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Christian Studies |
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CHR 652 - Leadership in the Contemporary Ministry Setting 3 Cr. Hrs.
A study of the philosophy and practice of leadership in ministry, with particular emphasis on the changing nature of leadership in a shifting 21st century culture.
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CHR 653 - Ministry in a Multiethnic Setting 3 Cr. Hrs.
A study of the changing ethnic and demographic characteristics of American society and how the church can effectively engage such change through intentional approaches to ministry.
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CHR 654 - Next Generation Ministry 3 Cr. Hrs.
A study of ministry to next generation audiences (children, youth, and students) in the midst of significant cultural change.
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CHR 655 - The Changing Face of Missions 3 Cr. Hrs.
A study of trends impacting global missions with a focus on cultivating effective strategies for Great Commission ministry.
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CHR 656 - Evangelism in a Post-Christian World 3 Cr. Hrs.
A study of trends influencing evangelism in the post-Christian Western world.
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CHR 660 - Biblical and Theological Foundations for Leadership 3 Cr. Hrs.
Students will examine leadership theory from a biblical worldview perspective by critically examining the theological assumptions that underlie various models of leadership. This seminar will examine theological themes that directly impact leadership practice as students build a theological foundation for the practive of leadership.
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CHR 665 - Leadership Development 3 Cr. Hrs.
Students will examine the most effective leadership practices for developing and training future leaders within the church and ministry setting. The seminar will explore multiple layers of leadership training: corporate, small group, and individual. Students will explore helpful strategies for mentoring and coaching.
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CHR 669 - Communication and Team Dynamics 3 Cr. Hrs.
Students will explore team/group dynamics theories and their application to organizational leadership. Issues of team leadership and team effectiveness are explored. Examines theory and practice of professional communication in organizations and its impact on the team process.
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CHR 671 - Annual Lectures on Preaching 3 Cr. Hrs.
CHR 671-CHR 673 will be three event seminars required for completion of the DMin degree. Each event seminar is worth three credit hours. CHR 671-CHR 673 will be linked to a major preaching-related event sponsored by the College of Christian Studies and Anderson University: the National Conference on Preaching or the Annual Lectures on Preaching. The student will participate in the event as well as seminar interaction either before or after the event. The interaction will be facilitated by an instructor. The interaction will concentrate on the theme of the event.
Repeatable: Students in DMin BP can take this course up to two times.
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CHR 672 - National Conference on Preaching 3 Cr. Hrs.
CHR 671 -CHR 673 will be three event seminars required for completion of the DMin degree. Each event seminar is worth three credit hours. CHR 671 -CHR 673 will be linked to a major preaching-related event sponsored by the College of Christian Studies and Anderson University: the National Conference on Preaching (in May each year) or the annual John A. Broadus Lectures on Preaching. The student will participate in the event as well as seminar interaction either before or after the event. The interaction will be facilitated by an instructor. The interaction will concentrate on the theme of the event.
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CHR 673 - Event Seminars 3 Cr. Hrs.
CHR 671 -673 will be three event seminars required for completion of the DMin degree. Each event seminar is worth three credit hours. CHR 671 -673 will be linked to a major preaching-related event sponsored by the College of Christian Studies and Anderson University: the National Conference on Preaching (in May each year) or the annual John A. Broadus Lectures on Preaching. The student will participate in the event as well as seminar interaction either before or after the event. The interaction will be facilitated by an instructor. The interaction will concentrate on the theme of the event.
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CHR 676 - Preaching and Leadership 3 Cr. Hrs.
This seminar will explore the relationship and interaction of preaching and leadership within the local church.
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CHR 677 - Digital Communication in Ministry 3 Cr. Hrs.
This seminar will explore digital means in communication including presentation design, correspondence, website design, and social media. This seminar will also address factors that impact the communicator’s creativity. The seminar will direct students to consider how digital communication can play a role in strengthening one’s ministry.
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CHR 682 - Spiritual Formation for Leadership in a Digital Age 3 Cr. Hrs.
In this seminar students explore the role of spiritual formation in effective Christian leadership through an examination of foundational theological understandings that rightly undergird a genuine and faithful expression of biblical spirituality, done within the context of some major historical mnodels of Christian spirituality.
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CHR 685 - Church Revitalization for the 21st Century 3 Cr. Hrs.
This seminar equips ministry leaders to understand the need for church revitalization. This seminar is designed to assist the student develop a contextual plan for church revitalization. This course of study focuses on issues relating to Church Revitalization and Renewal. Special attention will be given to helping participants develop a viable personal church revitalization strategy.
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CHR 690 - Project Methodology Workshop 2 Cr. Hrs.
CHR 690 will be a two-day workshop designed to prepare students for the Ministry Project. CHR 690 will provide students with 2 credit hours. The goal of the seminar will be to communicate expectations for the Ministry Project and provide insight in research and writing.
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CHR 695 - Ministry Project for 21st Century Ministry 9 Cr. Hrs.
CHR 695 will require students to implement (in action) and evaluate (in writing) a significant ministry project in the field of preaching designed to enhance the student’s understanding and practice of ministry. This project will be done in consultation with the student’s Project Committee and their Field Supervisor. The goal of the Ministry Project is to encourage the student to become a self-directed, self-motivated ministry leader. In addition, the written version of the Ministry Project should be useful to other churches and ministers.
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CHR 696 - Ministry Project for Biblical Preaching 7 Cr. Hrs.
CHR 696 will require students to implement (in action) and evaluate (in writing) a significant ministry project in the field of preaching designed to enhance the student’s understanding and practice of ministry. This project will be done in consultation with the student’s Project Committee and their Field Supervisor. The goal of the Ministry Project is to encourage the student to become a self-directed, self-motivated ministry leader. In addition, the written version of the Ministry Project should be useful to other churches and ministers.
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CHR 699* - Special Topics 3 Cr. Hrs.
Special Topics in Ministry and Leadership will explore pressing topics in the field.
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Criminal Justice |
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CRJ 501 - The Role of the Chief Executive 4 Cr. Hrs.
This introductory course is designed to provide an overview of management principles along with a practical view of the environment surrounding the role of the chief executive in criminal justice today. Specifically, topics such as organizational theory and structure, and leadership will be reviewed along with an examination of the political, legal and social environment encircling the chief executive.
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CRJ 510 - The Dynamics of Administration 4 Cr. Hrs.
This course provides an introduction to human resources management functions in criminal justice. The dynamics of hiring, retaining and evaluating personnel will be covered along with the competing demands, ethical dilemmas, and policy issues related to human resources.
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CRJ 550 - Crime, Law & the Legal System 4 Cr. Hrs.
In this course a broad outline of the fundamentals of criminology and a review of the legal system designed to deal with criminal behavior is provided. In addition to an overview of crime causation, an examination of how the American system of justice operates is presented. Included is a survey of the foundations of jurisprudence and an appraisal of how the legal system responds to crime in America.
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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
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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 510 - School Operations and Facilities Management 3 Cr. Hrs.
This course explores the knowledge, skills, and resources needed for a principal to successfully manage campus operations including the building and personnel. Principal candidates will develop an understanding of daily operations based on their district’s campus plans. (No Capstone)
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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
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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
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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
Repeatable: 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 and Personalized Instruction 3 Cr. Hrs.
This course will be an introduction on how to use data from learning environments to personalize instruction. The course will discuss data collection and how to use for decision-making at various levels of an organization. The course will examine learning analytics and adaptive learning models that include relevant ethical and legal issues.
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 online and blended instructional and training programs that align with an organization, including use of learning management systems. 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 Teaching and Learning 3 Cr. Hrs.
This course will introduce students to the principles and pedagogies of online teaching and learning, including blended learning environments. Students will be introduced to the design, development, and effective teaching practices 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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Leadership |
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CHR 720 - Topics in Spiritual Formation and Leadership 3 Cr. Hrs.
Topics in Spiritual Formations and Leadership seminars will explore the emotional, physical, and spiritual health of the leader.
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CHR 730 - Topics in Resourcing Organizations 3 Cr. Hrs.
The Topics in Resourcing Organizations seminar will address fundraising and philanthropy in churches and other non-profit organizations.
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CHR 740 - Topics in Religious Congregations in America 3 Cr. Hrs.
Topics in Religious Congregations in America will address issues related to ecclesiology in America.
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CHR 750 - Topics in Power and Social Identity in Ministry 3 Cr. Hrs.
Topics in Social Identity and Leadership will explore areas like multi-ethnic ministry, generational ministry, gender, geography, etc…
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LEAD 620 - Models of Leadership 3 Cr. Hrs.
Explores the practical side of leadership through a critical examiniation of various styles, models, and archetypes of leadership as students begin to clarify their own model of leadership while appreciating others. Students will articulate a personal understanding of leadership and develop a personal growth plan for leadng their organization. This course will utilize multiple leadership assessment instruments, including 360 feedback, psychological and personality assessments, and skill kits for developing leaders.
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LEAD 622 - Philosophy of Leadership 3 Cr. Hrs.
The orientation course for the PhD in leadership program. Introduces students to the history, theory, and practice of leadership studies. The course analyzes theory for various leadership roles, including the C-Suite, education, civil society, ministry, management, knowledge workers, and followers. By the end of this course, students will have developed a well-rounded understanding of leadership concepts for use in both research and professional leadership situations.
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LEAD 623 - Understanding and Molding Organizational Behavior 3 Cr. Hrs.
This second foundational course examines organizations from a sociological perspective towards a comprehensive understanding of both the classical and contemporary theoretical and practical workings of organizations. Students will write a philosophy of organizations paper rooted in their current industry and pursue publication in a trade or peer-reviewed journal.
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LEAD 624 - Theory and Practice of Organizational Development and Change 3 Cr. Hrs.
Analyze multiple theories of organizational change and decision making. Significant attention is given to organizational design, behavior, and culture. Case studies detail how change occurs in relationship to strategy, diagnosis, motivation, resistance, communication, interventions, and sustainability.
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LEAD 625 - Theories and Constructs of Strategic Development and Implementation 3 Cr. Hrs.
Evaluation of organizational strategy and strategic leadership for organizational mission and change. Focus on interrelatedness of vision, mission, tactics, planning, and execution for strategic planning. Students develop a strategic analysis for an organization.
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LEAD 627 - Leadership and Technology 3 Cr. Hrs.
Evaluates cutting edge technology and apps for recruitment and selection, conducting strategic planning, performance management, training, and learning and development.This course provides skills and strategies for relating to people and managing processes in the digital age.
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LEAD 728 - Seminar in Executive Leadership Coaching 3 Cr. Hrs.
This project-based course involves exploring and analyzing models for leadership and executive coaching from the perspetive of the International Coaching Federation (ICF) competencies. Students will develop a model for coaching, develop a plan for a coaching business and platform, and complete requirements for ACC or PCC coaching certification.
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LEAD 730 - Advanced Topics in Leading Organizations 3 Cr. Hrs.
Explores and analyzes leading edges of research in leadership and organizational culture, behavior, and change.
Repeatable: This course will have flexible topics in the LEAD course sequence for emerging research and may be used over time for exporatory LEAD elective options. Students are permitted to repeat course with permission of the Director of the PhD in Leadership program.
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LEAD 733 - Introduction to Research Methods (for PhD students) 3 Cr. Hrs.
Introduction to research methodologies and methods. Students write a research question and literature review; articulate the methodologies at stake in the question; and name the (field-based) research methods for conducting research. Details IRB process and the ethics of research. The final assignment is drafting a draft dissertation proposal. Students who successfully complete the course will be assigned a dissertation advisor.
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LEAD 734 - Applied Statistics 3 Cr. Hrs.
Enables researchers to select and utilize the statistical tools they will need to conduct academic research. Students will evaluate journal articles related to potential statistical methodologies and learn to select appropriate statistical methodologies according to the research questions and hypotheses. Basic methods of data collection and analysis are covered for quantitative research studies. Topics include overview of survey design, data normality, standard assumptions, skewness, kurtosis, and an introduction to some of the major quantitative research designs and analysis methods.
Prerequisite(s): LEAD 733
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LEAD 735 - Quantitative Research Methods 3 Cr. Hrs.
Enables researchers to apply research methods for conducting original research for the dissertation, including methods for data acquisition and data analysis. Students will either bring an original data set or be provided one.
Prerequisite(s): LEAD 733 & LEAD 734
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LEAD 836 - Dissertation I 3 Cr. Hrs.
Synthesize LEAD content and research courses into final dissertation proposal and emerging dissertation. Solidfy readers for dissertation committee. Dissertation I provides time and coaching for conducting research and writing opening chapters of dissertation.
Prerequisite(s): LEAD 733 and (LEAD 735 or LEAD 736)
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LEAD 837 - Dissertation II 3 Cr. Hrs.
Continue dissertation writing and revision. Students plan to complete the dissertation writing phase and enter the revision and review process with dissertation supervisor and readers.
Prerequisite(s): LEAD 836
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