Spring 2021 Graduate and Professional Studies Catalog 
    
    Dec 05, 2022  
Spring 2021 Graduate and Professional Studies Catalog [ARCHIVED CATALOG]

Course Information


Students may not receive graduate credit for a similarly titled course from an undergraduate program

 

School of Education

  
  •  

    SPE 6057CP (A,B,C,D) - Adapted Physical Education Clinical Practice


    (1)

    This Clinical Practice experience provides the candidate with an opportunity to work directly with K-12 learners in a university-assigned adapted physical education setting with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, management, use of technology, and parent communication. Throughout the experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate. Candidate must enroll in this course for a total of four (4) units in order to be recommended to the California Commission on Teacher Credentialing (CTC) for the adapted physical education added authorization.

  
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    SPE 6060 - Methods of Teaching Students with Orthopedic Impairments


    (4)

    This methodology course provides candidates with the knowledge and skills necessary to teach and engage students with orthopedic disabilities in essential skills including academics, independent living skills, personal independence skills, communication skills, psychosocial skills, and career and vocational experiences.  Candidates develop and apply knowledge in adapting teaching techniques and methods of instruction to meet individual needs of students in schools, hospitals, and students’ homes.  Emphasis is given to factors such as individual needs, abilities, learning levels, and physical limitations of students, as well as the need for low and high assistive technology devices, services, and software applications that facilitate communication.  Effective instructional strategies and interventions are practiced and applied through 30 hours of fieldwork experiences.

  
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    SPE 6061 - Early Childhood Special Education Curriculum and Services


    (4)

    This methodology course provides an overview of early childhood special education and the provision of early intervention screening, assessment, planning, family involvement, and inclusive practices for young children with special needs. Candidates will build the skills to understand, analyze, and reflect upon best practices and use sound professional strategies to assist young children. The course will emphasize (a) an ecological approach to assessment of the young child; (b) partnerships with families; (c) the collaborative planning of the IFSP/IEP; and (d) the relationship between assessment and intervention services. Effective instructional strategies are practiced and applied through 30 hours of fieldwork experiences.


School of Education - ISEE

  
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    EDT 40CP1 - Elementary Clinical Practice Seminar I


    (1)

    This seminar course supports the Clinical Practice I experience through classroom inquiry and reflection on the general education curriculum and California standards, including the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. All candidates who are preparing for their first preliminary credential must enroll in EDT 40CP1 during their first clinical practice placement and EDT 40CP2 during the second placement.

    Corequisite(s): EDT 4040 , EDT 4050 , EDT 4070M , EDT 4070S  
  
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    EDT 40CP2 - Elementary Clinical Practice Seminar II


    (1)

    This seminar course supports the Clinical Practice II experience through additional classroom inquiry and reflection on appropriate instructional strategies for learners with disabilities, the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations.

    Corequisite(s): EDT 4055 , EDT 4060 , EDT 4074M , EDT 4074S  
  
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    EDT 3002 - Foundations of Education and Learning Theory


    (3)

    This survey course provides an overview of the major laws and principles regarding the historical and contemporary purposes, roles and functions of education in American society as well as an overview of the major concepts, theories and research related to the cognitive, linguistic, social, emotional and physical development of children and adolescents. Wesleyan perspectives in education are introduced.

  
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    EDT 3006 - Principles of Language Acquisition


    (3)

    This course focuses on the principles of language acquisition and effective instructional practices for English learners. It further examines the pedagogy of educational equity to provide English learners access to the core curriculum. Foundational knowledge and classroom instructional practices are linked through the systematic study of phonemic awareness, oral language, and literacy development. Special emphasis is placed on the Structured English Immersion model as practiced in California schools. Effective instructional strategies that ensure active and equitable participation of learners who are culturally, ethnically, and socioeconomically diverse are introduced and applied through fieldwork experiences. This course requires 20 hours of observation in the field.
     

    Prerequisite(s): EDT 3002  
  
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    EDT 3024 - Differentiated Mathematics Instruction for All Learners


    (3)

    This methodology course addresses the planning of content-specific instruction and delivery of content consistent with state adopted (K-8) mathematics standards and the language needs of all learners. The interrelated components of a balanced program of mathematics and the fostering of positive attitudes toward mathematics are stressed. This course includes instruction in how to model concepts and teach learners to solve problems using multiple strategies and to anticipate, recognize and clarify mathematical misunderstandings that are common among K-8 learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through fieldwork experience. Technology for teaching and learning is integrated in the course. This course requires 20 hours of observation in the field.

    Pre or Corequisite(s): EDT 3002  and EDT 3006  
  
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    EDT 4004 - Foundations of Special Education


    (3)

    This survey course provides an overview of the major educational practices, theories, and research regarding diverse learners with disabilities. Emergent issues and best practices, including differentiated instruction, curricular adaptations and modifications, compliance with laws, ethical concerns, and characteristics and needs of learners with disabilities, will be examined. Principles of effective collaborative and interdisciplinary teaming, positive behavior supports, and inclusive educational programming are addressed. This course meets the special education requirement for all preliminary teaching credentials. This course requires 20 hours of observation in the field.

  
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    EDT 4009 - Classroom Assessment and Research Practices


    (3)

    This methodology course analyzes assessment types, practices, and instruments used to evaluate student academic achievement utilizing formative, summative, formal, informal, as well as classroom-based and standardized measures. Candidates apply the knowledge and skills to design both whole class and differentiated instruction and California State Standards-based assessments based on student profiles. The relationship between theory and practice provides the basis for reflection to encourage application of research-based assessment strategies in the classroom. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course.

  
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    EDT 4010 - Methods of Teaching Reading and Writing


    This methodology course provides intensive instruction grounded in sound research to enable candidates to deliver a comprehensive program of systematic, explicit, and meaningfully-applied instruction in reading, writing, listening, and speaking. Opportunities for candidates to learn, understand, and effectively use materials, methods, and strategies to include culturally diverse literature for all learners are provided. Instruction is aligned to the state adopted framework. This course includes intentional practice of classroom management, active, and equitable participation for culturally, ethnically, linguistically, and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through fieldwork experience. Technology for teaching and learning is integrated in the course. This course requires 20 hours of observation in the field.

  
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    EDT 4017 (A,B,C,D) - Teaching and Learning Capstone: Contemporary Issues in the Vocation of Education


    (.5 - 2)

    This course offers candidates the opportunity to develop knowledge, skills and dispositions related to contemporary issues and challenges in California’s teaching/learning systems. Special attention will be given to those issues that impede or aid positive school, classroom and community cultures and students’ general academic and social success. Utilizing an interdisciplinary focus grounded in Educational Learning/Teaching Theory and pedagogy, candidates explore personal and professional planning practices of self-assessment, missional or life purpose development. Must be taken four times.

  
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    EDT 4020 - Literacy Instruction for Secondary Teachers


    (3)

    This methodology course teaches the knowledge and skills necessary to support the literacy development of secondary learners, including English learners, across the content areas. The core areas of reading, writing, listening, and speaking, as outlined in the English Language Arts (7-12) California State Standards, and the English Language Development standards, serve as the foundation and the focus. The development of reading comprehension skills, vocabulary development, and literary response and analysis and culturally diverse literature are emphasized. Instruction also emphasizes reading and writing across the curriculum to support content area knowledge. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through fieldwork experience. This course requires 20 hours of observation in the field.

  
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    EDT 4021 - General Methods for Secondary Teachers


    (3)

    This methodology course explores current pedagogy and its research underpinnings with the goal of implementing specific strategies, techniques, and practice of the methods presented. Candidates will demonstrate mastery of specific competencies, including literacy and language development in detailed lesson plans to make content accessible to all learners through developmentally appropriate pedagogy, effective questioning techniques, and use of appropriate resources. Candidates’ demonstration lessons provide opportunity for reflection on attempted practices. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through fieldwork experience. Technology for teaching and learning is integrated in the course. This course requires 20 hours of observation in the field.

  
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    EDT 4022 - Interdisciplinary Approaches to Teaching in the Content Areas


    (3)

    This methodology course emphasizes a cross-curricular approach to content-based instruction through critical thinking skills, basic analysis skills, study skills and specific teaching strategies and methodology for active forms of learning. The process of interrelation of ideas and information within and across science, social studies, health and physical education utilizing the academic content standards is emphasized. Included in this course is the integration of reading, writing, listening, and speaking across content areas. Instruction is aligned to the California State Standards (K-8) and the language needs of all learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course.

  
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    EDT 4032 - Methods for Teaching Secondary Language Arts


    (3)

    This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of language arts. Candidates become familiar with a variety of specific methods to use in teaching literature, composition, and language. The topics explored include the following: trends in English curriculum development, the six-trait writing process, assessment, classroom application of various forms of technology, and professional organizations. Instruction is aligned to the state adopted English Language Arts California State Standards (7-12) and the California English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Literature 5035 Methods of Teaching English.)

  
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    EDT 4033 - Methods of Teaching Secondary Mathematics


    (3)

    This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of mathematics content. Topics include: strategies and models for developing mathematical concepts, building skills for understanding and communicating mathematical ideas effectively, and techniques for teaching critical thinking and problem solving. Attention is also given to the following: methods of presentation, awareness of national mathematics organizations, the writing of unit/daily lesson plans, microteaching of a math lesson, selection of materials, inclusionary practices, classroom application of various forms of technology, and techniques for assessment. Instruction is aligned to the state-adopted Mathematics Standards (7-12) and the California English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Mathematics 4063 Secondary School Mathematics)

  
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    EDT 4034 - Methods of Teaching Secondary Science


    (3)

    This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of life and physical sciences. Topics include the following: pedagogical content knowledge, curriculum selection and design, safe laboratory management and operation, integration of language arts and mathematics in the science curriculum, methods and modalities of science teaching, assessment, classroom application of various forms of technology, and professional organizations. Micro-teaching, classroom observation and group and self-evaluation are included. Instruction is aligned to the state-adopted Science Standards (7-12) and the California English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically, and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.

  
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    EDT 4035 - Methods for Teaching Secondary Social Science


    (3)

    This methodology course is designed to prepare prospective secondary-level (Grades 7- 12) candidates for successful teaching of both the social and behavioral sciences. Topics include the following: instructional planning, evaluation and questioning techniques, research methods, and professional organizations. Instruction is aligned to the state-adopted Social Science Standards (7-12) and the California English Language Development Standards. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.

  
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    EDT 4036 - Methods for Teaching Secondary Foreign Language


    (3)

    This methods course is based on the organizing principles of the California State Framework, the National Standards for the Learning of Foreign Languages in the 21st Century, the American Council on the Teaching of Foreign Guidelines, and current research in methodology in foreign language instruction. Topics include the following: instructional planning, selection and classroom application of various forms of technology, evaluation and questioning techniques, research methods, and professional organizations. Each candidate will develop a unit of instruction suitable for a secondary level classroom. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.

  
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    EDT 4037 - Methods for Teaching Secondary Visual Arts


    (3)

    This methods course introduces the study to the theory and practice of teaching visual arts in secondary schools. Content is designed to address content areas of the California Visual Arts Standards in middle and high schools. Topics include the following: instructional planning and classroom management, selection and classroom application of various forms of technology, evaluation and questioning techniques, state and national content standards and assessments, research methods, professional organizations (National Association of Art Educators), and the inclusive classroom. Each candidate develops a unit of instruction suitable for a secondary level classroom. Each candidate is required to prepare a final portfolio of the work in the course. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Art 4055 Visual Arts in the Classroom II)

  
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    EDT 4038 - Methods for Teaching Secondary Physical Education


    (3)

    This methods course introduces the philosophical bases, instructional techniques and procedures, and the various elements involved in teaching physical education at the secondary level. Topics include the following: classroom teaching methods, practical application, and the California State Framework in Physical Education. Each candidate is required to prepare a final portfolio of the work in the course. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.

  
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    EDT 4039 - Content-Specific Pedagogy for Secondary Teachers


    (3)

    This methodology course introduces candidates to a variety of assessments, instructional, and management strategies as related to secondary content subject matter. Candidates explore the delivery of instruction in the content areas in which they seek their credential with extensive research, practice, and reflection. Topics include the following: lesson planning and formative assessment. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched. (Equivalent to Music Education 4054 Secondary School Music Methods (3))

  
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    EDT 4040 - Elementary Clinical Practice I


    (4)

    This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university-assigned elementary classroom with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in the elementary classroom. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology, and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 1 required for credential completion. Credit/No Credit

    Corequisite(s): EDT 40CP1 
  
  •  

    EDT 4050 - Secondary Clinical Practice I (CalTPA Cycle 1)


    (4)

    This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university-assigned secondary classroom with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in the secondary classroom. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communications. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 1 required for credential completion. Credit/No Credit.

    Corequisite(s): EDT 40CP1  
  
  •  

    EDT 4053 - Organization and Management for Success in the Moderate/Severe Classroom


    (3)

    This methodology course focuses on issues of managing the learning environment to promote success in inclusive settings for learners with moderate to severe disabilities.  Techniques in training support personnel to actively use appropriate monitoring systems for support in classroom settings and natural environments are studied.  Strategies related to positive behavior supports across all learning environments are emphasized. 

  
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    EDT 4054 - Methods of Teaching Candidates with Moderate/Severe Disabilities


    (3)

    This methodology course examines curriculum and instruction appropriate for individualized services including supplementary aids, services, and technology. Curricular issues addressed include modification of the curriculum within inclusive settings and natural environments, selecting appropriate curricula materials, developing and modifying appropriate curricula, and developing individual instructional plans based on formative assessment. This course requires 20 hours of observation in the field.

  
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    EDT 4055 - Secondary Clinical Practice II (CalTPA Cycle 2)


    (4)

    This course is the second Clinical Practice teaching experience. Student Teachers are assigned to a different content area and/or grade level in a secondary classroom than in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this new secondary classroom setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 2 required for credential completion. Credit/No Credit.

    Prerequisite(s): Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements.
    Corequisite(s): EDT 40CP2  
  
  •  

    EDT 4060 - Elementary Clinical Practice II


    (4)

    This course is the second Clinical Practice teaching experience. Student Teachers are assigned to a different content area and/or grade level in an elementary classroom than in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this new elementary classroom setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 2 required for credential completion. Credit/No Credit

    Prerequisite(s): Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements.
    Corequisite(s): EDT 40CP2 
  
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    EDT 4070M - Special Education Mild-Moderate Clinical Practice I (CalTPA Cycle 1)


    (4)

    This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university-assigned classroom setting with a Cooperating Teacher and focus on the general education curriculum and California standards. The candidate is placed in an inclusive classroom that serves general education students as well as students with disabilities. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver the general education curriculum and California standards. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 1 required for credential completion. Credit/No Credit.

    Corequisite(s): EDT 40CP1 
  
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    EDT 4070S - Special Education Moderate-Severe Clinical Practice I (CalTPA Cycle 1)


    (4)

    This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university-assigned classroom setting with a Cooperating Teacher and focus on the general education curriculum and California standards. The candidate is placed in an inclusive classroom that serves general education students as well as students with disabilities. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver the general education curriculum and California standards. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to the candidates’ preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 1 required for credential completion.

    Corequisite(s): EDT 40CP1 
  
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    EDT 4074M - Special Education Clinical Practice II (CalTPA Cycle 2)


    (4)

    This Clinical Practice experience provides the Mild/Moderate Education Specialist candidate an opportunity to focus on instructional strategies appropriate for learners with disabilities. Student teachers are assigned to a different content area, grade level, or special education service area other than that in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies appropriate for learners with disabilities under the leadership of the Cooperating Teacher to learn to manage and deliver instruction. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology, and parent communication. Throughout the Clinical Practice experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 2 required for credential completion. Credit/No Credit.

    Prerequisite(s): Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements.
    Corequisite(s): EDT 40CP2 
  
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    EDT 4074S - Moderate/Severe Clinical Practice II (CalTPA Cycle 2)


    (4)

    This Clinical Practice experience provides the Moderate/Severe Education Specialist candidate an opportunity to focus on instructional strategies appropriate for learners with disabilities. Student teachers are assigned to a different content area, grade level, or special education service area other than that in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies appropriate for learners with disabilities under the leadership of the Cooperating Teacher to learn to manage and deliver instruction. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology, and parent communication. Throughout the Clinical Practice experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the California Teaching Performance Assessment (CalTPA) Cycle 2 required for credential completion. Credit/No Credit.

    Prerequisite(s): Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements.
    Corequisite(s): EDT 40CP2 
  
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    EDT 4092 - Assessment and Services for Students with Disabilities


    (3)

    This methodology course explores current knowledge and best practice in the screening, referral, assessment, and placement procedures necessary to identify and qualify learners with disabilities for special education services. The significant issues of learners with disabilities is reviewed through discussions of the developmental, academic, behavioral, social, communication, vocational, and community life skill needs of individual learners in order to develop and implement effective programs. Strategies in consultation and coordination of the assessment process are addressed.

    Prerequisite(s): Consent of Program required.
  
  •  

    EDT 4093 - Curricular and Instructional Adaptations for Students with Mild/Moderate Disabilities


    (3)

    This methodology course provides current knowledge in the major educational practices of special education, including emergent issues, theories, and research as they relate to curricular and instructional decision-making for learners with mild/moderate disabilities. This course provides the necessary knowledge regarding curriculum, instruction, and technology, learning methodology and skill acquisition necessary to provide special education services.

    Prerequisite(s): Consent of Program required.
  
  •  

    EDT 4094 - Collaboration and Consultation for IEP Implementation, Evaluation, and Program Improvement


    (3)

    This methodology course provides expanded knowledge regarding the synthesis of all aspects of educating learners with disabilities. The candidate is given the opportunity to synthesize information related to the assessment of standards, short-range and long-range planning for learners, transition services language, and the effective use of consultation and collaboration skills. An emphasis of this course is training for collaboration with learners, parents, family members, school personnel, and agency representatives to build teams to ensure effective transitions across the lifespan of all learners.

    Prerequisite(s): Consent of Program required.
  
  •  

    EDT 4096 - Principles of Language Acquisition for Students with Moderate/Severe Disabilities


    (3)

    This theory course specifically examines issues of language acquisition as related to learners with moderate/severe disabilities. Areas examined include assessment, behavior management, and communication styles that impact learning. The development of appropriate IEP goals, assistive technology, augmentative communication, and social skills instruction are emphasized. This course focuses on the principles of language acquisition and effective instructional practices for English learners. It further examines the pedagogy of educational equity to provide English learners access to the core curriculum. Foundational knowledge and classroom instructional practices are linked through the systematic study of phonemic awareness, oral language, and literacy development. Special emphasis is placed on the Structured English Immersion model as practiced in California schools. Effective instructional strategies that ensure active and equitable participation of learners who are culturally, ethnically, and socio-economically diverse are introduced and applied through 20 hours of fieldwork experiences.

    Prerequisite(s): Consent of Program required.

School of Nursing

  
  •  

    BUS 6087 - Healthcare Financial Management


    (3)

    This course provides a basic framework for understanding and using financial information for making decisions in the healthcare industry. Topics covered include: operating and capital budgets, cost-volume-profit relationships, variance analysis, time value of money, financial statements, government accounting, and ethics in financial management.

  
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    GED 6070 - Applied Psychology of Learning


    (3)

    This course provides opportunity for application of research and theory with major attention devoted to the problems of learning, individual differences, and behavior.

  
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    GNSG 5001 - Writing and Research


    (3)

    This course introduces foundational concepts and issues designed to assist the graduate student with scholarly writing skills and research inquiry techniques. Statistical methods for nursing research including: descriptive statistics, inferential statistics, sampling, hypothesis testing, frequency distribution, and correlation are included.

  
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    GNSG 5045 - RN-MSN Transition I


    (4)

    This course explores Christian nursing history, scholarly writing, research, theory, and the legal/ethical foundations for practice in the professional role. This course prepares the student for GNSG 6020  and GNSG 6022 . Letter Grade.

  
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    GNSG 5046 - RN-MSN Transition II


    (4)

    This course explores the environmental, multi-cultural, and global issues related to nursing in the community. Current trends in nursing management and servant leadership for communication, decision making and management of groups are also investigated.

  
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    GNSG 6000 - CNS Role Acquisition


    (2)

    This course will focus on the role of the clinical nurse specialist and the spheres of influence in quality initiatives and ethical comportment.   Leadership aspects of quality monitoring, program planning and evaluation will be analyzed.  A leadership role in ethical discussions at the unit, organization and/or system level will be explored.  Additionally the student will work collaboratively to enhance decision making.  All specialties together. Letter Grade.

  
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    GNSG 6002 - Following Faithfully: Servant Leadership


    (2)

    This course focuses on the development of skills necessary for effective interpersonal communications, both written and oral.  Scholarly writing and effective oral presentation principles are emphasized.  Wesleyan thought as it relates to service, nursing and nursing leadership is integrated through interprofessional teaching.  A review of the history of nursing based on religious teachings is discussed with an emphasis on the role of servant leadership and nursing practice. Leadership clinical hours begin during GNSG6002. GNSG6002 must be completed concurrently or before Leadership clinical hours may be accumulated. Hours include participation in local leadership organizations and/or activities. Letter Grade.

  
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    GNSG 6005 - Advanced Assessment and Health Promotion Across the Lifespan


    (2.5)

    This course provides a focused examination of health assessment across the human lifespan, focusing on the concepts of health promotion, disease prevention, and nursing care. Letter Grade.

  
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    GNSG 6005L - Advanced Assessment and Health Promotion Across the Lifespan Practicum


    (0.5)

    This laboratory course provides opportunity for application of nursing assessment and health promotion theory as it relates to advanced practice nursing role. Credit/No Credit.

    Corequisite(s): GNSG 6005  
  
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    GNSG 6006 - Advanced Pathophysiology


    (3)

    This course is designed to provide the student focusing on Nursing Education concentration or the CNS role with a comprehensive theoretical foundation of the phenomena that produce alterations in human physiologic function across the life span.

  
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    GNSG 6007 - Advanced Pharmacology


    (3)

    This course is designed to introduce the advanced pharmacology knowledge for registered nurses to practice at the advanced level.  The course content includes principles of pharmacodynamics, pharmacokinetics, pharmacogenetics, pharmacotherapeutics, drug-drug, and drug-food interactions of broad categories of pharmacologic agents.  The goal of the course is to prepare students with a well-grounded understanding of basic pharmacologic principles that are pertinent to the nursing specialty across the lifespan. Letter Grade.

  
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    GNSG 6020 - Research Inquiry and Theory


    (3)

    This course builds the student’s understanding of scholarly inquiry, knowledge generation, research design and methods, and research utilization as best practices in health care.  Students will assume a leadership role in the development of the skills related to translational research, data collection and analysis, and evaluation culminating in dissemination of findings.  A variety of theoretical frameworks will be presented and discussed, and the connection of theory guiding practice change will be highlighted. Letter Grade.

  
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    GNSG 6020L - Research Inquiry and Theory Practicum


    (0.5)

    This practicum course builds the student’s understanding and application of scholarly inquiry, knowledge generation, research design and methods, and research utilization as best practices in health care. Students will assume a leadership role in the development of the skills related to translational research, data collection and analysis, and evaluation culminating in dissemination of findings. A variety of theoretical frameworks will be applied and discussed, and the connection of theory guiding practice change will be highlighted. This laboratory course provides opportunity for application of research and EBP methods as it relates to advanced practice nursing role. Credit/No Credit.

    Corequisite(s): GNSG 6020  
  
  •  

    GNSG 6022 - Evidence Based Practice Process


    (2)

    This course will assist in building the students’ understanding of the process of Evidence Based Practice (EBP) and theoretical foundations.  The EBP content will center on the development of clinical practice questions and review of the literature as it applies.  Students will develop knowledge and skills in appraising the quality of research evidence, and subsequent application to improve clinical practice.

      Letter Grade.

  
  •  

    GNSG 6024 - Adult/Gerontology Nursing CNS Role Acquisition


    (2)

    This course provides opportunity for exploration of advanced health concepts with an emphasis on critical synthesis from nursing and the social sciences as it relates to individuals with a focus on healthcare conditions associated with the young adult to older adult, including end of life.  This course includes advanced theories of human development as it relates to the practice of nursing and education of clients as individuals or in groups. Letter Grade.

  
  •  

    GNSG 6024B - Adult Gerontology Theory: Prevention, Wellness Across the Continuum (Optional for A/G National Certification)


    (2)

    This course is designed to address the Prevention and wellness  issues that challenge the adult gerontology individual across the continuum of aging. Specific aspects addressed will include wellness and prevention strategies and recommendations for young adults, older adults and the frail elderly populations based on the American Colleges of Nursing Education Adult Gerontology competencies.

  
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    GNSG 6024L - Adult/Gerontology Practicum


    (1-3)

    This practicum provides opportunity for exploration of advanced health concepts with an emphasis on critical synthesis from nursing and the social sciences as it relates to individuals with a focus on healthcare conditions associated with the young adult to older adult, including end of life.  This course includes advanced theories of human development as it relates to the practice of nursing and education of clients as individuals or in groups. Repeatable up to twelve units. Credit/No Credit.

  
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    GNSG 6025 - Pediatric Nursing CNS Role Acquisition


    (2)

    This course provides the opportunity for exploration of advanced health concepts with an emphasis on critical synthesis from nursing and social sciences as it relates to the neonate through adolescence with an emphasis on family.  This course focuses on growth and development and healthcare conditions associated with the pediatric patient. Letter Grade.

  
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    GNSG 6025L - Pediatrics Role Practicum


    (1-3)

    This practicum provides the opportunity for exploration of advanced health concepts with an emphasis on critical synthesis from nursing and social sciences as it relates to the neonate through adolescence with an emphasis on family.  This course focuses on growth and development and healthcare conditions associated with the pediatric patient. Repeatable up to twelve units. Credit/No Credit.

  
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    GNSG 6026 - Family/Individual Health Nursing CNS Role Acquisition


    (2)

    This course provides opportunity for exploration of advanced health concepts with an emphasis on critical synthesis from nursing and social sciences as it relates to individuals, including child bearing women, within the context of the family and community. Letter Grade.

  
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    GNSG 6026L - Family/Individual Health Role Practicum


    (1-3)

    This practicum provides opportunity for exploration of advanced health concepts with an emphasis on critical synthesis from nursing and social sciences as it relates to individuals, including child bearing women, within the context of the family and the community.

      Repeatable up to twelve units. Credit/No Credit.

  
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    GNSG 6030 - Educating Nurses for Radical Transformation


    (3)

    This course focuses on preparing the next generation of nurse educators (clinical or academic) to create positive change in nursing practice. Emphasis will be placed on analysis and synthesis of factors that influence health care so that nursing practice may be radically transformed. Practical application will be made in classroom and clinical settings and will focus on quality, safety, and innovation.  Current research is explored to build upon best practices in nursing education.

  
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    GNSG 6030L - Educating Nurses for Radical Transformation Practicum


    (0.5)

    This laboratory course provides opportunity for application of analysis and synthesis of factors that influence health care so that nursing practice may be radically transformed. Practical application will be made in practicum settings and will focus on quality, safety, and innovation as it relates to advanced practice nursing role. Credit/No Credit.

    Corequisite(s): GNSG 6030  
  
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    GNSG 6090 - Special Studies in Nursing


    (1-3)

    This course provides opportunity for selected studies in the area of Nursing as determined by the School of Nursing. Permission is required from the Dean of the School of Nursing and the course faculty. The student must be in good academic standing. Students may repeat the course for credit up to a maximum of six units. The repeat course must cover different content.

  
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    GNSG 6095A - Comprehensive Exam A


    (.5)

    In partial completion of the MSN requirements with a clinical nurse specialist focus or general track, the student will complete an oral exam demonstrating breadth and depth of scholarly thought, critical analysis and synthesis of complex healthcare topics for the Masters prepared nurse. Credit/No Credit.
     

    Prerequisite(s): All nursing theory coursework including GNSG 6020  and GNSG 6022 . GNSG 6007  may be taken concurrently.
  
  •  

    GNSG 6095B - Comprehensive Exam B


    (.5)

    For final completion of the MSN requirements with a clinical nurse specialist or general track, the student will complete a written comprehensive exam demonstrating breadth and depth of scholarly thought, critical analysis and synthesis of complex healthcare topics for the Masters prepared nurse.  All nursing theory course work must be completed prior to registering. Credit/No Credit.

    Prerequisite(s): GNSG 6095A  
  
  •  

    GNSG 7001A - Introduction to Statistics and Data Analysis


    (1)

    Explores research design, methodology and data analysis. This course introduces the DNP student to the process of quantitative data analysis, including the procedures which are appropriate for handling these data in given situations. Inferential statistics are incorporated in the research process. Students will also acquire the knowledge and skills to evaluate the use of building infrastructure for the collection and analysis of interprofessional healthcare work force data.

  
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    GNSG 7001B - Applied Statistics and Data Analysis


    (2)

    Explores research design, methodology and data analysis. This course introduces the DNP student to the process of quantitative data analysis, including the procedures which are appropriate for handling these data in given situations. Inferential statistics are incorporated in the research process. Students will also acquire the knowledge and skills to evaluate the use of building infrastructure for the collection and analysis of interprofessional healthcare work force data.

  
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    GNSG 7003 - Healthcare Policy Leadership


    (2)

    This course reviews the legislative process focusing on individual involvement at the local state and national levels to effect healthcare change for individuals and patient populations, and marginalized groups. Advanced practice nurses are prepared to lead change to advance health. Students take a leadership role in the legislative process through analysis and synthesis of healthcare policy.

  
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    GNSG 7005 - Informatics


    (2)

    An overview of concepts that formulate the framework for professional nursing practice. The historical, philosophical, and professional perspectives are presented as the genesis for the development of professional nursing. Emphasis is placed upon the theoretical basis for the science of nursing. Also included in the module are the concepts of communication between health providers to assist nurses as they develop health information, health education materials, and health presentations.

  
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    GNSG 7007 - Project Management


    (2)

    Students will implement the principles of planning, scheduling and controlling activities within organizations.  The conceptual underpinnings to apply knowledge, skills, tools, and techniques to a broad range of activities in order to develop and manage a project to successful completion will be emphasized. Utilization of evidence based practices are emphasized related to innovative practice change.

  
  •  

    GNSG 7008 - Healthcare Leadership Perspectives


    (2)

    Focuses on strategic management and organizational theories and evaluation of health, education or quality programs. Includes the principles of program evaluation necessary in monitoring quality initiatives.

  
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    GNSG 7020 - Translating Research into Practice


    (3)

    This course builds on the student’s understanding of evidence based practice, scholarly inquiry, knowledge generation, research design (quantitative and qualitative), methods in research and research utilization as best practices to inform and change health care. The student will evaluate healthcare practice and outcomes and participate in collaborative research dissemination. The scholarship of translational research and evidence based practice will support the student in constructing the first two chapters of an Evidence Based Change of Practice Project.

  
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    GNSG 7022 - Evidence Based Practice Methods


    (3)

    This course incorporates the process of extensive critical appraisal and literature synthesis within the context of scholarly inquiry. Overview of methodology and statistical analysis is presented.  The development of research methodology informs the clinical dissertation process.  The scholarship of application will support the student in constructing the third chapter of a clinical dissertation.

    Prerequisite(s): GNSG 7020  
    Concurrent: GNSG 7090 (A,B,C,D)  
  
  •  

    GNSG 7030 - Writing Strategies for the Doctor of Nursing Practice


    (1)

    This writing-intensive course is designed to reinforce academic research writing skills to students in the DNP program with the end product of an approval-ready proposal for the DNP project. The course reviews critical academic research and writing concepts, including micro-level skills such as basic grammar, mechanics, and sentence style, and macro-level composition skills such as internal structure, paragraph structure, coherence, and clarity. We also briefly discuss content of the proposal, including alignment of the clinical problem with the PICO question and methodology, the difference between a literature review and synthesis, and soundness of the project design.

  
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    GNSG 7040 - Writing for Publication in Doctoral Education


    (1)

    This Writing for Publication course is designed to focus on the process of writing for publication in nursing. Guidelines are provided for preparing research, review, quality improvement (QI), clinical, and other types of manuscripts. The peer-review process, ethical guidelines, and other topics realted to writing and publishing are examined in this course. The course reviews critical academic research and writing concepts.

  
  •  

    GNSG 7041 - Special Topics


    (1-3)

    This course provides opportunity for selected studies in the area of Nursing as determined by the School of Nursing. Permission is required from the Dean of the School of Nursing and the course faculty. The student must be in good academic standing.

     

    cleardot.gif Students may repeat the course for credit up to a maximum of six units. The repeat course must cover different content.

  
  •  

    GNSG 7058-7069L - DNP Clinical Residency


    (12) taken in one-unit increments

    Individualized residency experience designed as a culminating experience for the advanced practice nurse.  Focus is on operationalizing the role of the advanced nursing practice nurse and integrating evidence based practice as relevant to patient outcomes across the practice domains. The Role practicum hours will allow the student to apply and master the role of the DNP within a variety of specialty specific clinical settings. A total of 1000 clinical hours will be acquired. Credit/No Credit.

  
  •  

    GNSG 7080 - Context of Practice, Populations and Outcomes Management


    (2)

    This course will focus on clinical prevention (health promotion and risk reduction/illness prevention for individuals and families), chronic health care conditions and complex healthcare issues related to diverse patient populations.  Through the analysis of policy processes, the student will actively engage in politically competent action to improve outcomes.

  
  •  

    GNSG 7090 (A,B,C,D) - Doctor of Nursing Practice Project


    (6)

    The clinical dissertation is distinguished by the completion of a specific project that demonstrates synthesis of the student’s work and lays the groundwork for future scholarship and expert clinical practice.  It is a rigorous and significant academic work.

    Clinical experience in advanced professional nursing practice, broadly defined practice scholarship in nursing education and interprofessional collaboration. The first 3 parts will be graded credit/no credit, while the final project will receive a letter grade.


School of Nursing - ADC

  
  •  

    NRS 3050 - Communicating and Following Faithfully


    (4)

    This course examines the role of the professional nurse and utilizes self-reflection to internalize the value of being faithful to those placed in trust.  This course explores Christian nursing history, scholarly writing, research, theory, and the legal/ethical foundations for practice in the professional role.  This course explores the role of the nurse within the context of Christian service and caring and will analyze major nursing concepts including therapeutic communication and health informatics.  Current trends in nursing management and servant leadership for communication, decision making and management of groups are also investigated.  Core Competency: Oral Communication, Information Literacy, Written Communication **BSN Essential: I, II, IV, VI, VII, VIII, IX

    Corequisite(s): NRS 3051  
  
  •  

    NRS 3051 - Communicating and Following Faithfully Practicum


    (1)

    This practicum will provide the opportunity for the student to apply the role of professional nurse in a variety of contexts.  Credit/No Credit. **BSN Essential: I, II, IV, VI, VII, VIII, IX

    Corequisite(s): NRS 3050  
  
  •  

    NRS 3060A - Inquiring Faithfully I: Nursing Research


    (1)

    This online course will focus on the analysis and critique of the science of nursing.   Core Competency: Written Communication, Critical Thinking, Quantitative Reasoning, Information Literacy **BSN Essential:  II, III, IV, VI, VII, VIII, IX

  
  •  

    NRS 3060B - Inquiring Faithfully I: Nursing Research


    (2)

    This course is a continuation of NRS 3060A  focusing on foundational concepts and inquiry techniques in nursing research.  Quantitative and qualitative methods are examined through individual and small group work in basic research utilization to identify best practices in health care. 

    Prerequisite(s): NRS 3060A  and student must have successfully completed a Statistics course.
  
  •  

    NRS 4020 - Caring Faithfully in the Community


    (4)

    This course introduces the role of the nurse within the context of Christian service and caring.  Students will explore the environmental, multi-cultural, and global issues related to nursing in the community as a vocational calling.  The focus is on the health of populations with emphasis on epidemiology, health promotion, health protection, disease prevention, health policy, health care delivery systems, and cultural competency.  Core Competency: Oral Communication, Written Communication and Critical Thinking BSN Essential:  II, IV, V, VI, VII, VIII, IX

    Corequisite(s): NRS 4021  
  
  •  

    NRS 4021 - Caring Faithfully in the Community Practicum


    (1)

    This practicum will provide the opportunity for the student to analyze community/public health issues in a variety of contexts.  An emphasis on critical synthesis from nursing and the social sciences as it relates to population health will focus on healthcare conditions associated with patients, families and communities.  Core Competency: Written Communication, Oral Communication, Critical Thinking Credit/No Credit. **BSN Essential: II, IV, I, VI, VII, VIII, IX

    Corequisite(s): NRS 4020  
  
  •  

    NRS 4030 - Leading Faithfully in Diverse Health Systems


    (4)

    This course explores nursing theory as it relates to trends and issues in healthcare management including analysis and synthesis of the professional nurse role.  Reflective practice will focus in leadership theories and styles within multiple healthcare environments.  Content includes nursing theory as it relates to leadership/management principles, career development, communication, leading change, problem solving, decision making, coordinating client care, conflict management, interdisciplinary team approaches, cultural diversity, managing personal and organizational resources, legal, ethical and political influences on the professional nurse role.  Core Competency: Written Communication, Oral Communication, Critical Thinking, Quantitative Reasoning, and Information Literacy

    Corequisite(s): NRS 4031  
  
  •  

    NRS 4031 - Leading Faithfully in Diverse Health Systems Practicum


    (1)

    This practicum will provide the opportunity for the student to apply leadership principles in a variety of contexts.  Core Competency: Written Communication, Critical Thinking, Information Literacy Credit/No Credit. **BSN Essential:  II, IV, V, VI, VII, VIII, IX

    Corequisite(s): NRS 4030  
  
  •  

    NRS 4040 - Capstone Inquiring Faithfully II: Evidence-Based Practice


    (4)

    This culminating course will provide the learner with the opportunity to apply evidence-based principles to the work place. A project will demonstrate successful completion of learning outcomes for the university and School of Nursing. This course will apply the process of Evidence-Based Practice (EBP) and theoretical foundations. The EBP content will center on the development of clinical practice questions and review of the literature.  Students will gain knowledge and develop skills to determine the quality of research evidence. Research evidence will also be explored for the proposed application to improve clinical practice.  Core Competency: Written Communication, Oral Communication, Critical Thinking, Quantitative Reasoning, and Information Literacy **BSN Essential: I, II, III, IV, VI, VII, VIII, IX
     

  
  •  

    WRT 3000 - Professional Writing


    (3)

    This course is designed to help students improve and polish their professional writing skills within their chosen profession. Specially, students will learn to write professional reports, and compose professional routine and persuasive letters. Throughout this course, students will learn how to leverage their strengths and skills on paper, in person, and online.

     


Organizational Leadership

  
  •  

    LDR 6001 - Assessing Leadership Skills


    (4)

    This course provides learners with the opportunity to explore leadership on both a theoretical and a practical level. This course provides extensive opportunity for self-assessment and discovery of leadership abilities, as well as communication, decision-making, and learning styles. It explores personality theories, key contributors and factors, including personal and professional experiences, values and attitudes. Course provides students with the opportunity to discover, discuss, and analyze their leadership style utilizing several inventories for identifying leadership competencies. Focus is on applying various instruments to assess effectiveness of personal, interpersonal and organizational leadership styles. Psychometric instruments used in this course: MBTI, Keirsey Temperament Sorter (KTSII), Change Style Inventory, and Rath StrengthsFinder.

  
  •  

    LDR 6002 - Concepts of Strategic Leadership


    (4)

    This course provides learners with a broad overview of leadership strategies and practices in a variety of organizational settings.  Leadership theories, processes, and best practices are analyzed and applied with special emphasis on leadership stewardship.  Students will be asked to identify and analyze the leadership behaviors of the profiles studied and will create their own leadership game plan that flows from their personal “core.”  Development of the leadership portfolio begins in this course. 

  
  •  

    LDR 6003 - Organizational Systems and Behavior


    (4)

    This course examines the various factors that influence the culture of an organization and focuses on the importance of utilizing an understanding of systems to build a well-performing organization.  Learners discern the importance of identifying strategic values and, as servant leaders, set realistic objectives for improving effectiveness as group members.

  
  •  

    LDR 6004 - Organizational Communication


    (4)

    This course examines the theoretical and empirical literature addressing the function of communication within the context of complex organizations.  Particular emphasis is placed on the evaluation of the roles and responsibilities of leaders as communicators and agents of change, while focusing on a variety of communication problems typically experienced in organizations. 

  
  •  

    LDR 6005 - Managing Conflict and Change


    (3)

    This course focuses both on cognitive skills (knowledge of the theories and strategies) and behavioral skills (enacting various strategies).  The course also includes assessment tools whereby students can gain a greater understanding of their usual strategy along with its strengths and weaknesses.  Critical thinking skills must be applied in the course.  A mark of a leader is the ability to know when to go against prevailing thinking.  So, while various “lists” may be introduced during the course, students are expected to challenge those lists and ascertain what is valuable in them and what is not.  The course is not designed to resolve all conflicts.  Using real life case studies, this course explores the theories, practices and issues involved in managing conflict in interpersonal and intergroup settings.  Also discussed are methods available to leaders to use conflict to advance their organization.  Psychometric instrument used in this course:  Thomas-Kilmann Conflict Mode Instrument.

  
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    LDR 6006 - Human Resources Issues


    (4)

    This course provides learners with an overview of the strategic importance of effective human resource management within organizations.  Key functions such as HR planning, job analysis, recruitment, selection, training/development, performance appraisal, compensation, and labor relations are examined.  Learners acquire a greater understanding of and appreciation for the impact of values, ethical behavior, and diverse legal and regulatory requirements on the shaping of leadership style, HR practice, and organizational performance.

  
  •  

    LDR 6007 - Financial Reporting in Organizations


    (4)

    This course will prepare learners to read, develop, and write financial text for those in organizational leadership.  Organizational leadership involves the allocation and distribution of resources as well as an ongoing knowledge of the financial impact of the local, regional and national economies.  Offering an overview of inter-relations of money and markets, investment, and financial management, the course proceeds to develop concrete skills in regard to fiscal leadership.  Designed as a graduate level focus on financial analysis, design and reporting from a leadership perspective, the course will provide learners with an opportunity to focus on organizational issues, which have a financial impact on the entity.

  
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    LDR 6017 - Ethics in Organizations


    (1)

    This course explores the theories of ethics and a process of ethical decision making in order to develop a stakeholder approach to managing in today’s business environment. Students will be challenged to consider personal ethical standards (goals, norms, beliefs, and values) and to create a framework for evaluating ethical choices, resulting in the ability to develop, articulate, and implement a compelling moral decision.

  
  •  

    LDR 6018 - Legal Environment of Organizations


    (1)

    This course investigates the key aspects of business law relevant to leaders and managers of organizations. Topics include contracts, strict and product liability, organizational structures, alternative dispute resolution and human resource law. Case studies and case law will be used to understand and apply legal concepts.

  
  •  

    LDR 6020 - Practice of Leadership


    (4)

    This culminating course provides learners with an opportunity to explore a leadership topic of particular interest to the student and develop a research paper on the topic.  The paper must include the gathering of information on the topic and an analysis of how that information adds to the field of leadership studies.  The instructor must approve topics and the instructor will monitor progress toward the completion of the topic.

  
  •  

    LDR 6021 - Developing a Strategic Plan


    (4)

    This culminating course surveys models and best practices for organizational strategic planning, including leaders’ roles in the planning process and in implementing the plan at various operational levels.  Various methods for analyzing and solving problems, as well as decision-making strategies, are examined for utilization as change in organizations’ operations becomes necessary.  Using the servant-leadership model, learners will discern how to serve others while staying focused on achieving results in line with the organization’s values and integrity.

  
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    LDR 6031 - Graduate Writing and Research


    (1)

    This course initiates students into graduate level research methodologies and academic writing that will set the expectations for papers and articles they will write throughout the program. The focus of research methodologies will be qualitative in nature. Academic writing activities will focus on proficiency in APA format. The course will also develop students’ Lines of Inquiry (LOI), which are students’ personal research interests in the field of organizational leadership. The LOI students establish in this course will be an integrated assignment in each course throughout the program to gather data about the course content specifically related to their research interest in organizational leadership.

  
  •  

    LDR 6041 - Leadership Portfolio Development


    (1)

    This course helps students create a portfolio which serves as a significant portion of the final assessment to the program. Students will create a portfolio that presents findings concerning the Lines of Inquiry (LOI), which are students’ personal research interests in the field of organizational leadership developed in the first course in the program. The LOI have helped students identify applications of material in each course in relation to their own interests in the field. The portfolio will be an accumulation of this information, complemented by current research in the field, and made presentation-ready for future professional use.

 

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