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This course will provide an orientation to athletic training education and the profession. Program and clinical education expectations and requirements will be reviewed and completed within the course. Students will be introduced to core competencies concepts and definitions in athletic training that will serve as a foundation for future content. Cr 1.

Introduction to presentation and management of acute and catastrophic conditions. Prevention strategies will be discussed for sudden death conditions, including emergency action plans. Certifications in emergency cardiac care and first aid will be obtained. Cr 3.

This course will explore contemporary manual therapy techniques and injury prevention strategies. Prerequisites: Minimum of a B- in ATH 520, ATH 521, ATH 522, and ATH 523. Cr 3.

Clinical field experience and face-to-face meeting with a focus on practicing and applying skills related to assessment, diagnosis, treatment and therapeutic modalities. Prerequisites: Minimum of a B- in ATH 510, ATH 511, ATH 520, ATH 521, and ATH 572. Cr 1.

Immersive clinical field experience with online meeting sessions. This course will focus on pre-participation screenings, assessing environmental factors and treating related illness. Prerequisite: Minimum of a B- in ATH 573. Cr 2.

This course is considered to be the completion of the first year's residency requirements. See description of Workshop Residency I. Prerequisites: CRW 501 and completion of Semester Project I in student's chosen genre.

This course is considered to be the second half of the second year's program. See description of Workshop Residency I. Prerequisite: CRW 601 and completion of Semester Project III in the student's chosen genre. Cr 6.

This course examines methods for conducting research. It teaches students the research methodologies of qualitative, quantitative, mixed-methods, and Design Science Research (DSR). The course covers basic processes of choosing a research topic, choosing the research methodology, forming the research question, conducting a literature review, forming the conceptual concept, conducting and documenting the research, ensuring validity and reliability, communicating the research results, and ensuring all research compliance documents are completed. Cr 3.

The course provides an in-depth look at the functions and topics for Security operations in a computing environment. It teaches students what activities and processes are needed to defend against Security vulnerabilities when operating networks, systems, information, and the people. This course covers concepts on to securely maintain systems in an organizational setting, to include both private- and public-sector environments. Prerequisite: Graduate standing. CYB 501 or permission of the instructor. Cr 3.

This course introduces students to the theoretical and pedagogical foundations of digital literacies. Students gain hands-on experience evaluating and using digital tools and resources for professional development and instructional design with particular emphasis on what it means to read, write, view, listen, and communicate in a digital world. Additionally, this course examines issues related to the safe and effective use of 21st century technologies with diverse learners. Cr 3.

This course focuses on developing English to Speakers of Other Languages (ESOL) content-based curriculum and assessment to meet the diverse needs of multilingual learners (MLs) of all ages and proficiency levels, PreK-adult. Students will analyze potential curriculum and assessment materials and approaches, practice selecting and aligning relevant content and language learning standards with student assessment data, and plan appropriate lessons and units of instruction. Emphasis will be placed on applying their knowledge of second language acquisition, curriculum design, and assessment to support MLs¿ academic language and literacy development. Students will provide evidence that they can plan lessons that implement technology and assessment effectively to promote student learning. Cr 3.

This is a practical course for the prospective or continuing ESL teacher which will examine the various linguistic elements of the English language and their relevance to the teaching process of English as a Second or Other Language. We will be focusing on analyzing the grammatical and phonological aspects of the English language as well as looking at morphology and lexis, semantics, and such social aspects of the language as register and speech variation. Primary emphasis will be placed on a better understanding of English through class discussion, presentations, and practical application for teaching in the ESL classroom. Cr 3.

This course covers assessment principles used to analyze and interpret multiple and varied assessments for preK-adult English Learners (ELLs), including classroom-based, standardized, and language proficiency assessments to prepare educators to advocate for equitable assessment for ELL students. Emphasis is on formative and standards-aligned assessment practices for academic purposes. Participants will develop assessment literacy in order to analyze and interpret data to make informed and equitable decisions to promote English language and academic learning. Cr 3.

This course provides graduate students with an understanding of curriculum and curriculum development. Using a collaborative approach, teachers, administrators, and ideally their students plan the design of a curriculum consistent with personal ideals and a given context. Graduate students analyze the curriculum in terms of knowledge, skills, learning processes, equity, and affective dimensions. Special emphasis is given to the processes of curriculum development, implementation, and evaluation. This course focuses on the theoretical foundations of learning and their practical applications for classroom teaching and for instructional leadership. Students will refine their skills of developing curriculum using backward design models and frameworks. Cr 3.

The purpose of this course is to enable Literacy and Teaching English to Speakers of Other Languages (TESOL) professionals to develop their content knowledge in their disciplines through practitioner inquiry. Students will identify a literacy and language content topic of interest and pursue library and empirical research on this topic. Each student will generate a research question, collect and analyze sample data, summarize findings, and synthesize how their new knowledge for teaching the content area can be applied in their classroom. The class will function as a community of researchers. Emphasis will be placed on students developing an inquiry stance on teaching in their content area. Prerequisites: EDU 565, EDU 620, or EDU 559 and EDU 566, EDU 626 or EDU 557 and open to matriculated students in the MSEd. in Literacy or TESOL, or by program permission. Cr 3.

The practicum in Teaching English to Speakers of Other Languages is designed to accommodate students in the TESOL program who are ESL teachers, mainstream teachers working toward ESL endorsement by the state, international students, adult educators, and other students matriculated into the MSEd in TESOL program. Students acquire practical ESL/EFL teaching experience in the field while applying knowledge gained through coursework and research; 40 hours of observation and practice teaching in an appropriate setting determined by the student and instructor are required. Students in the initial K-12 ESL certification concentration must complete their field experience in a public K-12 school. The 24 hours of program coursework must be completed prior to or concurrent with practicum. Prerequisite: matriculated into MSEd in TESOL; completion of 24 hours of program coursework, including EDU 557, EDU 558 or EDU 560, EDU 559, EDU 561, EDU 562, and EDU 563. Cr 3.

The Practicum in Literacy Education is designed to be an intense capstone experience that prepares candidates for endorsement as a literacy specialist. According to the International Literacy Association, literacy specialists are responsible for 1) developing, leading, or evaluating the school or district pre-K-12 reading and writing program, 2) supporting teacher learning, and 3) working with students who struggle with reading. This practicum is open to matriculated students only; the seminar is a second-tier course and should be one of the final courses in the Literacy Education Master's sequence. Prerequisites: 21 credits in literacy coursework including the following literacy content courses: EDU 565 or EDU 620, and EDU 566 or EDU 626, and EDU 512, and EDU 514, EDU 614, and EDU 621, and program permission. Cr 3-6.

This course is designed for students who are completing the Teacher Leadership Program. It provides students with the opportunity to: (1) complete a capstone inquiry project in an area related to teaching and learning and that is of particular concern or interest, (2) to develop a final product that describes the topic of inquiry, methods, and findings or insights, and (3) to make public the process of inquiry and its results. The final product will take the form of an action research project. The course takes the form of a professional community where students and the instructor engage in collegial interaction, peer learning, and reciprocal feedback. Prerequisite: Completion of at least 24 of 30 credits towards the Ms. Ed in Teacher Leadership. Cr. 3.

The course, through the use of case studies, simulations, readings, presentations and discussions will focus on students: (1) learning the nuts and bolts needed for daily school leadership; (2) examining current issues facing school administrators; (3) learning strategies for managing and understanding oneself within the administrator¿s role; (4) studying specific financial skills required of the school administrators; and (5) articulating positions on current educational practices. Prerequisites: Program Permission. Cr 3.

This course is focused on evaluating and supervising teaching performance. EDU 679 offers a framework of supervisory concepts and asks students to apply these concepts to the settings and clientele they would likely encounter from elementary through adult education. A major course goal is for students to acquire the knowledge and skills required for effective supervision and evaluation of teachers and other school personnel so that student achievement is enhanced. Students will conduct multiple clinical supervision sequences (e.g., mini-observations, walkthroughs, classroom observations, etc.) in an educational setting using various data-gathering tools and techniques, align these observations to various professional standards, and practice their feedback and questioning skills. Cr 3.

This three semester (9 credit hour) course serves as the capstone experience in the Educational Administration program for aspiring principals. The internship is designed to immerse the graduate student in the everyday tasks of the building administrator, providing an opportunity for the student to actually apply the skills and knowledge gained throughout the Educational Leadership program. The early focus of the course is on the internship in a school setting designed jointly by the student, the internship faculty member, and a school-based principal. Throughout the remainder of the internship, students complete an ongoing journal, develop a leadership platform (portfolio), conduct an investigation on an aspect of financial management, and formulate a leadership project based on an issue of importance to the school. Each graduate student is required to produce a written report on the leadership project and to present it at the conclusion of the course. Taken at the conclusion of the EDL program. Prerequisite: Program permission. 9 credits (3 credits per semester or term) (allowed to repeat in a semester).

This three semester (9 credit hour) course serves as the capstone experience in the Educational Administration program for aspiring curriculum coordinators. The internship is designed to immerse the graduate student in the everyday tasks of the curriculum coordinator, providing an opportunity for the student to actually apply the skills and knowledge gained throughout the Educational Leadership program. The early focus of the course is on the internship in a district/central office setting designed jointly by the student, the internship faculty member, and a curriculum coordinator. Throughout the remainder of the internship, students complete an ongoing journal, develop a leadership platform (portfolio), conduct an investigation on an aspect of financial management, conduct a study of community demographics, and formulate a leadership project based on an issue of curriculum/instructional importance at the school or district level. Each graduate student is required to produce a written report on the leadership project and to present it at the conclusion of the course. Taken at the conclusion of the EDL program. Prerequisite: Program permission. Credit hours: 9 credits (3 credits per semester or term)(allowed to repeat within a semester).

This course is designed to lead students through the process of completing a dissertation proposal. At the end of the course, students will have completed a dissertation proposal that includes: a problem statement, complete research review, a research question, hypotheses, if appropriate and a methodology section. The course will address each of the proposal components in a recursive fashion, developing, sharing, and refining of content. Students will be expected to work closely with their dissertation chair in finalizing the proposal. Successful completion and dissertation committee approval of the proposal are prerequisites for continuation toward the dissertation. Prerequisite: Successful completion of EDU 706. Cr 3.

This course will address, in an ecumenical and inclusive format, the growing renaissance in the psychotherapeutic community and in the larger American society of the integration of spirituality and religious values. Various aspects of spirituality and religion will be explored as they relate to the counseling process. The course will seek to increase the awareness of counselors to potential areas of client concern, including spiritual journeys, early religious training, search for meaning, personal relationship with the divine, and death and bereavement. Participants will explore various religious and spiritual practices, including, but not limited to, Islam, Buddhism, Native American beliefs, Hinduism, Christianity, and Judaism. Cr 3.

This course focuses on developing multicultural awareness, understanding influences of culture and worldviews across the life cycle, examining issues of diversity, i.e., race, ethnicity, gender, age and disability in human interactions and recognizing attitudes and perceptions of diverse populations. The effects of developmental, bio-psychosocial changes including disability on individuals and their families within a cultural context are explored. The course examines worldviews, values and beliefs about diverse groups reflecting differences in race, ethnicity, gender, age and disability and family dynamics within a pluralistic society. Students will develop multicultural awareness of counseling competencies relative to diversity including disability, within rehabilitation and counseling practice. The course also introduces cultural foundations of human growth and development, and effects of cultural values and traditions across the lifespan. Implications for counseling the culturally different introduces a framework to guide rehabilitation and counseling professionals in serving diverse populations and their families, inclusive of differences in race, ethnicity, gender, age and disability. A field experience of 15-20 hours with an associated report is required. Cr 3.

This course covers the historical, scientific, professional, and societal beliefs that have surrounded diagnostic psychiatry and the concepts of recovery from mental illness. Particular emphasis is given to recovery-oriented standards of care, ex-patients movement, legal rights and protections, medications, alternative treatments, trauma, and ethical issues in service delivery. Students will also explore their own values and motives for entering the field and examine the strengths and liabilities they may bring to their work. Cr. 3.

This course focuses on basic principles of group development and on dynamics of group interaction. The improvement of facilitative skills is emphasized. Open to matriculated graduate students only. Cr 3.

This course is an advanced field experience for students in Counselor Education. The purpose is to offer supervised opportunities to apply classroom knowledge, skills, and experiences in actual professional situations and settings. Students are required to complete 100 internship hours per credit (40% direct services), participate in weekly on-site supervision, and attend on-campus group seminars of 2.5 hours, present and analyze their internship experiences, and record and evaluate their activities, learning, and performance. Prerequisite: HCE 690 and 691, matriculated students only. Cr 1-12.

This course examines the role of spirituality in adult and higher education. Historical and contemporary perspectives on ways in which spiritual issues influence the lives of educators and learners are explored. Questions this course investigates include: What is spirituality? How are core practices in adult and higher education such as learning, facilitating, advising, training, and managing affected by spiritual principles? In what ways has spirituality influenced social change in adult education? How does understanding and practicing spiritual virtues influence the personal and professional lives of educators and learners? Cr 3.

This course offers an overview of the political, social, business, and technological challenges of the global environment. Students gain an understanding of different perspectives of critical global issues (peace, poverty, energy, water, environment) and examine the ways of sovereign states and non-traditional "actors" assert their specific geopolitical interests. Critical attributes and functions of global leaders serving as ambassadors for their states/organizations/causes/brands are discussed, along with the role of international organizations (International Financial Institutions, etc.) in facilitating multi-state collaboration on development assistance and social progress. Students explore the origins of the craft of diplomacy and its modern state (regional diplomacy, trade diplomacy, e-diplomacy) and learn the foundations of diplomatic protocol and how cross-cultural competency contributes to the success of global leaders. Through readings, discussion forums, and case study analyses students will enhance their critical thinking skills and gain an understanding of key skills and best practices of effective global leaders. Cr 3.

This course focuses on the concepts, principles, and methods that may be used in research for leadership and organizational studies. Quantitative, qualitative, and mixed-method research designs used in organizational planning and decision-making and in the social and behavioral sciences will be considered. Students will apply the concepts learned in this course to design the proposal for their MLS capstone/thesis. Cr 3.

What are the roles of ethics and spirituality in leadership? Where does ethics end and spirituality begin? Students in this course will approach the study of leadership from the perspectives of meaning, values, and human connectedness. The hunger to understand our lives, be part of a larger whole, be complete, and serve are examined as they relate to the leadership process. Cr. 3.

This course investigates the study and practice of leadership in other countries. Students will travel to other countries and examine leadership issues in different contexts. Cr. 3.

This course provides an opportunity to explore, critique and synthesize, and compare and contrast the major leadership theories amongst our discipline (e.g., transformational, servant, complexity, followership, authentic, etc.) including classical, neoclassical, contemporary, critical, and emergent perspectives. Guided by an understanding of the principles of theory construction, the fundamental tenets of each theory are considered in relation to stated propositions, accrued evidence, organizational utility, and unanswered questions. Throughout the course, comparative analysis and critique of leadership theory are fostered with respect to the perennial questions informing research as well as scholarship and practice in the field of leadership studies and other disciplines with multiple perspectives for application to dilemmas and challenges in global and local organizations. Cr 3.

This course builds on prior qualitative coursework and introduces students to an advanced research design: mixed methods study. Students will learn techniques to analyze documents, archival techniques and practice multi-methods integration. Ethical issues in field work and the role of the researcher will be key topics for discussion. Individuals ready to begin proposal writing for the dissertation are encouraged to complete chapters one through three of their proposal. Prerequisite: LOS 715 with grade of B or better. Cr 3.

In this course, students will examine different organizational theories, compare them, learn how to assess whether organization functions are aligned with the espoused theory and critically examine them in the context of today's organizational challenges. Students will learn about the major principles of organizational theory while developing an understanding of how these theoretical concepts may be applied in meaningful ways. Students will learn techniques for analyzing organizational issues using a variety of perspectives and metaphors. The course begins with the study of classic theories and progresses to the critical analysis of emerging models. Students will explore advantages and disadvantages of each theory or school of thought to determine the functions of organizations for optimal operation. Cr 3.

Health-related activities represent more than one-sixth of the U.S. economy and include substantial investment of public and private resources. The goal of this course is for students to develop a critical understanding of the organization and financing of the American healthcare and public health systems. The course examines the factors that influence the health of individuals and populations; how health care services and health/public health systems are organized, financed, and governed; how these systems function; the relationships among consumers, public and private purchasers/payers, and providers; the market and policy environments affecting systems' performance; and the outcomes of these activities including the health and well-being of citizens. Cr 3.

The goal of this course is to introduce students to fundamental skills used in everyday public health practice. The course focuses on public health core competencies that have been defined by the field. Cr 3.

An independent study is a self-directed learning experience designed to develop a student's ability to plan, organize, research, and report or to develop specific skills beyond the classroom activity. Independent studies are intended to provide exposure to concepts or topics that are not covered by any other course in the program. An independent study must be related to students' academic program and be monitored by a program faculty member. Independent studies may take the form of either a reading or a special project. Prerequisite: instructor permission. Cr 3.

In this integrative, experience-based course, students work with a faculty capstone advisor to develop and complete a project to address a program evaluation need, a management, policy or practice problem, or research topic in their area of interest. Students develop and present a formal project proposal and present their final product upon completion. Prerequisite: instructor permission. Cr 3.

Detailed study of catalysts for curricular change throughout all aspects of music education: reform, content and objectives, evaluation, human rights, multiculturalism, technology, and development of a systematic approach to curriculum design and implementation. Cr. 3.

This course is designed to promote the effective application of research and other evidence to clinical practice. Examples may include evaluating and/or modifying current practice standards, disseminating research results, increasing clinical application of evidence-based interventions, or adapting and designing a research-based intervention. Prerequisite: NUR 604. Cr 3.

Clinical application of pharmacotherapeutic principles to psychiatric disorders across the life span are examined. Theory and principles of neurobiology are analyzed and applied. Drug pharmacodynamics, pharmacokinetics, pharmacogenomics, indications, contraindications, interactions, and side-effects are evaluated. Methods for evaluating efficacy of treatment and adjustment of pharmacotherapeutic regimens are emphasized. Cr 3.

Building on the learning initiated in OTH 504, this course provides the opportunity for students to expand their application of evidence-based concepts to the investigation of an occupational therapy question, need, or program evaluation. Students will continue work on evidence-based projects to answer the clinical question posed by a community partner. This will involve a variety of methods, including gathering and critiquing the evidence, synthesizing and summarizing findings, and presenting the findings to the community partner. Course sessions and assignments will be designed to guide students through the process of evidence-based practice. Prerequisites: OTH 504 and successful completion of all previous coursework. Cr 3.

This lecture and lab course addresses OT theory, evaluation, planning intervention, and documentation commonly used with children with mental health disorders impeding their occupational performance. Cr 3.

This course addresses occupational therapy theory, evaluation, planning, intervention, and documentation commonly used with adults with physical impairments which impede their occupational performance. Clinical conditions will be reviewed including etiology and symptoms, and will be integrated into active learning assignments. Contextual considerations for this area of OT practice are examined, including characteristics of the individual, families and caregivers, and the inter-professional team in physical rehabilitation practice settings. Class format includes lecture, demonstration, class discussion, group work and lab experiences providing students the opportunity to apply new knowledge to clinical cases, develop clinical reasoning, and learn hands on skills needed for entry level practice. Pre-requisites: Successful completion of all previous course work. Co-requisite: OTH 606. Cr 3.

Students will reflect on and integrate learning from First Fieldwork Level II and Evidence Based Practice coursework to develop a research proposal as well as explore current contextual considerations and roles in Occupational Therapy practice. Prerequisite: Successful completion of all previous coursework, including OTH 620. Cr 3.

Students will apply research concepts to the investigation of an occupational therapy question, need, or evaluation of OT practice. Cr 3.

The doctoral capstone experience must be a minimum of 14 weeks (560 hours). This may be completed on a part-time basis and must be consistent with the individualized specific objectives and capstone project. No more than 20% of the 560 hours can be completed off site from the mentored practice setting(s), to ensure a concentrated experience in the designated area of interest. Time spent off site may include independent study activities such as research and writing. Prior fieldwork or work experience may not be substituted for this doctoral capstone exerpeicne. Prerequisite: Completion of OTH 770. Cr 6.