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Educational Administration

EDAD 530 Foundations of School Administration (3)

A study of major opportunities, threats, and trends in the administration of elementary and secondary schools. The course includes an analysis of leadership skills required in the development of the school in such areas as the school program, human relations, facilities, and finances. It also includes a study of the legal rights, roles, and responsibilities of the various stakeholders in the educational endeavor.

EDAD 601 Supervision of Instruction (3)

An overview of the principles and processes of supervising instruction within the framework of teacher growth and development. This course explores the rationales, assumptions, processes and implications related to a variety of instructional supervision practices and contexts associated with supervision of instruction and teacher growth. Same course content as EDCI 601.

EDAD 610 Organizational Behavior (3)

A study of human behavior in organizations and its implications for management decisions and actions. Topics include perception, values, attitudes, motivation, group behavior, communication, leadership, power, politics, conflicts, organizational culture and change. Same course content as MGMT 610.

EDAD 640 Instutitional Finance (3)

Basic concepts of accounting and reporting, analysis, and interpretation of financial statement (working capital and liquidity), variance analysis of income statements and expenditure, principles of time value of money, and budgeting, an introduction to costing principles, and issues in strengthening the financial condition of an institution. (Not applicable to the MBA degree).

EDAD 650 Human Resource Management (3)

See MGMT 612 for course description.

EDAD 651 Principalship and School Improvement (3)

The study of leadership and its dynamics as it applies to the administration of elementary and secondary schools, highlighting planning and implementing change for school improvement. The course explores the principal’s role in providing moral, relational, instructional, and administrative leadership within the context of a school’s culture and in the management of the school's resources such as human resources, financial resources, instructional resources, and others.

EDAD 674 School Organization and Law (3)

A study of the principles of K-12 school law. The course addresses legal issues affecting teachers and principals including church-state issues, school board operations, teacher employment, and student welfare.

EDAD 729 Topics in ______ (1-6)

A study of current topics, issues and debates in the discipline. Emergent themes and competing ideas in contemporary literature will be covered to give students a wider perspective of the subject area.

EDAD 730 Financial Management for Educational Institutions (3)

An analysis of the financial and economic aspects of the administration of educational institutions, including sources of long-term financing, resource management, planning the use of funds, internal control, capital budgeting, risk and return analysis, and cost control. Prerequisite: EDAD 640 Administrative Finance. Credit may not be earned in both EDAD 730 and FNCE 646.

EDAD 742 Marketing for Not-for-Profit Organizations (3)

Application of marketing concepts and tools to not-for-profit organizations. Concepts and techniques covered include selection of target markets, marketing mix, marketing program development, implementation, and control of marketing strategies. Same course content as BUAD 618.

EDAD 750 Seminar in Administration and Institutional Development (3)

A team-led seminar that focuses on areas of perceived student needs and interests in educational administration and institutional improvement.

EDAD 780 Disciplinary Research Topics in Administration Policy/Management (2-4) 

Critical analysis of the research literature within a selected disciplinary topic. Classical and emerging literature are analyzed. Both a broad scan and a focused review of the literature are conducted. The purpose is to lay the foundation for the dissertation literature review. This course must be taken before, or concurrently with, EDAD 897. 

EDAD 786 Administration in Higher Education (3)

A study of governance in higher educational institutions and current trends for higher education in developing and developed countries. The course emphasizes leadership roles and principles in establishing administrative structures and processes for distinctive futures in academic programs and learning outcomes, instructional resources, student services, financial support, staffing, professional development, and evaluation.

Curriculum and Instruction

EDCI 515 Teaching and Learning in Higher Education (3)

An introductory course designed to prepare subject matter specialists to teach at the tertiary level. It focuses on characteristics of the adult learner and methods of teaching appropriate to higher education. The course is designed for those without an education background, and for that reason, in addition to teaching methods, it addresses topics such as instructional planning and design, curriculum, course outlines and lesson planning, evaluation, the selection and preparation of learning materials, and the use of technology in teaching, as well as research on best practices in adult learning.

EDCI 520 Methods of Teaching Elementary _______ (2-3)

A study of principles, content, strategies, materials, technology, and current research related to the teaching of the selected content area at the elementary level. This course deals with the development of a sense of the professional landscape in the content areas at the respective levels, understanding of research-based teaching strategies, use of modern technologies, connecting the content area with other academic disciplines, strengthening commitment to service through education, and trends and issues related to the content areas. Students may take up to 6 credits of methods courses, with a maximum of 3 credits in a specific content area.

EDCI 521 Methods of Teaching Secondary _______ (2-3)

A study of principles, content, strategies, materials, technology, and current research related to the teaching of the selected content area at the secondary level. This course deals with the development of a sense of the professional landscape in the content areas at the respective levels, understanding of research-based teaching strategies, use of modern technologies, connecting the content area with other academic disciplines, strengthening commitment to service through education, and trends and issues related to the content areas. Students may take up to 6 credits of methods courses, with a maximum of 3 credits in a specific content area.

EDCI 530 Instructional Planning & Evaluation (3)

Principles and practices for organizing classroom instruction and evaluation of learning. The course will provide theoretical as well as hands-on experiences in the three phases of instruction: preplanning, unit and lesson planning, and post-lesson activities. The preplanning phase of instruction includes the selection of content and resources, and the needs of the learners. The unit and lesson planning phase deals with the process of instructional planning, methods of teaching, and ongoing assessment strategies. Selection of appropriate instructional evaluation procedures will be included in the post-lesson phase of instruction.

EDCI 601 Supervision of Instruction (3)

See EDAD 601 for course description.

EDCI 610 Classroom Management (3)

A comprehensive view of classroom management. This includes areas such as understanding student academic and psychosocial needs, establishing positive teacher-student-parent and peer relationships, student motivation, discipline, establishing rules and procedures, and maximizing on-task behavior.

EDCI 615 Instructional Models (3)

Designed to increase the teaching repertoire of teachers and other instructional leaders interested in improving instruction. The power and usefulness of research-based teaching models are presented. The emphasis is on developing a repertoire of complex teaching models or strategies of teaching/learning through guided practice and feedback. Participants develop their ability to reflect on their own teaching performance and provide effective feedback and support to others. (Prerequisite: EDCI 526). 

EDCI 620 Foundations of Curriculum (3)

Philosophical, historical, psychological and sociological foundations that shape curriculum practices. This course includes an introduction to the literature, theories, and designs of curriculum. The approach will be analytical and theoretical, attempting to clarify the relationship between theory and practice.

EDCI 622 TESOL Methods for Content-Area Reading and (3)

See EDTE 622 for course description.

EDCI 625 Instructional Media (3)

Philosophical, technical, ethical, and practical issues in using technology in the classroom. The course emphasizes both developing technical skills in technological areas appropriate to education, as well as exploring the educational advantages and disadvantages of using technology. Topics include the selection, production, utilization, and evaluation of audio, graphic, and electronic educational materials. Students will develop educational materials using technology, and present them publicly. A computer laboratory fee will be charged.

EDCI 632 Inclusive Instruction (3)

An exploration of the approaches that can be used by teachers for inclusion of exceptional learners, including gifted learners, in the regular classroom setting. The characteristics of enabling conditions will be analyzed, and appropriate educational programs and issues of assessment will be addressed. Current trends and the impact of legislation upon special education and inclusive practices will be reviewed. Strategies and methodsfor dealing with different levels of ability within the regular education classroom will be examined.

EDCI 640 Process of Curriculum (3)

A comprehensive introduction to the components of curriculum development. This course examines the process and product aspects of curriculum for schools. Students will learn the basic theory and skills of conceptualizing, designing, constructing, implementing, and evaluating curriculum. The course will include issues of curriculum change, and the roles of curriculum participants and specialists in all curriculum activities. Students will create original curriculum documents within a limited scope.

EDCI 645 Instructional Evaluation (2-3)

The manner in which evaluative procedures contribute to the teaching/learning process and to the improvement of educational decisions. Topics include measurement theory; the alignment of evaluative procedures with teaching objectives; diagnostic, formative, and summative evaluation; the assessment of ability, achievement, aptitude, interest, and personality; alternative forms of evaluation, such as process and product assessment; the interpretation of standardized test data; the reporting of evaluative results; and trends and issues in instructional evaluation.

EDCI 685/785 E-Learning (3)

Educational issues specific to online learning, both as a supplement to or a substitute for face-to-face interaction. Attention is given to principles and strategies of teaching and learning online and how they differ from traditional methods, curriculum and instructional design issues relating to online environments, online assessment strategies and tools, and an introduction to administrative and technical support, together with actual course development applications. The course will provide students with hands-on experience in an online environment. Prerequisites: a graduate course in curriculum, and EDCI 625 Instructional Media.

EDCI 730 Advanced Curriculum Theory (3)

Streams of curricular thought based on extant literature. Consideration is given to the shifts of perspective in curricular theory over time, primarily throughout the twentieth century, leading to the present; the relationship of curriculum theory to major philosophical frameworks and assumptions; the interaction of the commonplaces of curriculum, and the dominant models of curriculum. Prerequisite: EDCI 620 Foundations of Curriculum or EDCI 640 Process of Curriculum.

EDCI 750 Seminar in Curriculum and Instruction (3)

Current and emerging topics in curriculum and instruction within a seminar format. The course will consist of structured discussions, research based presentations, and presentations of position papers.

EDCI 765 Advanced Instructional Processes (3)

Introduction and practice of advanced teaching strategies that rely on systematic instruction based upon theory, research, and scholarly thinking in specific disciplines. It relies substantively on digital teaching/learning tools, dispositions, and skills of the 21st century. Designed to increase teaching repertoire, feedback, and support of others within the context of teaching/learning communities. (Prerequisites: EDCI 615, EDCI 625.) 

EDCI 780 Disciplinary Research Topics in Curriculum/Instruction (2-4)

Critical analysis of the research literature within a selected disciplinary topic. Classical and emerging literature are analyzed. Both a broad scan and a focused review of the literature are conducted. The purpose is to lay the foundation for the dissertation literature review. This course must be taken before, or concurrently with, EDCI 897.

Educational Foundations

Credits earned under an EDFN prefix do not apply toward a graduate degree in Education. Courses with an asterisk (*) are available as self-study modules.

EDFN 500 Fundamentals of English (3)

Basic English language skills in reading, writing, listening, speaking, and grammar. This course will develop Academic English skills such as fluency, accuracy, critical thinking, comprehension, and retention, preparing students to succeed in an English-medium educational environment. This course does not apply toward the MA in Education or the MAT in English Education.

EDFN 501 Methods of Learning and Instruction (2)*

An introduction to the methods and techniques of teaching based on major principles of learning. The course provides knowledge and skills of selecting and organizing teaching materials, developing instructional plans, and teaching selected content areas using a variety of research-based strategies.

EDFN 505 General Linguistics (1-3)

A survey of the main linguistic areas. The course introduces the major fields of general linguistics, providing the foundation needed in the understanding of language, language use, and language function. Itprovides an overview on syntax, lexicology, semantics, pragmatics, and morphology. This course may also include phonetics and phonology, and discourse analysis, should the number of credits allow it.

EDFN 506 English Composition (1-3)

A study of the fundamental writing principles and strategies. Techniques highlighted include writing complete sentences, paragraphs and essays with cohesion, clarity, structure, and appropriate vocabulary. The use of analytical thinking, argument, and critical thinking that takes writing from the initial brainstorming stage to the final product will be highlighted.

EDFN 508 Creative Writing (2)

A “workshop” introduction to the fundamental working models of creative writing, including poetry, short stories, essays, and prose. Students will read and analyze a wide range of literary texts, however, the principal focus of the class will be writing, both to apply techniques used by others, and to adapt them to the student’s own creative work. The major means of assessment will be a portfolio of the student’s creative and analytical written work.

EDFN 510 Teaching Practicum (1-3)

Experience-based instruction in actual school settings with the support of a mentor. Experiences will include classroom observations, preparation and delivery of learning activities, instructional evaluation, and exposure to instructional leadership.

EDFN 511 Higher Education Teaching Practicum (1-3)

Tertiary level teaching experience with support from a faculty mentor. Instructional activities will include developing a course outline, preparing the lesson and teaching, and implementing instructional evaluation.

EDFN 515 Teaching and Learning in Higher Education (3)

See EDCI 515 for course description.

EDFN 518 Educational Psychology (2)*

An introduction to psychological theories in education. Topics include learning theories and the nature of learning, including Christian goals of learning and learning as development. It also examines student diversity, barriers to learning, and Christian approaches to improving learning through effective classroom management, motivation, and instructional activities.

EDFN 520 Philosophy of Adventist Education (2)*

A comprehensive in-depth study of the underlying philosophy of Adventist education, emphasizing the complementary functions of the church and the school in the education-redemption process. In the context of the great controversy between good and evil, the course explores such topics as thenature of the student; the nurturance of faith, practical godliness, and personal piety.

EDFN 525 Instructional Evaluation (2)*

An exploration of the purposes and procedures used in assessing student learning. This course will introduce basic terminology and strategies related to both formative and summative evaluation of instruction. A thorough discussion of designing, constructing, administering and grading classroom tests and using authentic assessment will be included. 

Instructional Technology

EDIT 660 Educational Information Systems (3)

A study of the design, establishment, operation, and control of integrated, computer-based information systems that can support the educational process. Topics discussed include the structuring of information systems for educational purposes, hardware and software systems and their effects on learning, quality assurance, information gathering, storage, retrieval, and control. Credit may not be earned in both EDIT 660 and BUIT 660.

EDIT 662 Managing Technology in Schools (Hardware & Software) (3)

The role of technology management in schools. This course provides basic knowledge and skills necessary to maintain software and hardware in an educational institution. Students will learn basic maintenance, including an introduction to networking and security, how to select, install and update software, troubleshoot and upgrade hardware components, maintain and replace computer parts, and assemble and disassemble microcomputer systems. The course will also cover computer system management, and how to plan, and organize, and maintain the computer system in a school,identifying and anticipating educational needs and system failure, and providing proper solutions.

EDIT 668 Telecommunications, Networking and Security (3)

See BUIT 668 for course description.

EDIT 674 Database Applications (3)

See BUIT 674 for course description.

EDIT 681 E-Marketing for Education (3)

Principles of digital imaging and design for the production of marketing materials for education. The focus of this course includes concepts such as digital image preparation, internet marketing analysis and strategy, and building the institutional image through digital media. Students will explore various skills in digital imaging, and will develop digital marketing materials for institutional uses. Credit may not be earned in both EDIT 681 and BUIT 681.

EDIT 682 Web Tools for Education (3)

The use of Internet technologies to facilitate the educational process. Topics covered include fundamentals of design for the World Wide Web, graphics standards, web site hosting, and educational uses of internet technology. Students will gain basic skills in developing a simple web site. Students will explore and evaluate various web technology tools for education, and discuss trends and issues in web-based education. Students will complete a website development project, and design, produce, and evaluate web-based educational materials. Credit may not be earned in both EDIT 682 and BUIT 682.

EDIT 692 Fieldwork in Instructional Technology (3)

Instructional technology integration project. This course lays the groundwork for institutional planning for educational change in the area of technology. It includes planning, implementation, and reporting after the implementation has been completed. Plans may include teacher seminars, the development of educational materials, hardware and software acquisition, or other appropriate activities. Students should expect to spend a minimum of 180 clock hours on fieldwork activities in total.

Religious Education

EDRE 612 Pastoral Care and Counseling (3)

See CHMN 612 for course description.

EDRE 635 Youth Ministry (3)

See CHMN 635 for course description.

EDRE 679 Ministry and Spiritual Life (3)

See CHMN 679 for course description.

EDRE 710 Seminar in Family Life Issues (3)

See PHFN 625 for course description. Also identical to CHMN 710.

 

Teaching English to Speakers of Other Languages (TESOL)

EDTE 500 Fundamentals of English (3)

Basic English language skills in reading, writing, listening, speaking, and grammar. This course will develop Academic English skills such as fluency, accuracy, critical thinking, comprehension, and retention, preparing students to succeed in an English- medium educational environment. This course does not apply toward the MA in Education or the MAT in English Education.

EDTE 520 Applied Grammar for Teachers (3)

A simplified version of EDTE 580 Advanced Grammar for Language Teaching. Designed for content specialists who will be teaching in English. An introduction to English grammar, syntax, and usage patterns, and methods of presenting them to language learners. Course will include grammatical concepts, as well as techniques for helping students acquire grammatical patterns.

EDTE 521 Writing Across the Curriculum (3)

A course designed to develop English writing skills, and to prepare teachers to develop similar skills in their own students as they teach their own content subjects. Includes structure and organization, grammar and punctuation, and thinking and reasoning skills, as well as creative ways of integrating writing into every subject as a means of learning.

EDTE 523 Teaching Developmental Reading for Language Learners (3)

A study of the role of content courses in the development of reading, comprehension, vocabulary, and thinking skills. Emphasis is placed on comprehension, retention, and vocabulary development skills needed by language learners across the content areas. The course includes a survey of appropriate teaching aids suitable for all learners, including criticalevaluation, media literacy, and addressing underlying issues such as bias, power, and culture.

EDTE 528 TESOL Methods in Speaking and Listening (3)

An introduction to concepts of phonetics and phonology for language teachers. Techniques for teaching pronunciation, and assisting learners in gaining fluency and grammatical accuracy in real-time oral language production, as well as for developing general and specific listening skills. Includes selection of materials, testing, group, and laboratory techniques for oral skills development. Class activities include observation and teaching practice at various ages and levels of language ability.

EDTE 580 Advanced Grammar for English Language Teaching (3)

English grammar, syntax, and usage patterns, and methods of presenting them to language learners. Course will include advanced grammatical concepts, as well as techniques, curricula, and materials for language teaching, and testing of grammar-related content. Includes observation and teaching practice at various ages and levels of language ability.

EDTE 620 Second Language Acquisition (3)

An overview of theories of first and second language acquisition, including comprehensible input, the monitor hypothesis, and order of acquisition. The role of linguistics in understanding language acquisition. The differences between learning and acquisition, EFL, ESL, and ESP, pedagogy and andragogy, integrative and instrumental motivation. Traditional and current approaches to language teaching will be discussed, including grammar/translation approaches, and communicative language teaching.

EDTE 622 TESOL Methods for Content-Area Reading and Writing (3)

A study of the role of content courses in the development of reading and writing, grammar, vocabulary, and thinking skills. Emphasis is placed on the integration of writing and study skills in order to enhance retention in all content areas. The course includes a survey of appropriate teaching aids suitable for all learners, incorporating critical evaluation of numerical data, technology, and media literacy, including underlying issues such as bias, power, and culture. Experiences in the class include observation and teaching practice at various ages and levels of language ability.

EDTE 630 Pragmatics (3)

An overview of the cultural development and history of the English language. Effects of culture on language learning. How language and culture overlap, interact, and influence each other. How to manage, read, and adapt cultural indicators to language learning. Directness, intensity, proper social behavior, power relations, and other pragmatic issues that affect language learning contexts.

EDTE 689 Evaluation and Design of TESOL Materials (3)

An instructional guide in how to find TESOL materials, evaluate them, and adapt them to meet the needs of different English language learners’ needs. The course also provides students a large selection of strategies used to design texts, tasks, and instructional activities for English language learners.

Education

EDUC 526 Pedagogical Foundations (3)

A course designed to improve basic teaching practices. The emphasis will include both teaching/learning concepts such as philosophical assumptions of learning and nature of learners, and teaching/learning processes apply to all ages and all subject matter. Participants become a member of a study group and present teaching episodes and participate in structured coaching and focused feedback processes.

EDUC 600/700 Orientation to Graduate Studies

Introduction of graduate studies at AIIAS Graduate School. The purpose is to initiate the student into the AIIAS Graduate School culture. Topics will include study of mind/learning styles, personal learning characteristics, graduate study skills including familiarity with the use of digital tools, formation of professional learning communities, and preparation of an individual course plan from an Adventist perspective.

EDUC 582 Foundations of Christian Curriculum (3)

A survey of the historical, philosophical, psychological, and sociological foundations of education. Emphasis is given to the relationship of these foundational areas to the design and practice of contemporary Christian education.

EDUC 600/700 Orientation to Graduate Studies 

Introduction of graduate studies at AIIAS Graduate School. The purpose is to initiate the student into the AIIAS Graduate School culture. Topics will include study of mind/learning styles, personal learning characteristics, graduate study skills including familiarity with the use of digital tools, formation of professional learning communities, and preparation of an individual course plan from an Adventist perspective.

EDUC 602 Introduction to Counseling (3)

An introduction to the counseling profession in school and community setting. This course includes historical development, theoretical approaches, professional issues, and current trends in counseling, as well as an examination of Christian counseling models. Emphasis is given to the role and functions of counselors in varied settings.

EDUC 620 Developmental Psychology (3)

Study of physical, intellectual, personality, social, and emotional development from conception through the lifespan, examined through an ecological framework. This course examines particular needs of individuals and families throughout the life cycle from a range of cultural perspectives, and how aspects of family formation impact on human development.

EDUC 624 Faith and Learning in Christian Education (3)

Interdisciplinary consideration of Christ-centered, Bible-based, faith-nurturing educational theory and practice. This class will assist students in developing a personal, experiential faith and a balanced lifestyle in which the spiritual aspects of life blend naturally with day-to-day activities, as beliefs, values, experiences, and attitudes of their Christian worldview are integrated into the total school environment.

 

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