethically.
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CRJ 640 - Strategic & Tactical Planning 4 Cr. Hrs.
This course focuses on learning the importance and practice of strategic, tactical and operational planning in criminal justice. Emphasis will be placed on forecasting likely, as well as plausible, future conditions and influencing those conditions through effective leadership so that the desired outcome can be achieved. In addition, an overview of budgeting principles will be covered and the basics of grantsmanship will be reviewed.
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CRJ 655 - Executive Liability 4 Cr. Hrs.
A review of major liability issues facing the chief executive in criminal justice is the focus of this course. Civil liability, torts, negligence and employment law will be covered.
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Education |
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EDU 501 - Current Issues in Public School Education 3 Cr. Hrs.
Policies, programs, and trends that directly or indirectly impact public schools are examined and evaluated using research, analysis, and assessment in order to determine their relevance to teaching and learning in diverse public school settings.
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EDU 502 - The Constructivist Teacher 3 Cr. Hrs.
This course provides a foundation in constructivist theories of education and their applications to the practice of designing and modifying standards-based curriculum to effectively meet the needs of all students. Topics explored include the integration of cognitive and social constructivist theory of effective pedagogical practice in the contest of project-based learning. Candidates practice standards-based, curriculum-aligned lesson planning and implementation, with reflective, evidence-based assessment of strengths and weaknesses of various lessons.
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EDU 503 - Addressing Diversity in the Educational Setting 3 Cr. Hrs.
An inquiry into the multicultural dimensions of American educators by comparison to ethnic, racial, religious, and social issues with regard to cultural and socioeconomic differences including a philosophical analysis of the concepts of cultural pluralism and its broad implications A field lab of five hours in a classroom other than the candidate’s own classroom is required.
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EDU 504 - Education of Students with Exceptionalities 3 Cr. Hrs.
This course is a study of ethical and legal aspects of classrooms with , characteristics and needs of the exceptional students, and research into program development and assessment for teachers who may work with exceptional students or those preparing to develop classes for such students.
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EDU 505 - Principles of Curriculum Development 3 Cr. Hrs.
A study of the school curriculum including objectives, current issues, experimentation as well as perspective and methodology to equip one to participate effectively in curriculum development.
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EDU 506 - School and Community Relations 3 Cr. Hrs.
Using inquiry, research, and evaluation strategies regarding school and community relations the interdependence of school and community is identified and defined in terms of societal expectations of America’s schools and the effects of these expectations on educational political, economic, and demographic changes on educational policy.
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EDU 507 - School Law 3 Cr. Hrs.
This course focuses on legal principles involved in school administration and in court actions. Students will investigate the impact of school law on the rights of students and educators as guaranteed by the Constitution and its amendments. This investigation will include state and federal statutory and regulatory provisions as well as tort and contract liability as they influence education. Students will learn to be leaders who have the knowledge and ability to promote the success of all students by evaluating and synthesizing our legal system as it pertains to education.
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EDU 508 - School Finance 3 Cr. Hrs.
This course involves school finances relative to public school programs, revenues and experience. It explains why education and school finance are important and why current practices exist. The course examines how school leaders prepare and administer strategic financial plans. A strategic financial plan, strategic vision, resources stewardship, accounting and budgeting systems, and financial frameworks will be studied and discussed.
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EDU 509 - Public School Administration 3 Cr. Hrs.
This course focuses in the theoretical bases of school administration; organizational principles, patterns and practices in public schools; decision making; administration of programs and services. Designed to assist in preparing aspiring school administrators with the program management and instructional leadership skills necessary to facilitate and/or direct the planning, programming and related activities necessary to raise standards and improve student achievement in public schools. This course offers future school leaders the opportunity to examine theory, practice, and skills in the area of human resources administration. Ways to effectively attract, train, motivate, and assign personnel in order to accomplish the goals and mission of the school district will be topics of discussion throughout the course.
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EDU 512 - The Principal as Instructional Leader 3 Cr. Hrs.
Instructional leadership addresses the critical aspects of the teaching - learning process: curriculum development, student differences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing and changing school climate and culture. A special emphasis is given to promoting a positive school culture, providing an effective instructional program and applying best practice to student learning.
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EDU 513 - Nature and Needs of Gifted and Talented Students 3 Cr. Hrs.
This course is designed to be an introduction to the field of gifted education, including a history of gifted education, theories of intelligence, definitions of giftedness, methods of identification, and a variety of programming options for the conventional classroom/school setting as well as in classrooms for the gifted and talented. Practical aspects of the course will include the development of IEPs, learning preference assessments, interest assessments, and management plans. Some attention will be devoted to teaching strategies and curriculum materials that teachers will find useful in designing program options for gifted and talented learners.
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EDU 514 - Nature of the Exceptional Child 3 Cr. Hrs.
This course explores diversity in the preK-12 classroom. In addition to all categories of special education, the teacher candidate will examine the nature, cause and programming needs of gifted/talented (G/T) and culturally/linguistically diverse (CLD) students. The specific learning characteristics and instructional strategies as well as legal and educational implications for meeting the needs of these students in general and special education classrooms environments will be addressed.
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EDU 516 - Best Practices for the Elementary Classroom/Field Experience I 3 Cr. Hrs.
This course is designed to familiarize students with the national and state curriculum standards, the South Carolina teacher assessment instrument SCTS (NIET), the curriculum of the elementary school, lesson planning, and development and use of multiple teaching strategies. The course will also include two Content Modules that are completed online: Foundations in Education and Educational Technology. The field experience provides opportunities for observation, reflection, actual teaching, and assessment in an elementary classroom. Prerequisite(s): PRAXIS Core Field experience of 25 hours required.
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EDU 517 - Essentials of Teacher Candidacy 1 Cr. Hrs.
This course provides the pre-teacher candidate with an overview of the requirements for the successful completion of the Teacher Education Program. Topics include the conceptual framework of the College of Education, Code of Ethics, Praxis testS, unit assessment system, field experiences, Clinical Experience, ADEPT, InTASC, NCATE, and SPAs. This course meets one full Saturday during the semester.
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EDU 518 - Best Practices for the Elementary Classroom/Field Experience II 3 Cr. Hrs.
This course explores all phases of planning instruction for all elementary learners. During Field Experience II, the teacher candidate will be familiarized with the concepts, skills, and processes necessary to write South Carolina standards-based Long Range Plans and a Unit Work Sample. Teacher candidates will plan, implement, and reflect on lessons which address student needs and demonstrate best pedagogical practices. The course will also include two Content Modules that are completed online: Music and Visual Arts and Health/PE. Prerequisite(s): EDU 516 Field experience of 40 hours required.
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EDU 519 - Emerging Trends and Practices in Educational Technology 3 Cr. Hrs.
This course explores current topics, trends, and practices in educational technology research and their applications. Students will review literature and practices to examine merging trends in the field. Students will also develop lessons that integrate those technologies through the use of sound instructional design principles.
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EDU 520 - Research Analysis for School Improvement 3 Cr. Hrs.
This course is designed to familiarize the future elementary or high school administrator with basic research and statistical concepts for the purpose of interpreting and applying research results to make sound educational decisions for school improvement.
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EDU 521 - Assessment Data to Inform Instruction 3 Cr. Hrs.
This course is a study of how to use assessment results to improve student learning. The course considers test validity and reliability so that test results can be interpreted to indicate students’ achievement and teacher effectiveness.
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EDU 522 - The Principal as Educational Leader 3 Cr. Hrs.
A study of administrative theory leadership principles, including the conceptual and structural organization of public education as well as educational governance at the federal, state, and local levels. It is also a study of administrative theory, leadership principles, the conceptual and structural organization of the environment, and the processes involved in educational leadership. The course is to provide an initial understanding of the nature and specific characteristics of educational leaders, the varied roles of educational leaders and the relevant theories and practices of effective educational leaders to improve student learning.
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EDU 523 - Literacy 3 Cr. Hrs.
This course focuses on the development of 21st century literacy skills in K-12 school settings. Emphasis is placed on current models and best practices for teaching and learning literacy skills and strategies using a wide variety of print and non-print materials with a global perspective. Students will relate national and state policies and standards to classroom practices designed to meet the literacy needs of all students.
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EDU 524 - Theories of Learning 3 Cr. Hrs.
This course provides an analysis of contemporary and historically important learning theories and their applications to k-12 settings. Emphasis is placed on developing the knowledge and ability to apply learning theory to instruction and assessment designed to make learning accessible to all learners.
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EDU 525 - Classroom Management 3 Cr. Hrs.
Classroom management encompasses all of the teacher’s interactions with the students, classroom environment, rules and procedures, instructional strategies, and the development of engaging work. The course is designed to assist teachers in developing the practical application of effective management techniques based upon current research of best practices. Distinctions will be made through comparison and assessment and between a “well managed” class and a class engaged in learning.
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EDU 526 - Educational Psychology 3 Cr. Hrs.
This course is based on a psychological foundation for teaching. Developmental theories, diversity, approaches to instruction, differentiation, exceptional students, and assessment are studied and practiced. Emphasis is placed on the implications of the developmental process for the design of appropriate curriculum and instruction based on national and South Carolina Standards.
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EDU 527 - Grant Writing Strategies for Educators 3 Cr. Hrs.
This course is designed to provide students with the practical skills of preparing competitive grant proposals for submission to private foundations, corporations, professional associations, and other funding sources. Students will be introduced to various sources of funding, common components of grant proposals, as well as strategies to develop each component of a grant proposal. Students will work individually and collaboratively with other professionals to design standards/research based, data driven, grant proposals that will increase educator effectiveness and results for all students. They will apply skills learned by working directly with other class members, district staff, and school staff to develop a standards based, data supported grant proposal for submission to an appropriate funding source for their project. The goal is to assist educators to develop the competencies that are necessary to develop a grant proposal that supports instruction, academic achievement, and well-being for their students as well as their own professional development. Course discussions will include review and analysis of funded projects, development of the Needs Statement, Project Summary, Goals and Objectives, Project Strategies, Evaluation and Budget. Some procedures in grant implementation will also be covered.
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EDU 528 - Educating Students with Diverse Backgrounds 3 Cr. Hrs.
Educating students from diverse backgrounds seeks to create agents of change in classrooms, school, and communities through an integrated focus on equitable educational practices. The course leads educators to examine individual identities as allies and empowered persons who seek educational justice for their students. The course uses discussion and critical analysis of cases of social injustice as enacted in the educational setting to examine multiple perspectives and potential micro-and macro solutions. With additional exposure to social justice literature, educators can plan to become agents of change toward more educationally equitable democratic classrooms.
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EDU 529 - Data Analysis to Inform Instruction 3 Cr. Hrs.
This course is a study of strategic planning and thinking for a learner-focused educational system which integrates curriculum, instruction, assessment, facilities, human resources, finance, and educational technology.
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EDU 531 - Social Studies for the Elementary Learner 3 Cr. Hrs.
The focus of this course is on the various content areas, Culture, Economics, Geography, Government and Civics, and Individuals and Groups, and their historical and current influences on our world/society. Students will select content to be taught using South Carolina Academic Standards.
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EDU 545 - Methods and Materials for Teaching Elem Mathematics 3 Cr. Hrs.
This course focuses on the application, methodology, and assessment of major mathematical concepts and procedures that define numbers and operations, algebra, geometry, measurement, data analysis, and probability in order to engage in problem solving, critical reasoning, communication, connections, and representations. Prerequisite(s): Prerequisite: EDU 516 .
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EDU 546 - Methods and Materials for Teaching Elem Science 3 Cr. Hrs.
This course focuses on the theories and practices of teaching standards-based science to K-6 students based on best practices in research. Teacher candidates will develop theoretical and practical knowledge and abilities about science, learning, and science teaching. Emphasis will be placed on planning inquiry-based programs, guiding and facilitating learning, and managing learning environments. Prerequisite(s): Prerequisite: EDU 516 .
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EDU 550 - Literacy Development for All Students 3 Cr. Hrs.
This course develops foundational knowledge and skills within the context of K-6 classrooms. Course content addresses the theoretical and evidence-based foundations of literacy, dimensions of diversity, and considerations for dual-language learners. Candidates examine current issues in literacy education, conduct guided observations in K-6 classrooms, and critique relevant research.
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EDU 551 - Literacy Development: Assessment Guides Instruction 3 Cr. Hrs.
This course focuses on the use of assessment to plan and evaluate literacy instruction in preK-5 classrooms. Course content addresses the purpose, use, and interpretation of a range of formal and informal assessments, and introduces candidates to materials and instructional approaches. Candidates examine diversity and equity issues while interpreting individual assessment data across time and multiple sets of assessment data within a class of students. Current issues in assessment and relevant research are related to guided observations and work in preK-5 classrooms.
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EDU 552 - Literacy Development: Informed Instructional Decisions 3 Cr. Hrs.
This course focuses on developing decision-making skills in selecting and using instructional practices to support literacy development for all students in preK-5 classrooms. Course content addresses the range and purpose of instructional approaches, the selection and use of materials, and the use of assessment data to inform decisions for individual student, small group, and whole class instruction. Candidates examine diversity and equity issues while instructing individuals and small groups in classroom settings. Current issues in instruction and relevant research are related to guided observations and supervised work in preK-5 classrooms.
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EDU 553 - Literacy Development: Across the Curriculum and Across Grade Levels 3 Cr. Hrs.
This course examines literacy development horizontally across the curriculum at individual grade levels and vertically across preK-5 grade levels. Course content focuses on the integration of literacy development and instruction in the content areas at individual grade levels and the development of literacy across grade levels. Candidates examine diversity and equity issues while researching the effectiveness of factors impacting literacy development across the curriculum.
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EDU 570 - South Carolina History 3 Cr. Hrs.
A study of South Carolina political, economic, and social development from 1670 to the present, with an emphasis on historiography skills and research. Students will focus their attention on a specific era of South Carolina history and will be expected to produce original research using period resources.
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EDU 590 - Internship in Elementary School Administration I 3 Cr. Hrs.
The purpose of this field placement is to provide the administration candidate with professional experiences in an administrative role by working with a mentor elementary principal. The goal is to provide candidates an opportunity to accept authentic responsibility for leading, facilitating, and making decisions typical of those made by school principals for a full semester.
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EDU 591 - Internship in Elementary School Administration II 3 Cr. Hrs.
Continuation of EDU 590 .
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EDU 593 - Pre-Clinical Experience 3 Cr. Hrs.
Implementation of a wide array of developmentally effective approaches to teaching and learning, and the effective use of assessment strategies to positively impact students’ development and learning for elementary majors; supervision by university and public school partners in a general education setting. Fifty (50) hours of field placement required. This course must be taken the semester prior to Clinical Experience.
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EDU 594 - Clinical Experience 12 Cr. Hrs.
Placement in the Clinical Experience provides opportunities for teacher candidates to become collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work; make informed decisions drawing on a variety of sources; and integrate theory and practice. Teacher candidates work under the guidance of Cooperating Teachers and University Supervisors in a public school setting. Sixty-five (65) days of service in a public school cooperating classroom is required. Prerequisite(s): Prerequisites: A minimum grade of “C” in all professional education courses, completion of Benchmark II, and the successful completion of all Praxis II Licensure Area Tests and the appropriate Principles of Learning and Teaching Test. Strand I: Knowledge May be repeated only by permission of the Coordinator of Teacher Certification.
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EDU 594-2 - Clinical Experience II 3 Cr. Hrs.
This course provides the teacher candidate an extended experience under the guidance of a master teacher. Sixty-five days of service in a public school classroom are required. A lab fee of $305 for EDU 594-2 is required. Prerequisite(s): Prerequisite: EDU 594 .
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EDU 595 - Internship in Secondary School Administration I 3 Cr. Hrs.
The purpose of this field placement is to provide the administration candidate with professional experiences in an administrative role by working with a mentor secondary principal. The goal is to provide candidates an opportunity to accept authentic responsibility for leading, facilitating, and making decisions typical of those made by school principals for a full semester.
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EDU 596 - Internship in Secondary School Administration II 3 Cr. Hrs.
Continuation of EDU 595 .
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EDU 597 - Educational Research-Based Practitioner I 3 Cr. Hrs.
This course is designed to deliver skills necessary to critically analyze a segment of a published, peer-reviewed body of knowledge based on a clear experimental question. The skills of summary, classification, and comparison will be applied to a specific topic of interest which will provide educationally significant information for the educator. Prerequisite(s): Prerequisite: Completion of Strands I, II, and III.
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Instructional Design and Learning Technology |
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IDLT 500 - Instructional Design and Innovation 3 Cr. Hrs.
This course is a foundational overview of the principles and models of instructional design models and learning science. Students will have the opportunity to apply various models and theories in designing programs, courses, and/or units of instruction for their context.
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IDLT 501 - Designing Future Learning Environments 3 Cr. Hrs.
The course will allow educators and trainers the opportunity to examine and deconstruct current learning environments. Case studies related to re-designed training and learning experiences will be analyzed and evaluated. Prerequisite(s): IDLT 500
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IDLT 502 - Research Design and Methods for IDLT 3 Cr. Hrs.
This course will be an introduction to key issues and concepts in quantitative and qualitative research as it relates to instructional design and learning technology. Prerequisite(s): IDLT 500
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IDLT 510 - Mobile Learning 3 Cr. Hrs.
This course will apply instructional design principles to the mobile learning environment. Case studies involving mobile learning implementation will be used to explore the design and integration of mobile learning at the course, program, and organizational level. Prerequisite(s): IDLT 500
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IDLT 511 - Learning Analytics 3 Cr. Hrs.
This course will be an introduction to how data on learning is collected and used for decision-making at various levels of an organization. The course will examine learning analytic models that include ethical and legal issues in collecting and using data. Prerequisite(s): IDLT 500
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IDLT 512 - Program Development and Evaluation 3 Cr. Hrs.
This course explores principles and techniques to develop instructional and training programs that align with an organization. The course also explores how to conduct evaluations at the organizational level and assess individual learners. Prerequisite(s): IDLT 500
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IDLT 520 - Issues and Trends in IDLT 3 Cr. Hrs.
This course will expose students to the latest innovations in digital learning technologies and environments. Applicable instructional principles, learning theoretical theories, and educational trends such as learning spaces, adaptive learning, and professional development design will be considered for a variety of learning environments. Prerequisite(s): IDLT 500
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IDLT 521 - Online Learning 3 Cr. Hrs.
This course will introduce students to the principles and pedagogies of online learning, including blended learning environments. Students will be introduced to the design, development, and management of courses in learning management systems for a variety of contexts. Prerequisite(s): IDLT 500
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IDLT 522 - Video and Media Production 3 Cr. Hrs.
This course will introduce principles and current technologies around multimedia production. Students will apply these skills in the development of their own teaching or training materials. Prerequisite(s): IDLT 500
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IDLT 600 - Learning Design Studio 3 Cr. Hrs.
This course will focus on compiling the portfolio to demonstrate achievement of program outcomes as well as a chance to reflect on the depth and breadth of growth since commencing the program. Students will also apply select concepts from the program of study to their context with individualized assistance. Prerequisite(s): IDLT 500 , IDLT 501 , IDLT 502 , IDLT 510 , IDLT 511 , IDLT 512 , IDLT 520 , IDLT 521 , IDLT 522
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Music Applied |
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MUA 501 - Applied Lessons (MUA) 1-2 Cr. Hrs.
Applied study of student’s respective instrument. Repeatable for credit. Applied Music and Music Performance (MUA/MUP) (2-3 credit hours in applied music and/or music ensembles)
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Music Education |
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MUE 502 - Introduction to Research in Music Education 3 Cr. Hrs.
Introduction to critical inquiry in music education, including historical, quantitative, qualitative, philosophical inquiry, action research, and mixed research designs. Emphasis placed on exploring and understanding articles in professional research journals, becoming familiar with basic concepts, terms, and statistical symbols, and developing competencies in locating and reviewing literature on selected topics.
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MUE 511 - Foundations of Music Education 3 Cr. Hrs.
An introductory course to the historical, philosophical, and sociological foundations of music education. Participants will address questions about improving instruction through critical reflection on past and current practices, with implications for future directions, and will evaluate and articulate cogent rationales for music teaching and learning.
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MUE 526 - Psychology of Music 3 Cr. Hrs.
An overview of human musicality as viewed through psychological and sociological perspectives. Topics include research and applications from social, developmental, and cognitive psychology, cognition and perception of music, and current neuromusical research. Participants will investigate topics in music psychology to inform beliefs, policies, curricula, and practices in music teaching and learning.
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MUE 530 - Current Issues in Music Education 3 Cr. Hrs.
Seminar in current topics and issues in music education. Students will generate topics for discussion, investigate current literature, explore solutions, and clarify positions regarding various topics and issues encountered by music educators. Music Special Topics (MUE) and Education (EDU) Electives (to complete 30 hours) EDU Courses offered through the College of Education.
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MUE 535 - Music Teaching and Learning 3 Cr. Hrs.
Application of philosophical rationales, psychological development, and historical/cultural considerations to designing and implementing music teaching and learning in areas of teaching specialties. Participants will design curriculum, implement instruction, and evaluate teaching and learning processes to refine and improve instruction.
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MUE 542 - Research/Teaching Project 3 Cr. Hrs.
Investigation of music teaching and learning in a research or teaching project, consisting of a review of literature, identification of a problem, application of critical inquiry processes, and reporting of results, conclusions, and recommendations.
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MUE 594 - Special Topics in Music Education 3 Cr. Hrs.
Graduate seminar focused on a specific subject of interest to music education majors. Course content varies from offering to offering. May be repeated for different topics. Graduate Review Courses (required if insufficient scores on placement exams) Credits do not count toward 30 hours of MM MED degree requirements Music Special Topics (MUE) and Education (EDU) Electives (to complete 30 hours) EDU Courses offered through the College of Education.
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MUE 596 - Portfolio Review 0 Cr. Hrs.
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MUE 597 - Written Comprehensive Exam 0 Cr. Hrs.
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MUE 598 - Oral Exam & Defense of Research Project 0 Cr. Hrs.
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Music History |
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MUH 497 - Graduate Music History Review 1 Cr. Hrs.
A review of undergraduate music history concepts and skills. Graduate Review Courses (required if insufficient scores on placement exams) Credits do not count toward 30 hours of MM MED degree requirements
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MUH 530 - Topics in Music History 3 Cr. Hrs.
Seminar on a topic from one of the major periods of western music history. Students will survey: the lives of composers; their compositional output; and their influence on other composers and their music.
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Music Performance |
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MUP 520 - Music Ensemble (MUP) 1 Cr. Hrs.
Development of individual performance skills in a collaborative environment through the study and performance of standard repertoire in the appropriate ensemble. Ensembles are open to all Anderson University students. An audition is expected for participation. Applied Music and Music Performance (MUA/MUP) (2-3 credit hours in applied music and/or music ensembles)
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Music Theory |
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MUT 500 - Graduate Music Theory Review 3 Cr. Hrs.
A review of undergraduate music theory concepts and skills. Graduate Review Course (required if insufficient scores on placement exams) credits do not count toward 30 hours of MM MED degree requirements. Prerequisite(s): NON-Passing Score on Graduate Music Theory Placement Exam no no Graduate Review Course (required if insufficient scores on placement exams) credits do not count toward 30 hours of MM MED degree requirements
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MUT 510 - Analytical Applications I 3 Cr. Hrs.
An introduction to advanced techniques for analyzing tonal music.
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Nursing |
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NUR 501 - Faith and Learning Seminar I 1 Cr. Hrs.
This course is the first in a series of Faith and Learning seminars that provides the foundation for Christian thought within the context of a Christian worldview with application to the profession of nursing. Various types of conflicting worldviews will be discussed with an emphasis on the understanding and application of the Christian worldview in providing holistic nursing care to the patient.
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NUR 502 - Faith and Learning Seminar II 1 Cr. Hrs.
This course is the second in a series of Faith and Learning seminars that advances of the principles of faith and learning through an examination of spiritual leadership. These principles will examine the various components of spiritual leadership within the context of a Christian worldview as applied to the profession of nursing.
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NUR 503 - Faith and Learning Seminar III 1 Cr. Hrs.
This course is the third in a series of Faith and Learning seminars that advances of the principles of faith and learning through the consideration of applicational processes that extends one’s spiritual leadership beyond oneself and into one’s area of Christian service. The primary application process addressed will include the area of emotional intelligence and team building processes.
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NUR 504 - Faith and Learning Seminar IV 1 Cr. Hrs.
This course is the fourth in a series of Faith and Learning seminars that serves as a culmination of the prior seminars in expressing an in depth understanding and application of a Christian worldview through an internal reflective process of spiritual leadership and emotional intelligence principles while outwardly establishing a plan to effectively lead one’s organization.
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NUR 505 - Faith and Learning Overview 1 Cr. Hrs.
This course is a discussion-driven seminar. The student actively engages in reflection based on assigned readings related to the topics of Servant Leadership and the formation of a Christian Worldview.
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NUR 506 - Health Policy and Advocacy 3 Cr. Hrs.
This course examines the effects of legal and regulatory processes and health policy on nursing practice, healthcare delivery, economics, health systems, policy makers, stakeholders, and global health outcomes.
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NUR 507 - Integration of Scholarship into Practice 3 Cr. Hrs.
This course provides an overview of various research methods and the application to evidence-based practice. The student learns to examine policies in the work place and seek evidence to translate current policies and identify gaps in the literature.
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NUR 508 - Informatics in Healthcare Delivery 3 Cr. Hrs.
This course introduces various patient care technologies to enhance healthcare delivery. The student learns to integrate technology into practice, facilitate the use of data management to improve outcomes of care, and implement evidence-based information into health education for diverse populations.
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NUR 520 - Pathophysiology and Physical Assessment For Nurse Educators 3 Cr. Hrs.
This course builds upon previous nursing knowledge to synthesize evidence-based practice to determine appropriate interventions for a diverse population. Learners apply principles of evidence-based practice in education when designing and delivering content using active learning strategies and appropriate assessment techniques. Students develop curriculum related to pathophysiology and physical assessment content for the practicing nurse or undergraduate nursing student.
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NUR 521 - Foundations in Nursing Education 2 Cr. Hrs.
This course introduces the learner to key principles vital to nursing education. Discussions include the significance of standardized testing, BSN Essentials, QSEN competencies, and the NCLEX exam. The course provides a philosophical and historical understanding of higher education.
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NUR 522 - Curriculum Design, Teaching, and Technology for Education 3 Cr. Hrs.
This course examines the design and implementation of appropriate and effective teaching strategies using best practices in education. Students are given opportunities to develop curriculum and evaluate various teaching models.
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NUR 523 - Nurse Educator I 1 Cr. Hrs.
This practicum experience engages the learner in either the higher education or healthcare setting to provide classroom instruction. The learner plans and implements active learning strategies in the classroom to deliver specific content to the students. Current technology is included based upon best practices in education.
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NUR 524 - Pharmacology for Nurse Educators 2 Cr. Hrs.
This course focuses on evaluation of quality processes and improvement science related to pharmacotherapy. Students develop curriculum related to pharmacology content for practicing nurses or undergraduate nursing students. Students apply principles of evidence-based practice in education when designing and delivering content.
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NUR 530 - Executive Leadersip I 1 Cr. Hrs.
This course emphasizes the application of the concepts, principles, and practices of an exective leader with a focus on case management. The student demonstrates the competencies essential to an executive leader.
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NUR 532 - Executive Leadership II 1 Cr. Hrs.
This course emphasizes the application of the concepts, principles, and practices of an executive leader with a focus on risk management.
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NUR 540 - APRN Procedures in Primary Care 1 Cr. Hrs.
This course provides a hands-on opportunity to learn skills needed to perform frequently encountered primary care procedures. Students have the opportunity to practice each of the skills in a simulation environment.
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NUR 541 - Primary Care across the Life Span 3 Cr. Hrs.
This course develops and enhances the student’s knowledge and skill in the diagnosis and management of episodic health problems and chronic diseases in families. Management includes incorporating theory and research related to evidence-based practice in identifying, monitoring, and treating health problems and maintaining and promoting health across the lifespan. Interdisciplinary collaboration, including development of practice guidelines, documentation, and the process of referral are discussed.
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NUR 543 - FNP I 2 Cr. Hrs.
This course introduces the student to problem-solving and clinical decision-making processes used by advanced practice nurses. Evaluation and management of the most common episodic health problems and chronic disease states of adults and children seen in primary care settings is emphasized. Evidence-based pharmacologic and non-pharmacologic interventions are examined. Students analyze and explore health disparities, disease prevention and management, and health promotion for all ages. (0,2) This course will replace NUR 542.
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NUR 550 - Psychiatric Mental Health Nurse Practitioner Introduction to the Clinical Experience 1 Cr. Hrs.
This course promotes the initial role development of the advanced PMHNP on the psychiatric treatment team focusing on the role of the advanced practice nurse in the physical and psychiatric assessment of clients. It provides opportunities for application of the essentials of the advanced psychiatric nurse practitioner through clinical teaching and supervision. (0,1) Prerequisite(s): This course progression is managed by cohort model
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NUR 554 - PMHNP I 2 Cr. Hrs.
This course promotes the initial role development of the advanced PMHNP on the psychiatric treatment team focusing on integration and synthesis of psychopharmacologic and non-pharmacologic therapies, assessment, diagnosis, treatment, and management of the psychiatric mental health patient of all age groups. It provides application, in the clinical area, of the essentials of the advanced psychiatric nurse practitioner through clinical teaching and supervision.
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NUR 591 - Advanced Pathophysiology 3 Cr. Hrs.
This course presents an orientation to disease as disordered physiology; analyzing the mechanism(s) of production of the signs and symptoms of different disease syndromes. Students learn the mechanism(s) underlying complex disease processes and clinical manifestations.
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NUR 592 - Advanced Physical Assessment 3 Cr. Hrs.
This course prepares the student with advanced clinical assessment and reasoning skills through the lifespan with emphasis on differentiating normal from abnormal findings in the domains of physical, psychosocial, behavioral, and genetic assessments. The students practice performing comprehensive assessments and age-appropriate developmental screenings. Additionally anticipatory guidance for well visits and health teaching for common illnesses and disease prevention is addressed.
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NUR 593 - Advanced Pharmacology 3 Cr. Hrs.
This course focuses on the knowledge and application of advanced pharmacotherapeutic principles organized in a system-based approach, to prepare students to design individualized pharmacotherapeutic plans for disease prevention and commonly encountered illnesses. Risk stratification, monitoring for clinical effectiveness, drug interactions, medications side effects, and appropriate patient education is integrated.
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NUR 601 - Organizational and Systems Leadership 3 Cr. Hrs.
This course focuses on leadership and management of healthcare organizations with an emphasis on organizational structure, process, and outcomes. This course further enriches the students’ knowledge on the practical methods for managing others within a variety of healthcare situations.
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NUR 602 - Interprofessional Collaboration in Health Promotion 3 Cr. Hrs.
This course develops knowledge, skills, and attitudes needed to actively function within an interprofessional team. The roles and responsibilities of team members and teamwork skills including oral and written communication skills are addressed. Students employ collaborative teamwork strategies through engaging in design, coordination, and evaluation of patient-centered care for diverse populations.
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NUR 623 - Nurse Educator II 2 Cr. Hrs.
This practicum experience engages the learner to provide instruction in a classroom setting using current best practices providing active learning experiences. The learner creates an assessment to evaluate learning experiences and analyzes the results based on validity and reliability.
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