2003 - 2004 CATALOG

Graduate Programs Business Administration | Education | Engineering Management | Graduate Admissions Policies Graduate Academic Policies | Graduate Expenses and Fees Graduate Courses: Curriculum and Instruction in Education | Education of the Diverse Learner | Educational Technology | Foundations of Education | 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. Licensure requirements include the successful completion of field experiences and internal and external assessments, including the Praxis II tests. Completion of coursework for the degree must be complemented by successful completion of all licensure requirements before CBU recommends for the license. Elementary Education Concentration Professional Foundations I and II, EDFD 600 and CIED 600 6 hours Child Development and Learning, EDFD 615 3 hours Educating Special Needs Learners, EDDL 630 3 hours Portfolio and Practicum I, CIED 671 1 hour Classroom Techniques and Technologies, EDTC 610 3 hours Curriculum and Methods in Language Arts, K-8, CIED 623 3 hours Children’s Literature, CIED 625 3 hours Curriculum and Methods in Science, K-8, CIED 611 3 hours Portfolio and Practicum II, CIED 672 1 hour Curriculum and Methods in Social Studies, K-8, CIED 612 3 hours Curriculum and Methods in Mathematics, K-8. CIED 622 3 hours Teaching Practicum III, CIED 673 3 hours Professional Seminar and Portfolio III, CIED 674 1 hour Middle School Concentration Professional Foundations I and II, EDFD 600 and CIED 600 6 hours Adolescent Development and Learning, EDFD 615 3 hours Educating Special Needs Learners, EDDL 630 3 hours Portfolio and Practicum I, CIED 671 1 hours Classroom Techniques and Technologies, EDTC 610 3 hours Integrating Curriculum, CIED 626 3 hours Middle School Strategies, CIED 627 3 hours Portfolio and Practicum II, CIED 672 1 hours Curriculum and Methods in Language Arts, K-8, CIED 623 3 hours Curriculum and Methods, choose two courses from CIED 611, 612, 622, 628 6 hours Teaching Practicum III, CIED 673 3 hours Professional Seminar and Portfolio III, CIED 674 1 hours Secondary Concentration Professional Foundations I and II, EDFD 600 and CIED 600 6 hours Adolescent Development and Learning, EDFD 615 3 hours Educating Special Needs Learners, EDDL 630 3 hours Portfolio and Practicum I, CIED 671 1 hours Classroom Techniques and Technologies, EDTC 610 3 hours Curriculum and Assessment in Secondary Schools, CIED 630 3 hours Reading and Writing Across the Curriculum, CIED 629 3 hours Portfolio and Practicum II, CIED 672 1 hours Curriculum and Methods, choose one course from CIED 646, 647, 648, 649, 650 3 hours Electives 6 hours Teaching Practicum III, CIED 673 3 hours Professional Seminar and Portfolio III, CIED 674 1 hours MASTER OF ARTS IN TEACHING (M.A.T.) PROGRAM Alternative Licensure Option The alternative licensure options for the M.A.T. degree at Christian Brothers University are not available to all candidates for the M.A.T. First of all, the individual applicant for an alternative licensure program, as required by the State of Tennessee, is jointly selected for admission into the program simultaneous with an offer of employment as a teacher of record into a local school district, system, or school after completion of a summer program of courses. Secondly, those who are admitted to an alternative licensure program are part of a cohort of students and must proceed at the same pace as other cohort members in order to maintain eligibility for the cohort and for the program. Third, those who are admitted to an alternative licensure program meet a slightly different set of requirements in order to complete the M.A.T. degree, as follows: ELEMENTARY EDUCATION CONCENTRATION Professional Foundations I and II, EDFD 600 and CIED 600 6 hours Classroom Techniques and Technologies, EDTC 610 3 hours Curriculum and Methods in Language Arts, K-8, CIED 623 3 hours Portfolio and Practicum I, CIED 671 1 hour Alternative Licensure I, CIED 665 1 hour Children’s Literature, CIED 625 3 hours Curriculum and Methods in Science, K-8, CIED 611 3 hours Alternative Licensure II, CIED 666 1 hour Curriculum and Methods in Social Studies, K-8, CIED 612 3 hours Curriculum and Methods in Mathematics, K-8. CIED 622 3 hours Alternative Licensure III, CIED 667 1 hour Portfolio and Practicum II, CIED 672 1 hour Child Development and Learning, EDFD 615 3 hours Educating Special Needs Learners, EDDL 630 3 hours Professional Seminar and Portfolio III, CIED 674 1 hour MIDDLE SCHOOL CONCENTRATION Professional Foundations I and II, EDFD 600 and CIED 600 6 hours Middle School Strategies, CIED 627 3 hours Curriculum and Methods in Language Arts, K-8, CIED 623 3 hours Introduction to the Middle School, CIED 606 1 hour Portfolio and Practicum I, CIED 671 1 hour Alternative Licensure I, CIED 665 1 hour Classroom Techniques and Technologies, EDTC 610 3 hours Integrating Curriculum, CIED 626 3 hours Alternative Licensure II, CIED 666 1 hour Curriculum and Methods, choose two courses from CIED 611, 612, 622, 628 6 hours Alternative Licensure III, CIED 667 1 hour Portfolio and Practicum II, CIED 672 1 hour Adolescent Development and Learning, EDFD 615 3 hours Educating Special Needs Learners, EDDL 630 3 hours Professional Seminar and Portfolio III, CIED 674 1 hour SECONDARY CONCENTRATION Professional Foundations I and II, EDFD 600 and CIED 600 6 hours Curriculum and Assessment in Secondary Schools, CIED 630 3 hours Reading and Writing Across the Curriculum, CIED 629 3 hours Portfolio and Practicum I, CIED 671 1 hour Alternative Licensure I, CIED 665 1 hour Classroom Techniques and Technologies, EDTC 610 3 hours Curriculum and Methods, choose one course from CIED 646, 647, 648, 649, 650 3 hours Alternative Licensure II, CIED 666 1 hour Adolescent Development and Learning, EDFD 615 3 hours Educating Special Needs Learners, EDDL 630 3 hours Alternative Licensure III, CIED 667 1 hour Portfolio and Practicum II, CIED 672 1 hour Professional Seminar and Portfolio III, CIED 674 1 hour Electives 6 hours Policies and procedures governing admission to, enrollment in, and completion of the alternative licensure programs are detailed in program handbooks that are specific to the district, system, or school that provides the site at which the alternative licensure candidate will be employed as the teacher of record. 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. degree 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. degree program, with its several concentrations, is also available for LANCE participants who have previously completed an initial licensure program at an undergraduate level. LANCE participants have special program requirements beyond the degree; see the LANCE student handbook. 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. In addition, the M.Ed. program offers graduate study in education for other purposes, such as education and training in non-school settings and preparation for doctoral study in education. The M.Ed. degree, differentiated into eight concentrations, requires a minimum of 36 graduate credit hours. Teacher Leadership Concentration Introduction to Graduate Study, EDFD 601 1 hours Professional and Portfolio Development, EDFD 602 1 hours The Teacher as Leader: Renewing the Profession, LEAD 601 3 hours Strategies for Whole School Renewal, LEAD 615 3 hours Philosophical/Social Foundations, EDFD 603, 605, 606, 607, or 630 3 hours Moral/Psychological Foundations, EDFD 610, 612, 614, 615, 617, 618 3 hours Leadership, LEAD elective(s) chosen with advisor and by permission 3 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 Inquiry Course (EDFD 640 or 641) 3 hours Capstone Planning (EDFD 671) 1 hours Capstone Project (EDFD 675) 3 hours Foundations of Education Concentration Introduction to Graduate Study, EDFD 601 1 hours Professional and Portfolio Development, EDFD 602 1 hours Philosophical/Social Foundations Electives, EDFD 603, 605, 606, 607, 630 12 hours Moral/Psychological Foundations Electives, EDFD 610, 612, 614, 614, 617, 618 6 hours Curriculum and Instruction, CIED 610 3 hours Electives 6 hours Inquiry Course (EDFD 640 or 641) 3 hours Capstone Planning (EDFD 671) 1 hours Capstone Project (EDFD 675) 3 hours Curriculum and Instruction Concentration Introduction to Graduate Study, EDFD 601 1 hours Professional and Portfolio Development, EDFD 602 1 hours Philosophical/Social Foundations, EDFD 603, 605, 606, 607, or 630 3 hours Moral/Psychological Foundations, EDFD 610, 612, 614, 615, 617, or 618 3 hours Curriculum and Instruction, CIED 608, 610; any two other courses with a CIED prefix 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 Inquiry Course (EDFD 640 or 641) 3 hours Capstone Planning (EDFD 671) 1 hours Capstone Project (EDFD 675) 3 hours Elementary Education Concentration Introduction to Graduate Study, EDFD 601 1 hours Professional and Portfolio Development, EDFD 602 1 hours Philosophical/Social Foundations, EDFD 603, 605, 606, 607, or 630 3 hours Moral/Psychological Foundations, EDFD 610, 612, 614, or 615 3 hours Curriculum and Instruction, choose five courses from CIED 601, 602, 603, 604, 608, 610, 611, 612, 613, 620, 622, 623, 625, 626, 627, or 644 15 hours Diverse Learner (any one course with an EDDL prefix) 3 hours Educational Technology (any one course with an EDTC prefix) 3 hours Inquiry Course (EDFD 640 or 641) 3 hours Capstone Planning (EDFD 671) 1 hours Capstone Project (EDFD 675) 3 hours Middle School Concentration Introduction to Graduate Study, EDFD 601 1 hours Professional and Portfolio Development, EDFD 602 1 hours Philosophical/Social Foundations, EDFD 603, 605, 606, 607, or 630 3 hours Moral/Psychological Foundations, EDFD 610, 612, 614, or 617 3 hours Curriculum and Instruction, CIED 626 and 627 6 hours Curriculum and Instruction, choose three courses from CIED 601, 602, 603, 604, 608, 610, 611, 612, 613, 620, 622, 623, 625, 629, or 644 9 hours Diverse Learner (any one course with an EDDL prefix) 3 hours Educational Technology (any one course with an EDTC prefix) 3 hours Inquiry Course (EDFD 640 or 641) 3 hours Capstone Planning (EDFD 671) 1 hours Capstone Project (EDFD 675) 3 hours Secondary Education Concentration Introduction to Graduate Study, EDFD 601 1 hours Professional and Portfolio Development, EDFD 602 1 hours Philosophical/Social Foundations, EDFD 603, 605, 606, 607, or 630 3 hours Moral/Psychological Foundations, EDFD 610, 612, 614, or 617 3 hours Curriculum and Instruction, choose five courses from CIED 601, 602, 603, 604, 608, 610, 611, 629, 630, 644, 646, 647, 648, 649, 650 15 hours Diverse Learner (any one course with an EDDL prefix) 3 hours Educational Technology (any one course with an EDTC prefix) 3 hours Inquiry Course (EDFD 640 or 641) 3 hours Capstone Planning (EDFD 671) 1 hours Capstone Project (EDFD 675) 3 hours Catholic Education Concentration Introduction to Graduate Study, EDFD 601 1 hours Professional and Portfolio Development, EDFD 602 1 hours Moral/Psychological Foundations, EDFD 610, 612, 614, 615, 617, 618 3 hours Social/Cultural Foundations, EDFD 603, 605, 606, 607; or LEAD 601, 605, 615 3 hours Curriculum and Instruction, choose any course with a CIED prefix 3 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 Inquiry Course (EDFD 640 or 641) 3 hours Capstone Planning (EDFD 671) 1 hours Capstone Project (EDFD 675) 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. Nine (9) credit hours for this concentration are defined. The remaining 27 hours of elective courses for the program of study must be chosen with an advisor. Introduction to Graduate Study, EDFD 601 1 hour Professional and Portfolio Development, EDFD 602 1 hour Electives 27 hours Inquiry Course (EDFD 640 or 641) 3 hours Capstone Planning (EDFD 671) 1 hour Capstone Project (EDFD 675) 3 hours 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 10-12 hours Practica, Portfolio, Internship, and/or Seminar 6-8 hours 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 602. CONTEMPORARY INSTRUCTIONAL GUIDANCE Students investigate and implement best practices in classroom management and instructional guidance, focusing on the challenges of engaging learners in self-management ad effective classroom participation. 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. One credit 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. One credit 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. Ome credit 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. One credit 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 and middle school science curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and materials, including the integration of technology into the elementary and middle school 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 and middle school social studies curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and materials, including the integration of technology into the elementary and middle school 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 and middle school mathematics curriculum, emphasizing content and performance standards, planning for instruction, teaching methods, and materials, including the integration of technology into the elementary and middle school 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 and middle school language arts curriculum. Specialized instruction in teaching elementary and middle school 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 includes 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. Restricted to students who entered under previous catalogs. 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. Restricted to students who entered under previous catalogs. 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. Restricted to students in the M.A.T. program who entered under previous catalogs.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. Restricted to students in the M.A.T. program who entered under previous catalogs. Three credits CIED 665. ALTERNATIVE LICENSURE I Students admitted to an alternative licensure program participate in a seminar during their first half-year of teaching in a K-12 environment and are coached in their performance, while developing the first phase of a teaching portfolio. One credit CIED 666. ALTERNATIVE LICENSURE II Students admitted to an alternative licensure program participate in a seminar during their second half-year of teaching in a K-12 environment and are coached in their performance, while developing the second phase of a teaching portfolio. One credit CIED 667. ALTERNATIVE LICENSURE III Students admitted to an alternative licensure program participate in a seminar during the first half of their second year of teaching in a K-12 environment and are coached in their performance, while developing the third phase of a teaching portfolio. One credit CIED 668. ALTERNATIVE LICENSURE IV Students admitted to an alternative licensure program participate in a seminar during the second half of their second year of teaching in a K-12 environment and are coached in their performance, while completing their teaching portfolio. One credit CIED 671. PORTFOLIO AND PRACTICUM I Students in the M.A.T. degree program or other post-baccalaureate teacher licensure programs acquire classroom experience while engaging in a first phase of required assessment activities leading to initial development of their portfolio. Must be taken during the first one-third of coursework in the M.A.T. or post-baccalaureate program. One credit CIED 672. PORTFOLIO AND PRACTICUM II Students in the M.A.T. degree program or other post-baccalaureate teacher licensure programs acquire classroom experience while engaging in a second phase of required assessment activities leading to further development of their portfolio. Must be taken during the first two-thirds of coursework in the M.A.T. or post-baccalaureate program. One credit CIED 673 TEACHING PRACTICUM III Culminating semester-long experience of supervised teaching for students in the M.A.T. degree program or other post-baccalaureate teacher licensure programs. During Teaching Practicum III, students are expected to improve their instructional methods and classroom management. to become more reflective and analytical about their own professional practice, and to utilize clinical methods, assessment strategies, and classroom inquiry techniques to investigate their impact on student learning. Students continue to compile their portfolio and are required to take CIED 674, Professional Seminar and Portfolio III, with CIED 673. Three credits CIED 674. PROFESSIONAL SEMINAR AND PORTFOLIO III Seminar accompanies CIED 673 and supports students in their experience of supervised teaching in the M.A.T. degree program or other post-baccalaureate teacher licensure programs. During the seminar, students complete the final components of required assessments for their licensure program, including their portfolio. One credit 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 601. INTRODUCTION TO GRADUATE STUDY Students learn to use the ERIC database to find high-quality literature and research studies and are introduced to basic teacher inquiry methods. Module serves as an orientation to the overall program of study and expectations of assessment and the capstone project for those pursuing advanced professional development. Restricted to students in the M.Ed. and M.S.E.L. programs for advanced professional development. One credit EDFD 602. PORTFOLIO AND PROFESSIONAL DEVELOPMENT Students in the advanced professional development programs analyze and assess their professional growth, review and update their professional portfolios, establish a professional and development plan, and present this plan to the faculty. Restricted to students in the M.Ed. and M.S.E.L. programs for advanced professional development. One credit 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 671. CAPSTONE PLANNING Under the direction of an assigned advisor, students choose the topic for their Capstone Project (see EDFD 675), begin to research the literature related to it, and plan the overall progress and timeline for the Capstone Project. One credit 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 Education (EDUC) Note: For students enrolled in a non-degree initial teaching licensure-only program at CBU, their practica and/or culminating experiences of practice teaching are conducted at the 500 level, rather than at the 600 level. This is because these individuals are not seeking a graduate degree from CBU. The applicable courses are EDUC 550, 551, 552, 553, 554. These courses do not count toward a graduate degree in education at Christian Brothers University. The courses in this section may also be recommended to or required of individual students for the following reasons: (1) failure to successfully complete admissions requirements to an initial teaching licensure program; (2) need for remediation to meet the writing or speaking standards required for initial teaching or administrative licensure; (3) need for development and review of general knowledge; (4) difficulties with or desire to prepare intensively for Praxis II tests; and (5) lack of orientation to and participation in teacher education at CBU, the conceptual model, or required assessment processes. These courses, numbered at the 500 level rather than at the 600 level, do not count toward graduate degrees in education at CBU. EDUC 500. ORIENTATION TO TEACHER EDUCATION. Students who have not attended required orientations for initial teaching licensure programs may be recommended to or required to take this course. One credit EDUC 510. PPST WRITING WORKSHOP. Students who are having difficulty with the PPST Writing subtest may voluntarily take this workshop, or they may be required to take it if they have matriculated in an initial teaching licensure program without success on this subtest. One credit EDUC 511. PPST READING WORKSHOP. Students who are having difficulty with the PPST Reading subtest may voluntarily take this workshop, or they may be required to take it if they have matriculated in an initial teaching licensure program without success on this subtest. One credit EDUC 512. PPST MATHEMATICS WORKSHOP. Students who are having difficulty with the PPST Mathematics subtest may voluntarily take this workshop, or they may be required to take it if they have matriculated in an initial teaching licensure program without success on this subtest. One credit EDUC 513. PPST PREPARATION COURSE. Students who are having difficulty with the PPST test overall may voluntarily take this course, or they may be required to take this course if they have matriculated in an initial teaching licensure program without success on the PPST. Three credits EDUC 520. PROFESSIONAL WRITING I Students who are seeking initial teaching or administrative licensure whose writing skills require improvement in order to meet State of Tennessee and national standards for educators may voluntarily take this course, or they may be required to take this course by advisors in consultation with a program director. One credit EDUC 521. PROFESSIONAL WRITING II Students who are seeking initial teaching or administrative licensure whose writing skills require improvement in order to meet State of Tennessee and national standards for educators may voluntarily take this course, or they may be required to take this course by advisors in consultation with a program director. Two credits EDUC 522. PROFESSIONAL WRITING III Students who are seeking initial teaching or administrative licensure whose writing skills require improvement in order to meet State of Tennessee and national standards for educators may voluntarily take this course, or they may be required to take this course by advisors in consultation with a program director. Three credits EDUC 525. PROFESSIONAL SPEAKING I Students who are seeking initial teaching or administrative licensure whose speaking skills require improvement in order to meet State of Tennessee and national standards for educators may voluntarily take this course, or they may be required to take this course by advisors in consultation with a program director. One credit EDUC 526. PROFESSIONAL SPEAKING II Students who are seeking initial teaching or administrative licensure whose speaking skills require improvement in order to meet State of Tennessee and national standards for educators may voluntarily take this course, or they may be required to take this course by advisors in consultation with a program director. Two credits EDUC 527. PROFESSIONAL SPEAKING III Students who are seeking initial teaching or administrative licensure whose speaking skills require improvement in order to meet State of Tennessee and national standards for educators may voluntarily take this course, or they may be required to take this course by advisors in consultation with a program director. Three credits EDUC 537. TEACHER LEADERSHIP Students seeking initial teaching licensure through Christian Brothers University who have not been adequately inducted into or oriented to CBU’s conceptual model of teacher leadership will be required to take this seminar as part of the program of study. See description of LEAD 637 for content. One credit EDUC 538. TEACHER INQUIRY AND ASSESSMENT Students seeking initial teaching licensure through Christian Brothers University who have not been adequately inducted into or oriented to CBU’s approach to teacher inquiry and teacher work sample methodology as a component of the assessment of K-12 student learning will be required to take this seminar as part of the program of study. See description of EDFD 638 for content. One credit EDUC 540. GENERAL EDUCATION REVIEW I Students seeking initial teaching licensure who have been identified by faculty, advisors, and program directors as having weaknesses in their general knowledge may be required to engage in review and research activities to remedy these deficits. One credit EDUC 541. GENERAL EDUCATION REVIEW II Students seeking initial teaching licensure who have been identified by faculty, advisors, and program directors as having weaknesses in their general knowledge may be required to engage in review and research activities to remedy these deficits. Two credits EDUC 542. GENERAL EDUCATION REVIEW III Students seeking initial teaching licensure who have been identified by faculty, advisors, and program directors as having weaknesses in their general knowledge may be required to engage in review and research activities to remedy these deficits. Three credits EDUC 543. GENERAL EDUCATION ASSESSMENT Students seeking initial teaching licensure who have been identified by faculty, advisors, and program directors as having weaknesses in their general knowledge or who have completed EDUC 541, 542, or 543 engage in assessment and evaluation activities designed to provide evidence of adequacy in meeting the State of Tennessee standards for general education. One credit EDUC 550. PRACTICUM I Students are placed in a K-12 classroom for a minimum of 30 clockhours of observing and assisting a licensed teacher. See description of CIED 650. One credit EDUC 551. PRACTICUM II Students are placed in a K-12 classroom for a minimum of 60 clockhours of observing and assisting a licensed teacher. See description of CIED 651. Two credits EDUC 552. PRACTICUM III Students are placed in a K-12 classroom for a minimum of 90 clockhours of observing and assisting a licensed teacher. See description of CIED 652. Three credits EDUC 553. INTERNSHIP Under the guidance of an assigned cooperating or mentor teacher and a university supervisor, the candidate 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 a licensure program. See description of CIED 653. Three credits EDUC 554. PROFESSIONAL SEMINAR A weekly seminar for intern teachers. Students review professional development and resolve issues arising from the intern experience. Students must also be enrolled in EDUC 553. See description of EDUC 553. One credit EDUC 560. PLT PREPARATION COURSE Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Principles of Learning and Teaching Praxis II test while matriculated in a CBU initial teaching licensure program. One credit EDUC 561. ELEMENTARY EDUCATION 011 TEST WORKSHOP Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing this Praxis II test while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Elementary licensure. One credit EDUC 562. READING ACROSS THE CURRICULUM ELEMENTARY 201 TEST WORKSHOP Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing this Praxis II test while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Elementary licensure. One credit EDUC 563. ELEMENTARY EDUCATION 014 TEST WORKSHOP Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing this Praxis II test while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Elementary licensure. One credit EDUC 564. MIDDLE SCHOOL 146 TEST WORKSHOP Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing this Praxis II test while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Middle Grades licensure. One credit EDUC 565. BIOLOGY TEST REVIEW I Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Biology licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Biology 7-12 licensure. One credit EDUC 566. BIOLOGY TEST REVIEW II Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Biology licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Biology 7-12 licensure. Two credits EDUC 567. BIOLOGY TEST REVIEW III Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Biology licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Biology 7-12 licensure. Three credits EDUC 568. CHEMISTRY TEST REVIEW I Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Chemistry licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Chemistry 7-12 licensure. One credit EDUC 569. CHEMISTRY TEST REVIEW II Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Chemistry licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Chemistry 7-12 licensure. Two credits EDUC 570. CHEMISTRY TEST REVIEW III Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Chemistry licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Chemistry 7-12 licensure. Three credits EDUC 571. ENGLISH TEST REVIEW I Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for English licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking English 7-12 licensure. One credit EDUC 572. ENGLISH TEST REVIEW II Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for English licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking English 7-12 licensure. Two credits EDUC 573. ENGLISH TEST REVIEW III Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for English licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking English 7-12 licensure. Three credits EDUC 574. HISTORY TEST REVIEW I Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for History licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking History 7-12 licensure. One credit EDUC 575. MATHEMATICS TEST REVIEW I Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Mathematics licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Mathematics 7-12 licensure. One credit EDUC 576. MATHEMATICS TEST REVIEW II Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Mathematics licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Mathematics 7-12 licensure. Two credits EDUC 577. PHYSICS TEST REVIEW I Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Physics licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Physics 7-12 licensure. One credit EDUC 578. PHYSICS TEST REVIEW II Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Physics licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Physics 7-12 licensure. Two credits EDUC 579. PHYSICS TEST REVIEW III Students may voluntarily take this workshop, or they may be required to take it if they are having difficulty in passing the Praxis II content knowledge tests required for Physics licensure while matriculated in a CBU initial teaching licensure program. Restricted to students seeking Physics 7-12 licensure. Three credits EDUC 598. MAT TEST PREPARATION Students who are having difficulty with the Miller Analogies Test may voluntarily take this workshop, or they may be required to take it if they have matriculated in the Graduate Education Program without success on this test. One credit EDUC 599. GRE TEST PREPARATION Students who are having difficulty with the Graduate Record Examination may voluntarily take this workshop, or they may be required to take it if they have matriculated in the Graduate Education Program without success on this test. One credit 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 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 [ top of page ] 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: MFIN 620. Managerial Finance 3 hours MMGT 630. Quantitative Methods for Decision Making 3 hours MMKT 640. Strategic Marketing 3 hours MACC 660. Managerial Accounting 3 hours MMGT 670. Social, Legal, and Ethical Aspects 3 hours MECO 680. Managerial Economics 3 hours MMGT 699. Business Policy 3 hours   Electives Courses MMTG 600. Entrepreneurship 3 hours MMGT 601. Organizational Behavior 3 hours MMGT 603. Human Resources Management 3 hours MMGT608. Project Management 3 hours MMGT 609. Special Topics 3 hours MFIN 621. Advanced Finance 3 hours MFIN 629. Investment Theory 3 hours MMGT 641. International Business 3 hours MMKT 644. E-Commerce 3 hours MFIN 648. Investment Challenge I 3 hours MFIN 649. Investment Challenge II 3 hours MFIN 650 Investment Challenge III 3 hours MACC, MECO, MFIN, MITM, MMGT, MMKT 651. Current Topics 3 hours MACC, MECO, MFIN, MITM, MMGT, MMKT 652. Special Topics 3 hours MACC, MECO, MFIN, MITM, MMGT, MMKT 653. Advanced Topics 3 hours MMGT 661. Project Organization and Planning 3 hours MMGT 662. Project Tracking and Control 3 hours MMGT 663. Project Risk Management, Contracting, and Negotiation 3 hours MMGT 664. Project Management Communications, Human Resources, and Globalization 3 hours MITM 690. Management of Information Systems 3 hours In addition, students in the Master of Business Administration must show completion of certain prerequisites for the degree. These prerequisites may be taken at Christian Brothers University at the 500 level through the Master of Business Administration Program or at the undergraduate level through the Evening Program. Prerequisites Required: Principles of Accounting I and II 6 hours Principles of Macroeconomics and Principles of Microeconomics 6 hours Basic Computing 3 hours Statistics 3 hours Principles of Marketing 3 hours Principles of Organization and Management 3 hours Principles of Financial Management I or II 3 hours Business Law I or II 3 hours GRADUATE COURSES M.B.A. Prerequisite Course Equivalents MMGT 500. MANAGEMENT AND MARKETING FUNDAMENTALS (Formerly MBA 500) Includes an overview of the principles of the management function including management theory, planning, organizing, leading, and controlling. The emphasis is on managing the marketing function including the marketing mix and related marketing concepts such as product life cycles, diffusion theory and product management. This course is designed to satisfy management and marketing prerequisites and may not be used to satisfy other MBA course requirements. Three credits MFIN 520. FINANCIAL AND LEGAL CONCEPTS (Formerly MBA 520) The course provides an introduction to the basic concepts, principles, and analysis techniques of corporate finance, primary among which is discounted cash flow analysis as applied to capital budgeting and corporate decision making. In addition, the course provides a general survey of contract law with emphasis on the legal principles that govern typical business situations. This course is designed to satisfy the finance and business law prerequisites and may not be used to satisfy other MBA course requirements. Three credits MECO 530. MICROCOMPUTER APPLICATIONS AND STATISTICS FOR MANAGEMENT (Formerly MBA 530) Utilizes microcomputer software for solving business problems using statistical analysis including testing hypotheses, probability theory, quality control, linear regression and seasonal and cyclical computations. Includes spreadsheets, data base management for business applications and a microcomputer statistics package. This course is designed to satisfy computer and statistics prerequisites and may not be used to satisfy other MBA course requirements. Three credits MACC 560. ACCOUNTING FOR MANAGEMENT (Formerly MBA 560) Designed for MBA students with no previous training in accounting. The course encompasses the concepts and interpretation of accounting fundamentals, external reporting, and the interpretation of accounting information for financial decision making in domestic and international corporations. Both manual and computer accounting systems are presented. This course is designed to satisfy accounting prerequisites and may not be used to satisfy other MBA course requirements. Three credits MECO 580. ECONOMICS FOR MANAGEMENT (Formerly MBA 580) Studies in basic concepts, theories and tools used by economists to understand human behavior. Particular attention is given to what are called “micro” applications such as understanding consumer behavior, the activities of business firms, and government decision making. “Macro” tools and theories will also be studied including measurement of economic activity, the economy as a circular flow, the role of money, and current macro theories. This course is designed to satisfy economics prerequisites and may not be used to satisfy other MBA course requirements. Three credits M.B.A. Core Courses MFIN 620. MANAGERIAL FINANCE (Formerly MBA 620) Studies management of the firm from the financial perspective. The principal concern of the course is the acquisition of the proper quantity of funds under conditions as favorable as possible, and the efficient allocation of these funds among the various types of assets. Topics include valuation theory, capital budgeting, and working capital management, capital structure analysis, dividend policy, and a survey of sources of short-term and long-term funds. Prerequisite: FIN 327. Three credits MMGT 630. QUANTITATIVE METHODS FOR DECISION MAKING (Formerly MBA 630) Integrates the study of management science and research into an applied approach to decision analysis. Major topics include stochastic and deterministic modeling, research methodologies, forecasting, simulation and the application of probability theory in decision-making. Attention is given to the behavioral aspects of decision making and support systems needed by management. Prerequisite: STAT 221. Three credits MMKT 640. STRATEGIC MARKETING (Formerly MBA 640) Provides a foundation for an understanding of the variables and functions in the strategic management of the enterprise’s marketing efforts. It includes the study of theory, while developing a practical knowledge of the marketing management system and key concepts. This course is designed to enable managers to achieve a higher quality of decision making in micro as well as macro marketing. Prerequisite: MKTG 311. Three credits MACC 660. MANAGERIAL ACCOUNTING (Formerly MBA 660) Acquaints students with the information managers need to manage manufacturing, merchandise, and service organizations. Consideration is given to traditional managerial uses of information from a company’s financial accounting system. It critiques the usefulness of adjusted financial accounting information for managerial decisions and explores and evaluates new approaches to designing systems for cost management information. Prerequisites: ACCT 260, 270, or the equivalent. Three credits MMGT 670. ETHICAL, SOCIAL AND LEGAL ASPECTS OF MANAGEMENT (Formerly MBA 670) Studies the modern corporation as a social entity as well as an economic force. The course retains the perspective of a business as a profit oriented producer and/or distributor of products and services. Ethical, social and legal dimensions are added to this perspective and the corporation comes to be seen as an entity with responsibilities to society-at-large. Prerequisites: BLAW 301; MGMT 337. Three credits MECO 680. MANAGERIAL ECONOMICS (Formerly MBA 680) Applies micro economic theory to management decisions. The topics of the course include: demand theory (including revenue and elasticity concepts); production and distribution theory; cost theory and cost function derivation; economic profit analysis; market structure analysis; pricing models; and other selected applications of microeconomics principles. Prerequisites: ECON 211, 212. Three credits MMGT 699. BUSINESS POLICY (Formerly MBA 699) Develops business strategy from a senior management perspective through an integrated approach. Emphasis is placed on creative approaches to defining the problem, identifying alternatives and developing solutions. Complex problem areas encountered in contemporary business environments are analyzed and interpreted. Case studies and simulations are used to develop the student’s skills. Prerequisite: 18 hours of MBA core courses—MACC 660, MECO 680, MFIN 620, MMGT 630, MMGT 670, MMKT 640. Three credits M.B.A. Elective Courses MMGT 600. ENTREPRENEURSHIP (Formerly MBA 600) Integrates all business components into an organized whole in such a way that new business opportunities are identified and appropriate steps are taken to turn the opportunities into success for the entrepreneur. The course is designed for those considering the formation or acquisition of their own business or for those who expect to direct the management of an independent profit center within the framework of a larger enterprise. The course consists of lectures, mini-cases, and the development of business plans with emphasis on cash flow management and growth strategies. Prerequisites: MGMT 337; MKTG 311; FIN 327. Three credits MMGT 601. ORGANIZATIONAL BEHAVIOR (Formerly MBA 601) Studies individual and group behavior as they relate to organizational effectiveness. Emphasis is placed on motivation, leadership, power and politics, the effect of organization design on effectiveness, and group processes. Behavioral science concepts are applied to the management of organizations. Methods of analyzing and improving performance are also addressed. Prerequisite: MGMT 337. Three credits MMGT 603. HUMAN RESOURCES MANAGEMENT (Formerly MBA 603) Investigates the relationship of the Personnel/Human Resource Management objectives of attracting, retaining, and motivating and developing employees to the functional areas of planning, staffing, appraising, compensating, and training. Explores the ramifications of organizational culture, ethics, structure, strategy, productivity, efficiency and behavior. Prerequisite: MGMT 337. Three credits MMGT 608. PROJECT MANAGEMENT (Formerly MBA 608) The course in project management is designed to develop an integrated approach to project management that will cover optimization models, practical management and organizational practices, and the use of computer applications and software. The focus will be on developing a process and model for managing projects that includes planning and budgeting, organization and structure, scheduling using Gantt and PERT/CPM, resource allocation, and performance and control techniques. Students will be required to complete a project plan, and guest speakers from the field of project management will supplement the class. Prerequisites: MGMT 337; STAT 221. Three credits MMGT 609. SPECIAL TOPICS (Formerly MBA 609) Investigates timely topics in the fields of management, marketing, ITM, or finance. Themes will be determined by the needs of the students in the program. The specific topic and emphasis will be defined by current conditions and opportunities present in the business environment. Prerequisites: As defined by the topic being studied. Three credits MFIN 621. ADVANCED CORPORATE FINANCE (Formerly MBA 621) Explores advanced concepts and issues in the practical application of financial theory in a corporate setting. The connective linkages between financial practice and corporate strategy will be examined. Topics include business combinations, financial restructuring, business valuation, shareholder value analysis, market value added analysis, capital budgeting and divisional cost of capital determination. Prerequisite: MFIN 620. Three credits MFIN 629. INVESTMENT THEORY (Formerly MBA 629) Investigates investment theory and portfolio management. Topics developed include quantitative and qualitative risk and return characteristics of various investment opportunities, fundamental valuation models, timing techniques, efficient markets, speculation and hedging, risk arbitrage, bond theory, and basic portfolio theory and practice. Prerequisite: MFIN 620. Three credits MFIN 650 INVESTMENT CHALLENGE III Students gain advanced knowledge of portfolio management by determining sector weightings, choosing among equity investment recommendations, and tracking performance of an actual portfolio. Students will deal directly with a client, TVA, and compete among other schools for prize money. Class enrollment is limited. Application for participation must be made prior to registration. Permission of TVA Investment Challenge Coordinator and the MBA Director are required. For further information or an application form, contact Dr. Bevalee Pray at bpray @cbu.edu. Prerequisite: MFIN 620. Three credits MMGT 641. INTERNATIONAL BUSINESS (Formerly MBA 641) Emphasizes planning, organizing, coordinating, and controlling functions of international business. The analysis and discussion of business problems provide students an opportunity to apply the principles of marketing and management for those enterprises seeking a multinational impact for their goods and services. Prerequisites: MGMT 337; MKTG 311. Three credits MMKT 644. E-COMMERCE (Formerly MBA 644) E-Commerce is an MBA survey course designed for students, managers or middle managers. Topics are developed to give managers the ability to make critical decisions about their present or anticipated E-Commerce program. The course will deal with a blend of business, marketing, and technology as it applies to the careful planning and alignment of an E-Commerce system. Prerequisite: MMKT 640. Three credits MACC, MECO, MFIN, MITM, MMGT, MMKT 651. CURRENT TOPICS Selected current topics in accounting, economics, finance, information technology, management, and marketing. The topics may vary from semester to semester. Course may be repeated more than once depending on topic. Prerequisite: Permission of the instructor. Three credits MACC, MECO, MFIN, MITM, MMGT, MMKT 652. SPECIAL TOPICS Selected special topics in accounting, economics, finance, information technology, management, and marketing. The topics may vary from semester to semester. Course may be repeated more than once depending on topic. Prerequisite: Permission of the instructor. Three credits MACC, MECO, MFIN, MITM, MMGT, MMKT 653. ADVANCED TOPICS Selected advanced topics in accounting, economics, finance, information technology, management, and marketing. The topics may vary from semester to semester. Course may be repeated more than once depending on topic. Prerequisite: Permission of the instructor. Three credits MMGT 661. PROJECT ORGANIZATION AND PLANNING This course examines the processes involved with project planning in a number of the PMI knowledge areas including: Scope, Time, Cost, and Quality. A study of computer methods and software for project planning is included. Also covered is a detailed study of the organizational, management, and reporting aspects. (Same as MEM 661) Prerequisites: PMP Certification or significant Project Management Experience. Three credits MMGT 662. PROJECT TRACKING AND CONTROL This course provides a detailed study of the processes for obtaining and tracking project costs, times and schedule, scope, quality, and other relevant metrics. Methods and procedures for controlling these metrics are also studied. The course includes both traditional budget and progress tracking as well as earned value approaches. Computer methods relevant to efficient project tracking and control will also be studied. (Same as MEM 662) Prerequisites: PMP Certification or significant Project Management Experience. Three credits MMGT 663. PROJECT RISK MANAGEMENT, CONTRACTING, AND NEGOTIATION This course covers the PMI knowledge areas of Risk and Procurement for all the process groups (Initiation, Planning, Execution, Controlling, and Closing). Procurements documents, legal aspects, bidding, source selection, and negotiations are studied. An introduction to government contracting is also included. (Same as MEM 663) Prerequisites: MMGT 661 or MEM 661 and PMP Certification or significant Project Management Experience. Three credits MMGT 664. PROJECT MANAGEMENT COMMUNICATIONS, HUMAN RESOURCES, AND GLOBALIZATION This course covers the PMI knowledge areas of Communications and Human Resources for all the process groups (Initiation, Planning, Executing, Controlling, and Closing). This course will also investigate the special issues involved with international projects. (Same as MEM 664) Prerequisites: MMGT 661 or MEM 661 and PMP Certification or significant Project Management Experience. Three credits MITM 690. MANAGEMENT OF INFORMATION SYSTEMS (Formerly MBA 690) Explores and examines the management of information systems from both a business and technical perspective. This course studies the business dimensions of information technology (IT) such as strategic planning and development of operations along with the technical dimensions such as hardware, software, and networks as well as intersections between the two. Topics include leadership and strategic planning, managing information resources, managing information systems operations, managing the new universe of computing, and managing the IT organizational relationships. Three credits [ top of page ] MASTER OF ENGINEERING MANAGEMENT THE MASTER OF ENGINEERING MANAGEMENT builds upon the bachelor’s degree preparation in several engineering disciplines, other technical programs such as physics and chemistry, and quantitative management. The purpose of this degree program is to prepare individuals to successfully address supervisory and managerial needs in a technical environment. This program was developed for the engineer or technically prepared individual who has professional industrial experience and who expects to move up the management ladder to take an increasingly active role in his or her organization’s decision-making process. Students will take courses in technical fields, finance and accounting for technical managers, computer applications for management, and systems simulation. They will also select several courses to build directly upon a technical area. The capstone of the program will be the completion of the Engineering Management Project. The Master of Engineering Management degree consists of thirty-three semester hours of academic work, which consists of eight core courses including the Engineering Management Project which should be the last course taken and three elective courses. REQUIRED COURSES: MEM 601. Engineering Management MEM 602. Engineering Accounting MEM 603. Engineering Finance MEM 604. Social Legal, and Ethical Considerations for Engineering MEM 605. Quality Assurance MEM 606. Computer Applications MEM 607. Operations Research MEM 690. Engineering Management Project ELECTIVE COURSES: MEM 621. Engineering Law MEM 624. Knowledge Engineering MEM 636. Computer Networks MEM 637. File Organization and Database Management MEM 661. Project Organization and Planning MEM 662. Project Tracking and Control MEM 663. Project Risk Management, Contracting, and Negotiation MEM 664. Project Management Communications, Human Resources, and Globalization MEM 691, 692, 693. Special Topics MEM 698. Professional Seminar MEM 699. Research GRADUATE COURSES MEM 601. ENGINEERING MANAGEMENT Engineering’s role in the firm; organization and structure; leadership and motivation; project management; concepts, methodologies, and procedures for engineering management. Three credits MEM 602. ENGINEERING ACCOUNTING Uses and limitations of accounting information; measurements, recording of economic events; analysis, control, reporting of financial events; interpretation and application. Three credits MEM 603. ENGINEERING FINANCE Understanding of financial decisions by corporations. Topics include return on investment; return on assets; asset management; capital planning; budgets, controls, taxes, profit centers; financial and risk analysis. Three credits MEM 604. SOCIAL, LEGAL AND ETHICAL CONSIDERATIONS FOR ENGINEERING MANAGERS Advanced seminar on impact of technology and engineering processes on social, business and government institutions; issues of the engineer and scientist and their roles as catalyst for societal change. Three credits MEM 605. QUALITY ASSURANCE Statistical quality control methods for products and services; design of quality control systems; control of quality control inputs. Lecture and problem solving. Three credits MEM 606. COMPUTER APPLICATIONS Computer-aided design and manufacturing; business applications; personal computers information storage; networks; computer graphics; future applications; management systems. Three credits MEM 607. OPERATIONS RESEARCH Models and methods of operations research in solving engineering and management problems. Includes linear models, linear programming, duality, post optimality and network analysis. Three credits MEM 621. ENGINEERING LAW Legal principles and procedures; contracts and patents; liability, product liability, computer and environmental law; government regulation. Three credits MEM 624. KNOWLEDGE ENGINEERING Concepts and applications of Artifical Intelligence, Expert Systems, Artificial Neural Networks, Genetic Algorithms, and Software Agents. Three credits MEM 636. COMPUTER NETWORKS Fundamentals of computer networks. Introduction to computer networking elements, architectures and protocols. Design and analysis of networks: topology, physical and logical communication and applications. Three credits MEM 637. FILE ORGANIZATION AND DATA BASE MANAGEMENT Survey of current database approaches and systems. Topics include DBMS types; architecture; introduction to SQL; query optimization. DB management project required. Three credits MEM 661. PROJECT ORGANIZATION AND PLANNING This course examines the processes involved with project planning in a number of the PMI knowledge areas including: Scope, Time, Cost, and Quality. A study of computer methods and software for project planning is included. Also covered is a detailed study of the organizational, management, and reporting aspects. (Same as MMGT 661) Prerequisites: PMP Certification or significant Project Management Experience. Three credits MEM 662. PROJECT TRACKING AND CONTROL This course provides a detailed study of the processes for obtaining and tracking project costs, times and schedule, scope, quality, and other relevant metrics. Methods and procedures for controlling these metrics are also studied. The course includes both traditional budget and progress tracking as well as earned value approaches. Computer methods relevant to efficient project tracking and control will be studied. (Same as MMGT 662) Prerequisites: PMP Certification or significant Project Management Experience. Three credits MEM 663. PROJECT RISK MANAGEMENT, CONTRACTING, AND NEGOTIATION This course covers the PMI knowledge areas of Risk and Procurement for all the process groups (Initiation, Planning, Execution, Controlling, and Closing). Procurements documents, legal aspects, bidding, source selection, and negiotations are studied. An introduction to government contracting is also included. (Same as MMGT 663) Prerequisites: MEM 661 or MMGT 661 and PMP Certification or significant Project Management Experience. Three credits MEM 664. PROJECT MANAGEMENT COMMUNICATIONS, HUMAN RESOURCES, AND GLOBALIZATION This course covers the PMI knowledge of Communications and Human Resources for all the process groups (Initiation, Planning, Execution, Controlling, and Closing). This course will also investigate the special issues involved with international projects. (Same as MMGT 664) Prerequisites: MEM 661 or MMGT 661 and PMP Certification or significant Project Management Experience. Three credits MEM 690. ENGINEERING MANAGEMENT MASTER PROJECT Technical project complete with written report or thesis. This will be a publishable and significant report on an investigation into a scientific and/or engineering management topic which has been approved by the School of Engineering. Three credits MEM 691, 692, 693. SPECIAL TOPICS One to Three credits MEM 698. PROFESSIONAL SEMINAR One to Three credits MEM 699. RESEARCH One to Three credits For further information about each Master's Program, please contact the program directors at the following numbers: Master of Education (901) 321-3345 Executive Masters in Business Administration (901) 321-3564 Master of Business Administration (901) 321-3564 Master of Engineering Management (901) 321-3283. [ top of page ] GRADUATE ADMISSIONS POLICIES A bachelor’s degree or its equivalent from an accredited American college or university or from a foreign institution of acceptable standing is required for admission. Each applicant is admitted on the presumption that a bachelor’s degree or its equivalent will be earned by the time of graduate matriculation, or the student’s admission is void. Applicants for admission to a master’s degree program at Christian Brothers University should demonstrate a high promise of success and should submit: one official transcript of previous academic credits from each of the colleges or universities previously attended two letters of recommendation from former teachers or immedate supervisors qualified to attest to the applicant’s preparation for and ability to do graduate study; or, in the case of a licensure candidate, those who can attest to the individual’s capability to become a teacher; a completed Graduate School Application Form with application fee; (Foreign Applicants Only) scores from the TOEFL if English is not their native language or was not the language of instruction for their baccalaureate degree (a proficiency in English at least the equivalent to a TOEFL score of 550 paper-based, 213 computer-based must be demonstrated); official tests from GMAT for the M.B.A. program, GRE (if requested) for the M.E.M. program, MAT, GRE, or strong PRAXIS II scores for the M.Ed. or M.S.E.L.programs. The MAT and GRE may not be required for those seeking the M.Ed. or M.S.E.L. degree if the undergraduate cumulative average is 3.0 on a 4.0 scale, if the individual already holds a graduate degree, or if the individual is already a fully licensed professional teacher in the State of Tennessee. and any other requirements set by a specific graduate program. 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. [ top of page ] GRADUATE ACADEMIC POLICIES Basic Requirements In addition to the following general graduate programs requirements, individual programs may have additional standards in their Graduate Program Publications. Students are expected to know their program requirements. It is ultimately the student’s responsibility to follow the guidelines established in the catalog and brochures concerning the completion of their degree. Credit Hours for Graduation A minimum of 30 semester hours at or above the 600 level is required for a master’s degree. Students may earn up to six of these credit hours by completing a thesis. Time Limits for Degree Eligibility A student normally completes all requirements for the master’s degree within three years of initial enrollment. The degree must be completed within five years of initial enrollment. Advisor Each graduate student will be assigned an academic advisor to coordinate the student’s studies toward the completion of the degree. The advisor is usually the Director of the program. The Director may, however, assign graduate students in that program to other faculty members. Comprehensive Examination A written and/or oral comprehensive examination may be required by individual degree programs. Classification of Students An applicant may seek admission to a degree program or the status as a special student. Degree students are those working for a master’s degree at Christian Brothers University. An applicant for special status may be admitted as a conditional student or as a visiting student. Degree Student: A degree student is one who has been admitted to a graduate program. Full-Time Student: One who registers for nine or more credit hours of course work in any semester. Part-Time Student: One who does not qualify as a full-time student. Special Student: A special student is one who is admitted conditionally or is a visiting student who is not eligible for financial assistance. Conditional: One who has not satisfied all of the admissions requirements but who is allowed to take approved courses while completing the admissions prerequisites. The MBA and the graduate programs in the Department of Education will no longer accept students on a conditional basis. Visiting: One who is normally a degree student at another college or university who enrolls for credit in selected courses at Christian Brothers University. A letter from the visitor’s college or university certifying official that the student is in good standing is required along with an official copy of transcript. A visiting student is not eligible for financial assistance. Course Numbering No credit for courses below the 600 level is allowed towards a graduate degree. Graduate Grades Listed below are the graduate grades and corresponding number of quality points per credit hour. GRADE     QUALITY POINTS     MEANING     A 4.0 Excellent B+ 3.5   B 3.0 Good C+ 2.5   C 2.0 Pass P 0.0 Pass (Master of Education-Student Teaching) F 0.0 Failure I 0.0 Incomplete (until removed) AU --- Satisfactory Audit UA --- Unsatisfactory Audit W --- Withdraw   QUALITY POINTS are used to compute the student’s grade point average (GPA). The GPA is the ratio of accumulated quality points to accumulated earned semester credit hours. Only graduate courses earned at the 600 level or above at Christian Brothers University are included in the computation for graduation. The WITHDRAWAL GRADE “W” is given for a course taken by the student who is allowed to withdraw from the course after the add/drop period and before the end of the withdrawal period. The INCOMPLETE GRADE “I” is earned when a student fails to complete part of the requirements of the course. The “I” grade is not computed in the GPA as an “F.” The “I” grade is removed when the student fulfills the course requirements. The “I” grade is then replaced with the new grade. Should the student not complete the required course work by the end of the following semester, the “I” grade is replaced with an “F,” which is computed into the GPA. Each Graduate Program Director will review the performance of students who receive more than one “I” grade in a semester or an “I” grade in two or more consecutive semesters to determine the eligibility of those students to continue in the program. When the “I” grade is replaced, the “I” grade will show on the transcript next to the corrected grade. Repeating Courses A graduate course may be repeated only once in an attempt to improve the grade. The last grade received in a course is used in the calculation of the student’s grade point average. Course Audits A student may earn the grade of “AU” for a satisfactorily completed course audit. The “AU” grade has neither quality points nor credit hour values. Minimum Grade Requirements Graduation from a graduate program requires a cumulative GPA of 3.0 or better. Continuation in Program All participants are expected to maintain a grade point average of 3.0 on a 4.0 point grade scale. Persons who fail to attain and maintain the 3.0 GPA may be allowed to continue in the program on a probationary basis. Failure to remove the probationary condition within two semesters will cause the participant to be dismissed from the program. A person dismissed from the program may reapply after being out of the program for one academic year. Each Graduate Program Director, in consultation with the graduate faculty, will annually evaluate each graduate student’s overall performance in the respective graduate program. Attendance All graduate students are expected to attend and participate regularly in their classes. Transfer Credits A student may transfer credits earned at another accredited college or university only if: the student is a degree student, the courses to be transferred are graduate courses appropriate to the Christian Brothers University graduate program, prior courses were completed within five years before admission to the Chrisitan Brothers University graduate program, grade of “B” (3.0 on a scale of 4.0) or better was achieved, and the transfer is recommended by the Graduate Director and notification sent to the Registrar’s Office. A maximum of nine semester credit hours with grades of B or better may be transferred from another college or university if these credits have not been used for a previous graduate degree and if the credits do not exceed the five year time limitation. Early Admission Undergraduate students may be admitted to the graduate program during the final semester of their senior year as CONDITIONAL STUDENTS subject to completion of the undergraduate requirements. The granting of graduate credit is given upon completion of the course. An undergraduate student wishing to use the graduate credit as part of their total number of hours for the undergraduate degree may not use that course as part of the master’s program. WITHDRAWAL FROM CLASS OR THE UNIVERSITY All withdrawals, both complete and partial, must be submitted to the Office of the Registrar, by the student. A student may notify the Office of the Registrar of the withdrawal in one of four ways: 1. e-mailing the Associate Registrar at withdraw@cbu.edu, 2. leaving a voice mail message at (901) 321-3115, 3. reporting to the Office of the Registrar Monday through Friday 8:00 A.M. to 4:30 P.M. to fill out the official withdrawal form, or 4. downloading the withdrawal form from the Registrar’s web site @www.cbu.edu and faxing the information to (901) 321-3257. The necessary information needed is Name, Social Security Number, Phone Number during the Day, whether receiving Financial Assistance, i.e. Stafford Loans, Pell Grants, etc., Name of Class (s), Name of Instructor (s), Date of Last Attendance, and Name of Advisor. The date of the e-mail or the voice mail or the fax or the official form will count as the official date of notification for processing the withdrawal. The instructor will be contacted for the date of last attendance, but the official notification date for processing the withdrawal will be the date of notification. This is the date that will be used by all offices for processing the withdrawal and any refunds. Tuition Refund Tuition refund policies are the same as given for the undergraduate program on Page 26. Appeal Procedures on Matters Concerning Academic Grievances All academic appeals should begin with the individual professor. Failing to gain satisfaction, the student may appeal to the Director of the corresponding Graduate Program and to the Dean of the School. If the case is not resolved, the student may appeal to an appeals committee composed of five members-three appointed by the Graduate Council, one by the instructor involved, and one by the student. The recommendation of the appeals committee will be followed by the instructor. [ top of page ] GRADUATE EXPENSES AND FEES Tuition: Master of Business Administration, per semester hour $475.00 Master of Engineering Management, per semester hour $475.00 Master of Education, per semester hour $410.00 Master of Arts in Teaching, per semester hour $410.00 Master of Science in Educational Leadership $410.00 Teacher Licensure Program, per semester hour $410.00 Fees: Application Fee, (payable only once) Non-Refundable $25.00 Late Registration, Non-Refundable $100.00 Technology Fee, M.B.A., M.E.M., M.A.T., M.Ed., M.S., TLIC, per semester $50.00 Intern/Student Teaching Fee $150.00 FOR FURTHER INFORMATION about each Master’s Program, please contact the program directors at the following numbers: • Graduate Education Programs (901) 321-3017 • Master of Business Administration (901) 321-3234 or 321-3319 • Master of Engineering Management (901) 321-3283. [ top of page ]

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