Graduate
Programs
Business Administration | Education
| Engineering Management | Graduate
Admissions Policies
Graduate Academic Policies | Graduate
Expenses and Fees | LANCE Program
Graduate Courses:
Curriculum and Instruction in Education | Education
of the Diverse Learner | Educational Technology
| Foundations of Education | Leadership
| Religious Education
M.B.A Prequesite Courses | M.B.A.
Core Courses | M.B.A.Elective Courses
Engineering Management
GRADUATE DEGREES OFFERED
Christian Brothers University offers a Master of Arts
in Teaching, a Master of Education, and a Master of Science in Educational
Leadership through the School of Arts, a Master of Business Administration
through the School of Business, and a Master of Engineering Management
degree through the School of Engineering.
GRADUATE PROGRAMS IN EDUCATION
Graduate programs in education at Christian Brothers University
aim to engage men and women in a self-reflective process of lifelong
learning characterized by integrity, competence, compassion, creativity,
and leadership. The goals of the graduate programs in education are
to prepare individual educators to reflect the values and traditions
of the Christian Brothers, to work effectively and collaboratively in
rapidly changing schools and related settings, and to prepare educators
and others for positions of leadership. Education programs at the graduate
level include: the Master of Arts in Teaching (M.A.T.) for initial teaching
licensure, with three concentrations; the Master of Education (M.Ed.)
for advanced professional development, with eight concentrations; the
Master of Science (M.S.) in Educational Leadership; and the LANCE program,
a Catholic teacher-service program that combines graduate study, spiritual
development, and community living for teachers in the Catholic schools.
Non-degree programs at the graduate level also include post-baccalaureate
teaching licensure, post-master's licensure in beginning and advanced
school administration and supervision; second endorsement options; and
the master's plus 30, a post-master's option for individuals wanting
to take additional graduate credit hours to advance on their school's
salary scale.
Master of Arts in Teaching (M.A.T.) Program
The Master of Arts in Teaching (M.A.T.) program is designed
to provide initial teaching licensure at three basic levels, Elementary
(K-8), Middle School (5-8), and Secondary (7-12). The M.A.T. program
admits only those individuals who wish to earn an initial teaching license
and a graduate degree simultaneously. The degree program consists of
a minimum of 36 graduate credit hours. Tennessee requires that all individuals
seeking initial teaching licensure must provide evidence of a strong
general education and mastery of a major in the arts or sciences earned
at the undergraduate level. State and national standards for initial
teaching licensure may require that an individual complete undergraduate
deficiencies in either general education or a major area in the arts
or sciences in addition to required graduate credit hours.
Elementary Education Concentration
| EDFD 600 and 601. Professional Foundations I and II |
6 hours
|
| EDFD 615. Child Development and Learning |
3 hours
|
| EDDL 630. Educating Special Needs Learners |
3 hours
|
| EDTC 610. Classroom Techniques and Technologies |
3 hours
|
| CIED 623. Curriculum and Methods in Language Arts, K-8 |
3 hours
|
| CIED 625. Children's Literature |
3 hours
|
| CIED 611. Curriculum and Methods in Science, K-8 |
3 hours
|
| CIED 612. Curriculum and Methods in Social Studies, K-8 |
3 hours
|
| CIED 622. Curriculum and Methods in Mathematics,
K-8 |
3 hours
|
| CIED 663, 664. Intern Teaching |
6 hours
|
Middle School Concentration
| EDFD 600 and 601. Professional Foundations I and II |
6 hours
|
| EDFD 615. Adolescent Development and Learning |
3 hours
|
| EDDL 630. Educating Special Needs Learners |
3 hours
|
| EDTC 610. Classroom Techniques and Technologies |
3 hours
|
| CIED 626. Integrating Curriculum |
3 hours
|
| CIED 627. Middle School Strategies |
3 hours
|
| CIED 623. Curriculum and Methods in Language Arts, K-8 |
3 hours
|
| CIED 611, 612, 622, 628. Curriculum and Methods (choose two
courses) |
6 hours
|
| CIED 663, 664. Intern Teaching |
6 hours
|
Secondary Concentration
| EDFD 600 and 601. Professional Foundations I and II |
6 hours
|
| EDFD 615. Adolescent Development and Learning |
3 hours
|
| EDDL 630. Educating Special Needs Learners |
3 hours
|
| EDTC 610. Classroom Techniques and Technologies |
3 hours
|
| CIED 630. Curriculum and Assessment in Secondary Schools |
3 hours
|
| CIED 629. Reading and Writing Across the Curriculum |
3 hours
|
| CIED 646, 647, 648, 649, 650. Curriculum and Methods
(choose one course) |
3 hours
|
| Electives |
6 hours
|
| CIED 663, 664. Intern Teaching |
6 hours
|
Master of Education (M.Ed.) Program
The Master of Education (M.Ed.) program is designed primarily
to provide advanced professional development for already licensed teachers
and secondarily to offer graduate study in education for other purposes,
such as education and training in non-school settings and preparation
for doctoral study. The M.Ed. degree, differentiated into eight concentrations,
requires a minimum of 36 graduate credit hours.
Teacher Leadership Concentration
| CIED 601. Analysis of Teaching |
3 hours
|
| LEAD 601. The Teacher as Leader: Renewing the Profession |
3 hours
|
| LEAD 615. Strategies for Whole School Renewal |
3 hours
|
| EDFD 603, 605, 606, 607, or 630. Philosophical/Social Foundations
|
3 hours
|
EDFD 618; choice of EDFD 610, 612, 614, 615, 617. Moral/Psychological
Foundations
|
6 hours
|
| Curriculum and Instruction (any two courses with a CIED prefix)
|
6 hours
|
| Diverse Learner (any one course with a EDDL prefix) |
3 hours
|
| Educational Technology (any one course with an EDTC prefix)
|
3 hours
|
| EDFD 640 or 641. Inquiry Course |
3 hours
|
| EDFD 690. Capstone Project |
3 hours
|
Foundations of Education Concentration
| EDFD 603, 605, 606, 607, 630. Philosophical/Social Foundations
Electives |
12 hours
|
| EDFD 610, 612, 614, 614, 617, 618. Moral/Psychological Foundations
Electives |
6 hours
|
| CIED 610. Curriculum and Instruction |
3 hours
|
| Electives |
9 hours
|
| EDFD 640 or 641. Inquiry Course |
3 hours
|
| EDFD 690. Capstone Project |
3 hours
|
Curriculum and Instruction Concentration
| CIED 601. Analysis of Teaching |
3 hours
|
| EDFD 603, 605, 606, 607, or 630. Philosophical/Social Foundations
|
3 hours
|
| EDFD 610, 612, 614, 615, 617, or 618. Moral/Psychological Foundations
|
3 hours
|
CIED 608, 610, and any two other courses with a CIED prefix
Curriculum and Instruction
|
12 hours
|
| Diverse Learner (any one course with a EDDL prefix) |
3 hours
|
| Educational Technology (any one course with an EDTC prefix)
|
3 hours
|
| Elective |
3 hours
|
| EDFD 640 or 641. Inquiry Course |
3 hours
|
| EDFD 690. Capstone Project |
3 hours
|
Elementary Education Concentration
| CIED 601. Analysis of Teaching |
3 hours
|
| EDFD 603, 605, 606, 607, or 630. Philosophical/Social
Foundations |
3 hours
|
| EDFD 610, 612, 614, or 615. Moral/Psychological
Foundations |
3 hours
|
CIED 603, 604, 608, 610, 611, 612, 613,
620, 622, 623, 625, 626, 627, or 644. Curriculum and Instruction
(choose five courses)
|
15 hours
|
| Diverse Learner (any one course with an EDDL prefix)
|
3 hours
|
| Educational Technology (any one course with an EDTC
prefix) |
3 hours
|
| EDFD 640 or 641. Inquiry Course |
3 hours
|
| EDFD 690. Capstone Project |
3 hours
|
Middle School Concentration
| CIED 601. Analysis of Teaching |
3 hours
|
| EDFD 603, 605, 606, 607, or 630. Philosophical/Social Foundations
|
3 hours
|
| EDFD 610, 612, 614, or 617. Moral/Psychological Foundations
|
3 hours
|
| CIED 626 and 627. Curriculum and Instruction |
6 hours
|
CIED 603, 604, 608, 610, 611, 612, 613, 620, 622, 623, 625,
or 644.
Curriculum and Instruction (choose three courses)
|
9 hours
|
| Diverse Learner (any one course with an EDDL prefix) |
3 hours
|
| Educational Technology (any one course with an EDTC prefix) |
3 hours
|
| EDFD 640 or 641. Inquiry Course |
3 hours
|
| EDFD 690. Capstone Project |
3 hours
|
Secondary Education Concentration
| CIED 601. Analysis of Teaching |
3 hours
|
| EDFD 603, 605, 606, 607, or 630. Philosophical/Social Foundations
|
3 hours
|
| EDFD 610, 612, 614, or 617. Moral/Psychological Foundations
|
3 hours
|
CIED 603, 604, 608, 610, 611, 629, 630, 644, 646, 647, 648,
649, 650.
Curriculum and Instruction (choose five courses)
|
15 hours
|
| Diverse Learner (any one course with an EDDL prefix) |
3 hours
|
| Educational Technology (any one course with an EDTC prefix)
|
3 hours
|
| EDFD 640 or 641. Inquiry Course |
3 hours
|
| EDFD 690. Capstone Project |
3 hours
|
Catholic Education Concentration
| CIED 601. Analysis of Teaching |
3 hours
|
| EDFD 610, 612, 614, or 617. Moral/Psychological Foundations
|
3 hours
|
| Curriculum and Instruction (choose any two courses with a CIED
prefix) |
6 hours
|
| Religious Education (choose any four courses with a RLED prefix)
|
12 hours
|
| Diverse Learner (any one course with an EDDL prefix) |
3 hours
|
| Educational Technology (any one course with an EDTC prefix)
|
3 hours
|
| EDFD 640 or 641. Inquiry Course |
3 hours
|
| EDFD 690. Capstone Project |
3 hours
|
Individually Designed Concentration
The individually designed concentration is intended to meet the specialized
needs of individual students, typically those who have selected a
unique area of study. Courses for the program of study must be chosen
with an advisor and must constitute a minimum of 36 hours of graduate
credit.
Master of Science (M.S.) in Educational Leadership
The Master of Science (M.S.) degree in Educational Leadership
prepares individuals for roles in administration, supervision, and school
leadership in K-12 settings. The courses and modules in this degree
program are designed to meet standards for the Beginning Administrator
License (BAL) in Tennessee. Courses and modules offered through this
program may also be used for the Professional Administrator License
(PAL) in Tennessee. The program leading to the M.S. degree in Educational
Leadership requires a minimum of 36 credit hours. Years of experience
and evidence of previous professional achievements will be evaluated
for each individual in determining the required program of study leading
to either the BAL or the PAL.
M.S. in Educational Leadership
| LEAD 605. Organizational and Policy Perspectives for Educators
|
3 hours
|
| LEAD 610. Exploring School Leadership |
3 hours
|
| LEAD 615. Strategies for Whole School Renewal |
3 hours
|
LEAD 620 (or CIED 601. Analysis of Teaching).
Supervision and Teacher Development
|
3 hours
|
| LEAD 625. Managing the Modern School |
3 hours
|
| LEAD 630. Organizational Inquiry (or other inquiry/research
course) |
3 hours
|
| LEAD 640 through LEAD 659. Modules, chosen with advisor |
10-12 hours
|
| Practica, Portfolio, Internship, and/or Seminar |
6-8 hours
|
LANCE Program
The LANCE (Lasallian Association of New Catholic Educators)
program combines professional education at the graduate level, spiritual
development, and life in community for Catholic students committed to
two years of teacher-service in Catholic schools in the Memphis and
Mid-South area. The academic side of the LANCE program builds on the
M.A.T. concentrations for initial teaching licensure (Elementary, Middle
School, and Secondary) for students who have no previous training to
become teachers. The flexibility of the M.Ed. program, with its several
concentrations, is also available for LANCE students who have previously
completed an initial licensure program at an undergraduate level. All
LANCE programs of study include courses in Catholic education and the
Lasallian tradition, curriculum and methods in religious education,
and integrative seminars about faith and community to provide ongoing
support to the small faith-based communities that LANCE students form
during their two years of teacher-service. Please contact the director
of the LANCE program in the Department of Education for more details.
GRADUATE COURSES
Curriculum and Instruction in Education
(CIED)
CIED 600. PROFESSIONAL FOUNDATIONS II
Students acquire background and skill in curriculum design and instructional
strategies and methods, instructional planning and guidance, analysis
of patterns of classroom dynamics, classroom assessment, and classroom
inquiry in conjunction with perspectives on school reform, teacher leadership,
and lifelong professional development. Restricted to students in the
MAT program or by permission of instructor and program director. Three
credits
CIED 601. ANALYSIS OF TEACHING (Formerly MED 601)
Students develop skill in analyzing patterns of classroom dynamics and
become proficient in identifying specific instructional behaviors associated
with specific learner outcomes. The student acquires perspective in
observing and being observed in live classroom settings and is involved
in real decision-making issues. These activities lead to the refinement
of instruction and the improvement of learner performance. Three credits
CIED 603. CONTEMPORARY CLASSROOM METHODS (Formerly
MED 636)
Students develop skill in decision-making in the K-12 classroom. Approaches
to managing the classroom, selecting resources, creating sound instructional
strategies, designing instructional units and lesson plans, and reaching
decisions that orchestrate the complex implementation of effective learning
are considered. Three credits
CIED 604. INSTRUCTIONAL STRATEGIES (Formerly MED
611)
Students identify, analyze, compare, and justify varied approaches to
creating viable learning environments that successfully serve the needs
of diverse learner populations. Three credits
CIED 605. INTRODUCTION TO ELEMENTARY EDUCATION
Students complete a structured practicum in an elementary school setting
combined with a seminar. Restricted to students in an initial teaching
licensure program. Two credits
CIED 606. INTRODUCTION TO THE MIDDLE SCHOOL
Students complete a structured practicum in a middle school setting
combined with a seminar. Restricted to students in an initial teaching
licensure program. Two credits
CIED 607. INTRODUCTION TO THE HIGH SCHOOL
Students complete a structured practicum in a high school setting combined
with a seminar. Restricted to students in an initial teaching licensure
program. Two credits
CIED 608. ASSESSMENT OF LEARNING AND PRACTICE (Formerly
MED 608)
Students explore various means of acquiring data to determine learning
progress among both groups and individuals, with emphasis on hard-to-measure
dimensions of learning. Students consider standard measures of learning,
standards-driven instruction, and emerging alternative approaches to
developing and assessing authentic products, projects and performances.
Students gain experience with traditional designs for evaluation and
new assessment tools. Three credits
CIED 610. CURRICULUM DESIGN AND DEVELOPMENT (Formerly
MED 610)
Students examine a variety of curriculum designs and the process of
planned educational change, looking for evidences of the dimensions
of learning in contemporary curricular models. Using a constructivist
emphasis, students create curriculum based on current theories of design.
Theoretically derived alternatives are also evaluated in terms of implementation
and assessment within particular instructional environments. Three credits
CIED 611. CURRICULUM AND METHODS IN SCIENCE, K-8
Students examine theory and practice in transforming the methods of
inquiry and the knowledge base of the sciences into the elementary science
curriculum, emphasizing content and performance standards, planning
for instruction, teaching methods, and materials, including the integration
of technology into the elementary science curriculum. Three credits
CIED 612. CURRICULUM AND METHODS IN SOCIAL STUDIES,
K-8 (Formerly MED 658)
Students examine theory and practice in transforming the methods of
inquiry and the knowledge base of the social studies into the elementary
social studies curriculum, emphasizing content and performance standards,
planning for instruction, teaching methods, and materials, including
the integration of technology into the elementary social studies curriculum.
Three credits
CIED 613. CHARACTER EDUCATION (Formerly MED 614)
Students examine approaches to character education as currently practiced
in K-12 schools in the United States. Various models are reviewed and
evaluated for effectiveness. Research into programs currently in use
in the Mid-South will be required. Three credits
CIED 614. COACHING FOR CHARACTER
Students examine the role of the coach and the athletic program in K-12
schools in developing character. One credit
CIED 615. RHYTHMIC ACTIVITIES AND GAMES
Students explore activities and games designed for elementary age students.
Two credits
CIED 620. MATH AND SCIENCE EDUCATION IN THE ELEMENTARY
SCHOOL
Students explore instructional techniques, curriculum, materials, and
strategies for teaching and integrating math and science in elementary
and middle school. Students will have the opportunity to create model
lessons based on NCTM and NSTA standards. Teaching for understanding,
assessment, and integration of math and science into other subject areas
will be considered. Three credits
CIED 622. CURRICULUM AND METHODS IN MATHEMATICS, K-8
Students examine theory and practice in transforming the methods of
inquiry and the knowledge base of mathematics into the elementary mathematics
curriculum, emphasizing content and performance standards, planning
for instruction, teaching methods, and materials, including the integration
of technology into the elementary mathematics curriculum. Three credits
CIED 623. CURRICULUM AND METHODS IN LANGUAGE ARTS,
K-8 (Formerly MED 655)
Students examine theory and practice in transforming the methods of
inquiry and the knowledge base of the language arts into the language
curriculum, emphasizing content and performance standards, planning
for instruction, teaching methods, and materials, including the integration
of technology into the elementary language arts curriculum. Specialized
instruction in teaching elementary students how to read is an integral
part of this course. Three credits
CIED 625. CHILDREN'S LITERATURE (Formerly MED 656)
Students engage in the study of literature written for children and
learn how to integrate literature into the teaching of the language
arts and literacy instruction in the elementary school. Three credits
CIED 626. INTEGRATING CURRICULUM (Formerly MED
609)
Students examine features of integrated curricula and review designs
of quality work, including standards-driven instruction, essential elements
of quality work, integration of content to strengthen transfer of knowledge,
and frameworks for designing both integrated and interdisciplinary work.
Students create original work for learners which include a product focus,
product standards, novelty and variety, choice, freedom from initial
failure, and authenticity. A variety of performance-based and alternative
assessments are included in the integrated framework. Three credits
CIED 627. MIDDLE SCHOOL STRATEGIES (Formerly MED
612)
Students review the elements of high performing middle schools and the
characteristics of the young adolescent. Specific components include
interdisciplinary teaming, flexible block-of-time scheduling, quality
and authentic work designed to address needs of the adolescent, alternative
assessment, teacher-based guidance, exploratory experiences, classroom/team
management, and current middle school issues. Emphasis is given to the
developing and changing roles and relationships of middle school teacher
leaders. Three credits
CIED 628. ADOLESCENT LITERATURE
Students engage in the study of literature written for adolescents and
learn how to integrate literature into the teaching of the language
arts and literacy instruction in the middle school and the high school.
Three credits
CIED 629. READING AND WRITING ACROSS THE CURRICULUM
Students planning to teach in the secondary school setting learn about
the importance of teaching reading within the content areas and about
using reading and writing strategies to strengthen student literacy
and learning. Three credits
CIED 630. CURRICULUM AND ASSESSMENT IN SECONDARY SCHOOLS
Students planning to teach in the secondary school setting engage in
curriculum design and development in their content areas and plan assessment
strategies that encourage higher dimensions of learning and understanding
in high school students. Three credits
CIED 642. THEATRE IN THE SCHOOLS
Students planning to become licensed in the theater arts explore the
implementation of theater programs in the schools, the design of theater
curricula, planning for play productions, and specific methods of teaching
the dramatic arts to students. Three credits
CIED 643. MUSIC IN THE SCHOOLS
Students planning to become licensed in the musical arts explore the
implementation of a variety of music programs in the schools, the design
of music curricula, planning for musical events and productions, and
specific methods of teaching the musical arts to students. Three credits
CIED 644. ART IN THE SCHOOLS
Students planning to become licensed in the visual arts explore the
implementation of art programs in the schools, the design of art curricula,
planning for art exhibitions and events, and specific methods of teaching
studio arts to students. Three credits
CIED 645. SCHOOL HEALTH
Students learn about school health knowledge and skills required for
teachers, including health services, healthful school living, health
screening, home and school safety, health content skills and materials,
and first aid with CPR. Two credits
CIED 646. TEACHING MATHEMATICS, 7-12 (Formerly
MED 637)
Students explore instructional techniques, curriculum, materials, and
strategies for teaching mathematics in upper middle and high school.
Standards-driven instruction, teaching for understanding, assessment,
and integration of math concepts into other subject areas will be considered.
Three credits
CIED 647. TEACHING SCIENCE, 7-12 (Formerly MED
638)
Students explore instructional techniques, curriculum, materials, and
strategies for teaching the sciences in upper middle and high school.
Standards-driven instruction, teaching for understanding, assessment,
and integration of science concepts into other subject areas will be
considered. Three credits
CIED 648. TEACHING ENGLISH/LANGUAGE ARTS, 7-12
(Formerly MED 648)
Students explore instructional techniques, curriculum, materials, and
strategies for teaching English in upper middle and high school settings.
Standards-driven instruction, teaching for understanding, assessment,
and integration of the language arts into other subject areas will be
considered. Three credits
CIED 649. TEACHING HISTORY/SOCIAL STUDIES, 7-12
(Formerly MED 649)
Students explore instructional techniques, curriculum, materials, and
strategies for teaching history and the social studies in upper middle
and high school settings. Standards-driven instruction, teaching for
understanding, assessment, and integration of history and the social
studies into other subject areas will be considered. Three credits
CIED 650. TEACHING FOREIGN LANGUAGE, K-12 (Formerly
MED 647)
Students explore instructional techniques, curriculum, materials, and
strategies for teaching foreign languages in K-12 settings. Three credits
CIED 653. INTERNSHIP (Formerly MED 653)
Under the guidance of an assigned cooperating or mentor teacher and
a university supervisor, the graduate student assumes the responsibilities
of a classroom teacher. During the internship, students must complete
a portfolio representing their impact on student learning and their
own professional development while in an initial licensure program.
Students must also enroll in CIED 654, Professional Seminar. Three credits
CIED 654. PROFESSIONAL SEMINAR (Formerly MED 654)
A weekly seminar for intern teachers. Students review professional development
and resolve issues arising from the intern experience. Students must
also be enrolled in CIED 653, Intern Teaching. One credit
CIED 658. TEACHING PRACTICUM I
Students are placed in a K-12 classroom for a minimum of 30 clock-hours
of observing and assisting a licensed teacher. One credit
CIED 659. TEACHING PRACTICUM II
Students are placed in a K-12 classroom for a minimum of 60 clock-hours
of observing and assisting a licensed teacher. Two credits
CIED 660. TEACHING PRACTICUM III
Students are placed in a K-12 classroom for a minimum of 90 clock-hours
of observing and assisting a licensed teacher. Three credits
CIED 663. TEACHING INTERNSHIP I
Students are assigned to a K-12 classroom with increasing levels of
responsibility for a full semester and are required to attend a weekly
one-hour seminar. During the Teaching Internship I, students not only
improve their instructional and classroom methods, but they also become
reflective and analytical about their professional practice, utilizing
clinical methods, assessment strategies, and classroom inquiry techniques
to learn about their impact on student learning. Students begin to compile
a final portfolio to represent their total learning in the initial licensure
program. Both university supervision and school-site mentoring is a
part of Teaching Internship I. Restricted to students in the MAT program.
Three credits
CIED 664. TEACHING INTERNSHIP II
Students are assigned to a K-12 classroom with increasing levels of
responsibility for a full semester and are required to attend a weekly
one-hour seminar. During the Teaching Internship II, as students continue
to improve instructional and classroom methods, they complete a culminating
classroom inquiry project with reference to the knowledge base in education
and to data about their impact on student learning. Students also complete
a final portfolio to represent their total learning in the initial licensure
program. Both university supervision and school-site mentoring is a
part of Teaching Internship II. Restricted to students in the MAT program.
Three credits
CIED 680-690. SPECIAL TOPICS
Selected topics of interest. Permission of the Director of the Graduate
Education Program required. Three credits
Education of the Diverse Learner (EDDL)
EDDL 630. EDUCATING SPECIAL NEEDS Learners (Formerly
MED 630)
Students conduct a comprehensive survey of exceptionalities and disabilities
among learners. Students learn to identify exceptionalities and become
familiar with referral processes, classroom accommodations and interventions,
and resources for facilitating services to exceptional learners. Three
credits
EDDL 631. INCLUSION TECHNIQUES (Formerly MED 631)
Students explore classroom strategies and management techniques in dealing
with exceptional students who are included in regular classroom settings.
Three credits
EDDL 632. TEACHING DIVERSE LEARNERS (Formerly MED
632)
Students explore issues and themes in multicultural education, studying
human diversity with its many faces and learning to develop culturally
appropriate curricula, classrooms, and schools. Three credits
EDDL 633. LEARNING STYLES AND STRATEGIES (Formerly
MED 633)
Students investigate the implications of learning style diversity for
the practice of teaching and learning while identifying and examining
their own learning styles from a variety of theoretical perspectives.
Evaluating these perspectives in the light of recent research about
teaching and learning, students examine and propose ways in which learning
style theory can be used to improve differentiated instruction. Three
credits
EDDL 634. DIFFERENTIATING INSTRUCTION
Students explore the special issues and challenges of differentiating
instruction to meet the needs and utilize the gifts of individual learners,
including modification of methods and strategies, adaptation of assessment
techniques, and management of differentiated classrooms. Three credits
Foundations of Education (EDFD)
EDFD 600. PROFESSIONAL FOUNDATIONS I
Students acquire background in the professional foundations of education,
emphasizing perspectives on the profession of teaching, the teacher
as a leader, the history of schooling, philosophies of curriculum, social
and cultural influences on schools and classrooms, the diversity of
student populations, and the politics, economics, and law of education.
Restricted to students in the MAT program or by permission of instructor
and program director. Three credits
EDFD 603. FOUNDATIONS OF EDUCATION (Formerly MED
643).
Students gain an overview of the philosophical, curricular, cultural,
social, historical, legal, economic, and political foundations of education
as necessary background for professionalism in teaching. Students reflect
on the past and engage current issues to develop perspectives for professional
practice. Three credits
EDFD 605. PHILOSOPHY AND ETHICS OF EDUCATION (Formerly
MED 605)
Students explore the historical bases of educational philosophy and
ethics, interpreting modern issues and problems through an ethical and
philosophical perspective and with particular attention to the Lasallian
tradition. Students also develop or refine their own reflective philosophies
of education and ethical principles as a value component in educational
decision-making. Three credits
EDFD 606. LEGAL AND SOCIAL ISSUES (Formerly MED
606)
Students examine the statutory and judicial influences upon education,
both historical and current. Through exposure to social and cultural
issues and dilemmas, students engage in dialogue about personal and
professional rights and responsibilities as an educator. The student
prepares position papers on the legally and socially appropriate roles
of the educator in both private and public educational settings. Three
credits
EDFD 607. SCHOOL, FAMILY, AND COMMUNITY (Formerly
MED 607)
Students examine family, cultural, and community patterns in relation
to the educator's roles and responsibilities to develop and foster strong
educational partnerships. Three credits
EDFD 610. HUMAN DEVELOPMENT (Formerly MED 600)
Students acquire background in human development over the lifespan,
investigate stages from childhood to adulthood with respect to physical,
cognitive, and social development, and develop educational applications.
Three credits
EDFD 612. ADVANCED EDUCATIONAL PSYCHOLOGY (Formerly
MED 602)
Students explore applications of psychological principles and their
potential role in instruction. Special attention is given to the application
of psychological principles for the improvement of teaching and learning.
Students are challenged to develop critical thinking skills and recognize
their personal set of coherent views relevant to their own practice.
Opportunities for conducting research in the application of educational
psychology are provided. Three credits
EDFD 614. MORAL DEVELOPMENT AND EDUCATION (Formerly
MED 614)
Students examine and critically assess several theories of moral development-classical,
modern, and contemporary. The focus is on how human beings acquire morally
responsible character traits and the ability to engage in moral reasoning.
The ideas considered form the foundation for evaluating the appropriateness
of various educational approaches to teaching values. Three credits
EDFD 615. CHILD DEVELOPMENT AND LEARNING
Students explore models and theories of child development and research-tested
approaches in order to implement developmentally appropriate strategies
of teaching, learning, and instructional guidance in the elementary
and middle-level classroom and school. Three credits
EDFD 617. ADOLESCENT DEVELOPMENT AND LEARNING (Formerly
MED 617)
Students examine the special nature of adolescence as a developmental
stage, or set of stages, with respect to physical, cognitive, and social
dimensions of the adolescent experience. Applications in developmentally
appropriate educational practices for middle and high school are also
considered. Three credits
EDFD 618. ADULT DEVELOPMENT (Formerly MED 618)
Students use a constructive-developmental perspective to focus on a
sequence of adult stages and to examine the challenge of fostering ongoing
adult development in educational settings. Three credits
EDFD 630. AMERICAN EDUCATION: PAST, PRESENT, FUTURE
(Formerly MED 642)
Students examine the cultural, social, political, and economic forces
that have influenced the history of American education, shaping the
schools we have today. Particular attention is paid to various reform
movements in the past and present and their power to change American
education. Students analyze and evaluate current efforts to redesign
schools, to rethink teaching and learning practice, and to shape a new
future for American education. Three credits
EDFD 638. TEACHER INQUIRY AND ASSESSMENT
Students apply models of teacher inquiry and assessment of student learning
to collect and analyze data about their own practice and student achievement
from a classroom in which they are teaching. One credit
EDFD 640. EDUCATIONAL RESEARCH (Formerly MED 603)
Students acquire research skills in natural settings by pursuing questions
and issues within a typical classroom or school building or relative
to matters of educational policy and practice. The student designs,
employs and evaluates investigations using both qualitative and quantitative
approaches. This course is especially appropriate for students who are
contemplating additional graduate work beyond the master's degree, who
will undertake a thesis or dissertation, and who wish a broad preparation
in inquiry skills for these purposes. Three credits
EDFD 641. INQUIRY FOR TEACHERS (Formerly MED 604)
Students acquire research skills appropriate for ongoing classroom research
into practice as conducted by teachers. Engaging primarily qualitative
methods, students learn to design and conduct classroom and school studies
in the emerging tradition of teacher inquiry. This course is especially
appropriate for students who are not contemplating additional graduate
work beyond the master's degree and who will not write a thesis or dissertation
during their foreseeable future careers. Three credits
EDFD 675. CAPSTONE PROJECT (Formerly MED 675)
Under the direction of an assigned advisor, students design, implement,
and evaluate a project relevant to a current issue or problem of practice,
presenting their results in a public forum. Prerequisite: Completion
of all other courses. Three credits
EDFD 680-690. SPECIAL TOPICS
Selected topics of interest. Permission of the Director of the Graduate
Education Program required. Three credits
Educational Technology (EDTC)
EDTC 610. CLASSROOM TECHNIQUES AND TECHNOLOGIES
Students experience the utilization of varied classroom technologies
as part of the spectrum of instructional techniques, including unit
and lesson planning, classroom management strategies, and integration
of telecommunications into the classroom environment. Three credits
EDTC 620. USING TECHNOLOGY IN INSTRUCTION (Formerly
MED 620)
Students explore the potential of the computer and other technologies
as an aid to teaching and learning in the classroom. Students become
efficient users of information technology in terms of (1) understanding
the role of the computers in the classroom, (2) evaluating a variety
of software packages for instructional use, and (3) using the Internet
as a resource in education. Three credits
EDTC 621. USING THE INTERNET IN INSTRUCTION (Formerly
MED 621)
Students focus on the various capabilities of the Internet in education
including interactive communication such as e-mail, chat sessions, discussion
groups, and information gathering techniques. Students create a web
page and incorporate a combination of video, audio, text, graphics,
and animation. Three credits
EDTC 625. INTERNSHIP IN EDUCATIONAL TECHNOLOGY
(Formerly MED 625)
This course is designed for students who are prepared to develop a solution
to an educational problem through the use of technology. Interns receive
direction from a supervisor currently working in the field of information
technology. Three credits
EDTC 626. EDUCATIONAL TECHNOLOGY PROJECT (Formerly
MED 626)
Students with good background in computer and information technology
implement and assess an educational technology project under the guidance
of an assigned professor. Permission of a professor and faculty advisor
required. Three credits
Leadership (LEAD)
LEAD 601. TEACHER AS LEADER: RENEWING THE PROFESSION
(Formerly MED 640)
Students analyze teacher leadership through multiple frameworks: the
sociology of the teaching profession, organizational behavior in educational
settings, reform and renewal efforts, adult development models, professional
standards for teachers, and leadership strategies. Advocacy skills are
developed through personal and collaborative plans for ongoing professional
development. Three credits
LEAD 605. ORGANIZATIONAL AND POLICY PERSPECTIVES FOR
EDUCATORS (Formerly MED 641)
Students examine the organizational behavior of schools and school systems,
analyzing the politics, economics, finance, and sociology of education,
with special emphasis on the teacher's and principal's roles as professional
leaders with perspective vision on schools and society. Students acquire
in-depth understanding of the challenges of change and the moral exercise
of power. Three credits
LEAD 610. EXPLORING SCHOOL LEADERSHIP (Formerly
MED 670)
Students explore the roles and responsibilities of school leaders and
assess their own capacity for leadership in a K-12 setting. The role
of the principal in creating community in the school, the nature of
skillful moral leadership in a rapidly changing world, and the art of
reflection on the craft of administration are emphasized. Restricted
to participants in the Educational Leadership Program or by permission
of instructor. Three credits
LEAD 615. STRATEGIES FOR WHOLE SCHOOL RENEWAL (Formerly
MED 639)
Students explore strategies for renewing schools based on research into
effective and ineffective practices for bringing about broad-based and
whole-school change. Issues of school culture and context, leadership,
and factors that resist change are investigated and engaged through
case studies combined with principles for effective practice. Three
credits
LEAD 620. SUPERVISION AND TEACHER DEVELOPMENT
Students examine varied approaches to supervision and teacher development
in school settings, emphasizing the role of the supervisor as a facilitator
of school improvement and as a collaborative partner in enhancing school
curriculum and classroom practices. Restricted to participants in the
Educational Leadership Program or by permission of instructor. Three
credits
LEAD 625. MANAGING THE MODERN SCHOOL
Students acquire background about the multiple management functions
of schools and school leaders, including responsibilities for academic
programs, student services, human and fiscal resources, facilities and
technology, community and public relations, legally sound operations,
and central office communications. Through a problem-based approach,
students integrate these functions and experience the complexity of
ethical leadership in the school environment. Restricted to participants
in the Educational Leadership Program or by permission of instructor.
Three credits
LEAD 626. MANAGING THE PRIVATE SCHOOL
Students planning to lead a private school acquire background about
the context for private school operations and the multiple management
functions of private school leaders, including responsibilities for
academic programs, student services, human resources, institutional
advancement and development, fiscal management, facilities and technology,
community, parent, and public relations, and legally sound operations.
Through a problem-based approach, students integrate these multiple
functions and experience the complexity of leading in the private school
environment. Restricted to participants in the Educational Leadership
Program or by permission of instructor. Three credits
LEAD 630. ORGANIZATIONAL INQUIRY (Formerly MED
665)
Students develop the art and science of conducting inquiry into organizational
issues and problems, with the aim of improving schools and school systems.
Using both quantitative and qualitative methods, students conduct evaluation
studies about school effectiveness and academic achievement and in-depth
inquiries into school culture, climate, systems, structures, and specific
programs with a school-wide impact. Three credits
LEAD 635. COMMUNICATION SKILLS FOR LEADERS
Program participants improve writing, speaking, and conversational skills,
focusing on the varied forms of verbal communication modes used by school
leaders. One credit
LEAD 636. GRANT WRITING
Program participants acquire strategies for effective grant writing,
including research for grant funds, writing of grant documents, and
initial implementation of programs after awards. One credit
LEAD 637. TEACHER LEADERSHIP
Program participants learn about the role of teacher leadership in schools
and develop strategies for collaboration with teaching colleagues to
improve and renew schools. One credit
LEAD 640. DATA AND DOCUMENTATION
Program participants acquire knowledge about the features of data management
and the role of documents and documentation in the work of the school
leader and improve related skills. One credit
LEAD 641. SCHOOL IMPROVEMENT PLANNING
Program participants gain an overview of school improvement planning
processes and engage in planning activities. One credit
LEAD 642. CONFLICT RESOLUTION AND NEGOTIATION
Program participants develop skill in managing conflict and in negotiating
with parties to a conflict, focusing on communication skills and useful
school-based programs. One credit
LEAD 643. INTERPERSONAL COMMUNICATION
Program participants work on face-to-face and small group communication
skills and improve their handling of the variety of encounters typical
of the work of the school leader. One credit
LEAD 644. SCHOOL CULTURE AND CHARACTER
Program participants gain understanding of the special features of a
strong school character and culture and develop projects to improve
this dimension of life in a school. One credit
LEAD 645. SCHOOL SAFETY AND SECURITY
Program participants acquire and develop background knowledge about
current issues of school safety and security and develop plans for improving
school safety and security. One credit
LEAD 646. HUMAN RESOURCE MANAGEMENT
Program participants gain knowledge about human resource management
and best practice personnel policies and procedures, including supervision
of both certificated and non-certificated personnel. One credit
LEAD 647. FINANCE AND FUNDRAISING
Program participants acquire and develop conceptual knowledge about
financing and managing schools, including budgets, audits, and fiscal
management, and develop ideas for fundraising to supplement school budgets.
One credit
LEAD 648. LAW FOR SCHOOL LEADERS I
Program participants acquire and develop conceptual knowledge about
legal issues that impact schools and the legal environment of schools,
develop awareness of and alertness to legal risks and responsibilities,
conduct legal research, and consult with school leaders about legal
problems and use of legal counsel. One credit
LEAD 649. ADMINISTRATIVE TECHNOLOGY
Program participants acquire practical skills in technology use and
integration for school leaders and develop technology enhancement plans
for a school, focusing on technological integration and utilization
for faculty and staff. One credit
LEAD 650. FACILITIES MANAGEMENT
Program participants acquire conceptual knowledge about facilities management
in schools and develop plans for facilities improvement and school design.
One credit
LEAD 651. ADULT DEVELOPMENT IN SCHOOLS
Program participants acquire and apply knowledge about adult development
and adult learning to the tasks of fostering and nurturing professional
development in schools. One credit
LEAD 652. SUPERVISION AND ASSESSMENT OF INSTRUCTION
Program participants develop knowledge about a variety of supervision
and evaluation strategies to use with teachers with the goal of improving
instruction. One credit
LEAD 653. PROFESSIONAL DEVELOPMENT PROGRAMS
Program participants learn about evolving best practice professional
development strategies and programs focused on school improvement, leadership
development, and instructional enhancement. One credit
LEAD 654. INSTRUCTIONAL LEADERSHIP
Program participants focus on the role of the school leader, whether
principal, supervisor, or facilitator, in improving and enhancing curriculum
and instruction in the school. One credit
LEAD 655. COMMUNITY AND PUBLIC RELATIONS
Program participants acquire and apply knowledge about the important
role of strong community and public relations for schools and develop
skills and plans conducive to effective community and public relations.
One credit
LEAD 656. PARENT AND COMMUNITY PARTNERSHIPS
Program participants learn approaches to building strong parent and
community partnerships to improve a school, exploring a diversity of
school settings. One credit
LEAD 657. VISION, VALUES, AND ETHICS
Program participants focus on an ethical and value-centered vision of
the role of the school leader and the moral community of the school.
One credit
LEAD 658. SHAPING THE POLICY ENVIRONMENT
Program participants focus on the responsibility of school leaders to
be articulate advocates for schools and children in the political arena
and engage in projects that inform and influence civic and political
leaders about the needs and aims of schools. One credit
LEAD 659. LEADING FOR LITERACY
Program participants focus on the role of the school leader in improving
student literacy and in ensuring that strong programs to enhance student
literacy exist throughout the school. One credit
LEAD 660. LAW FOR SCHOOL LEADERS II
Program participants engage in in-depth study of legal issues and problems
in the school setting and extend their knowledge into a broad range
of legal concerns. One credit
LEAD 671. LEADERSHIP PRACTICUM I
Program participants engage in a school-based cycle of participation,
action, and reflection, guided by an on-site mentor and a faculty member.
One credit
LEAD 672. LEADERSHIP PRACTICUM II
Program participants engage in a school-based cycle of participation,
action, and reflection, guided by an on-site mentor and a faculty member.
One credit
LEAD 673. LEADERSHIP PRACTICUM III
Program participants engage in a school-based cycle of participation,
action, and reflection, guided by an on-site mentor and a faculty member.
One credit
LEAD 674. ADMINISTRATIVE INTERNSHIP
After being selected for the internship by a school or school system,
program participants engage in school-and system-based leadership activities
supported by a mentoring team and university faculty. Enrollment restricted
to those completing the internship route. Three credits
LEAD 675. PORTFOLIO I
The portfolio and overall professional development of the program participant
is reviewed and assessed by a team of mentors and faculty members. One
credit
LEAD 676. PORTFOLIO II
The portfolio and overall professional development of the program participant
is reviewed and assessed by a team of mentors and faculty members. One
credit
LEAD 677. PORTFOLIO III
The portfolio and overall professional development of the program participant
is reviewed and assessed by a team of mentors and faculty members. One
credit
LEAD 678. ADMINISTRATIVE SEMINAR
Program participants engage in a culminating integrative seminar to
reflect on current issues in school leadership, analyze their strengths
and weaknesses, and set professional development goals for themselves.
One credit
LEAD 679. ADVANCED LEADERSHIP SEMINAR
Program participants seeking the PAL license engage in a culminating
integrative seminar to reflect on current issues in school leadership,
analyze their strengths and weaknesses, and set professional development
goals for themselves. Two credits
LEAD 680-690. SPECIAL TOPICS IN EDUCATIONAL LEADERSHIP
Special topic courses or directed studies in educational leadership,
administration, and supervision approved by the Department of Education
and the Director of the Educational Leadership Program. Three credits
Religious Education (RLED)
RLED 620. PASTORAL FOUNDATIONS OF CATHOLIC EDUCATION
Students examine key dimensions of Catholic theology as a support for
understanding the role and mission of Catholic education and to understand
their responsibilities as leaders and teachers in Catholic schools.
Three credits
RLED 625. CATHOLIC EDUCATION AND THE LASALLIAN TRADITION
Students explore the foundations of education from a Catholic perspective
and in relation to the Lasallian tradition and mission. Three credits
RLED 630. CURRENT ISSUES IN CATHOLIC EDUCATION
Students analyze contemporary concerns in the Catholic school environment
from historical, theological, and educational perspectives. Three credits
RLED 640. THE CATHOLIC TEACHER
Students examine the unique position of the Catholic school teacher
as role model, catechist, inspiring intellectual, and spiritual mentor.
One credit
RLED 645. THE CATHOLIC SCHOOL LEADER
Students examine the unique position of the Catholic school leader in
its spiritual, instructional, community-building, and managerial dimensions.
One credit
RLED 650. SPIRITUALITY AND EDUCATION
Students consider the spiritual dimensions of teaching and learning,
the role of spiritual development in the life of the teacher and the
community life of the school, and the curriculum and co-curriculum of
the school. Three credits
RLED 651. CURRICULUM AND METHODS IN RELIGIOUS EDUCATION,
K-6
Students explore appropriate curriculum and instruction for religious
education programs and courses in the elementary school or at the elementary
level. Three credits
RLED 652. CURRICULUM AND METHODS IN RELIGIOUS EDUCATION,
7-12
Students explore appropriate curriculum and instruction for religious
education programs and courses in the secondary school or at the secondary
level. Three credits
RLED 660. LASALLIAN STUDIES FOR EDUCATORS
Students study key documents from the Lasallian tradition of education
and analyze the scope and substance of the Lasallian educational mission
worldwide. Three credits
RLED 661. LANCE INTEGRATIVE SEMINAR I
Students enrolled in the LANCE program explore topics of faith, service,
and community. One credit
RLED 662. LANCE INTEGRATIVE SEMINAR II
Students enrolled in the LANCE program explore topics of faith, service,
and community. One credit
RLED 663. LANCE INTEGRATIVE SEMINAR III
Students enrolled in the LANCE program explore topics of faith, service,
and community. One credit
RLED 664. LANCE INTEGRATIVE SEMINAR IV
Students enrolled in the LANCE program explore topics of faith, service,
and community. One credit
RLED 665. LANCE INTEGRATIVE SEMINAR V
Students enrolled in the LANCE program explore topics of faith,
service, and community. One credit
RLED 666. LANCE INTEGRATIVE SEMINAR VI
Students enrolled in the LANCE program explore topics of faith, service,
and community. One credit
RLED 667. LANCE INTEGRATIVE SEMINAR VII
Students enrolled in the LANCE program explore topics of faith, service,
and community. One credit
RLED 680-690. SPECIAL TOPICS IN RELIGIOUS EDUCATION
Special topic courses or directed studies in religious education or
Catholic education approved by the Chair of the Department of Education
and the Director of the Graduate Education Program. Three credits
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MASTER OF BUSINESS ADMINISTRATION
The Master of Business Administration is a master's program
intended for all students regardless of their undergraduate degree.
The purpose of the Master of Business Administration is to improve the
analytical, problem solving, and interpersonal communication skills;
to enhance the understanding of complex components of business and their
applications in the business world; and to develop an appreciation for
the legal, social, and ethical dimensions of decision making in an ever-changing
environment; and to provide an opportunity for CPA candidates to satisfy
the total numbers of hours needed to sit for the CPA exam in the State
of Tennessee.
The Master of Business Administration provides quality
graduate level courses on a semester basis in which classes meet one
night a week for sixteen weeks. The Master of Business Administration
requires the completion of thirty semester hours with twenty-one hours
being core courses and nine hours being elective courses.
Core Courses:
Applicants for admission for non-degree status are required to submit a completed
Graduate School Application Form and one official transcript of all previous
academic credits from the colleges and universities at which the credits
were earned.
Falsification of admission records by the student is grounds for immediate
dismissal.
Each applicant will be notified officially of the results of their application
by a letter from a Graduate Program Director. Official acceptance to the
Graduate Program in a specific academic year is granted only by a Graduate
Program Director. Applicants who accept offers of admission are expected
to confirm their acceptance in writing with the respective Graduate Program
Director.
