Education

Faculty/Staff

Cheryl The, Chair; Heather Archer Wilson, Michael England, Program Director and Certification Officer;

Staff: Michelle Quiej, Administrative Assistant

Adjunct: Donna Berkner, Raul Clarke, Paul Des Jardins, Randy Gillam, Kisha Norris, Marcel Sargeant

Mission

The Southwestern Adventist University Education Department is committed to inspiring knowledge, faith, and service through Christ-centered education. Our mission is to prepare effective educators who are equipped for teaching in faith-based and/or public schools.

EDAD 505 : Management of School Resources

A course designed to explore the planning and management of school resources. Designed to prepare building level administrators to understand the issues influencing the planning and management of personnel, financial and capital resources at the school building level.

credits

3

EDAD 510 : Legal Aspects of Education

A philosophical consideration of the ethical principles, legal rights, responsibilities, and liabilities which influence the teacher's professional behavior.

credits

3

EDAD 515 : Foundations of Educational Administration

Examines the fundamental principles and concepts of organizational theory, structure and climate. There is an emphasis on the administrative processes and professional ethics of leadership, motivation, decision making, communication, organizational change and strategic planning. The course offers opportunities to apply theory to professional practice through the use of case studies. Emphasis on administrative competences and planning for effective change within a complex educational environment for effective administrators.

credits

3

EDAD 520 : Trends and Issues in Education

Provides students the opportunity to examine the process of educational change and reform from a variety of perspectives. Emphasis is placed upon the understanding of the change process itself, factors producing, facilitating, and inhibiting change, and the impact of major social, political, economic, and education issues on the role of school leaders and the delivery and quality of programs and services. Highlights the changing role of our educational system in meeting demands of our post-industrial society.

credits

3

EDAD 525 : Instructional Leadership

Designed for principals, superintendents, and instructional supervisors concerned with the improvement of teaching and learning by professional supervision; the role, aims, and principles of instructional supervision; introductory study of supervisory techniques.

credits

3

EDAD 530 : Internship in Education

The application of theory, knowledge, and skills in authentic educational settings. Required of all certification candidates and serves as the culminating experience and the capstone of the degree/certification program. During the internship, students will assess the suitability of their skills and dispositions for administrative work; integrate skills and knowledge previously acquired; and become socialized into the administrative role. Grade assigned will be "credit" (CR) or "no credit" (NC). The internship requires 180 hours of experience at either a secondary, middle, elementary, or alternative school site.

credits

3

EDRE 505 : Reading Diagnosis and Remediation

Students will learn to diagnose problems in reading and explore remedial strategies. The class will review the fundamentals of the reading process and introduce the nature of corrective reading; describe lytic teaching and the analytic process; present foundations of language diversity; discuss reading related factors such as physical, psychological, and environmental correlates; and describe ways to assess and evaluate literacy performance. Specific information will also be provided on instructional techniques for the major literacy domains of oral and written language, word recognition, reading comprehension, meaning vocabulary, strategic reading for narrative text, strategic reading for expository text, and study skills.

credits

3

EDRE 510 : Composition: Process and Application

The course helps students understand the principles of composition, with special emphasis on modal organization, argumentation, and literary analysis, focusing on how best to help K-12 students improve their writing skills. We discuss theories of composition, including the processes of writing, such as heuristic devices, writing, and editing. Students learn to recognize and mark common errors in grammar and usage. Students will also improve their own writing skills by writing mode-based essays (including literary analysis), poems, and a short story.

credits

3

EDRE 515 : Advanced Children’s Literature

Students will examine current philosophy and research supporting literature-based reading instruction. The class will review four different models for preparing students for literature circles, using response logs, Post-it notes, and role sheets; address structures for primary, intermediate, middle, and high school grades; present alternative scheduling patterns for group meetings and reading time; develop mini-lessons for training, problem solving, and book sharing; examine tools and materials for assessing and grading literature circles; discuss ideas for using literature circles with nonfiction texts across the curriculum; and address common management problems and solutions.

credits

3

EDRE 520 : Language: Grammar and History

Students will examine how the history of the English language applies to its modern usage and grammar, particularly in the development of the parts of speech and sentence syntax. In addition, the class focuses on language issues in the current classroom: non-standard usage, ESL differences, and techniques for teaching grammar. Students will produce a graduate research paper as well as a detailed analysis of representative sentences.

credits

3

EDRE 525 : Advanced Reading Methods

Students will examine current philosophy and research supporting methods of teaching reading. The class will address each of the components of a reading curriculum: independent reading, guided reading, book talks, phonics and word study, reading aloud, strategy mini- lessons, conferencing, leveled readers, reading assessment, and supporting struggling readers. Students will learn to organize and run reading workshops for different age groups. Students will examine some components of good reading, such as comprehension strategies, narrative and information text strategies, and writing about reading.

credits

3

EDRE 550 : Literacy Practicum

Students will observe reading classes and instruct those classes, under supervision, on the elementary and secondary levels. Each student will arrange for the assessment of one elementary, middle school, or secondary student thought to have potential reading and/or writing difficulty and will provide instruction and support. A case study of the elementary or secondary student will be presented which will include daily lesson plans, reflections, anecdotal records, journal, pre-and post-assessment data, and a summary report.

credits

3

EDSC 545 : Dinosaurs for Teachers

This class is designed for teachers who need science credit for an advanced degree in education. Content covered include developing a working knowledge of geology, consideration of all of the major dinosaur groups, detailed understanding of the Upper Cretaceous fauna of the Lance Formation, issues in each science and origins, and acquiring "hands-on" experience in how science works. Lab work will include learning excavation techniques for fossils, and excavating dinosaur bones from quarry sites, and contributing to the on-going scientific investigation of the taphonomy of dinosaurs. The class is taught in Wyoming during the month of June, 2 Lecture, 2 Lab.

credits

4

EDUC 505 : Philosophical Foundations of Education

This course will examine theological and philosophical foundations of major world views and critically analyze the effect of major world views and post-modernism on education, and religion from a Christian standpoint.

credits

3

EDUC 525 : Psychology of Learning

A study of psychological, social, environmental and biological factors affecting the ability to learn will be explored. Impact areas such as gender, culture, race, self-concept, perception, cognition and emotion will be examined. An historical review of major learning theories will also be addressed.

credits

3

EDUC 535 : Educational and Psychological Research

The study of scientific and disciplined inquiry applied to educational issues. Course content includes quantitative and qualitative research approaches as well as an overview of elementary statistics. Students learn how to critically evaluate and utilize research.

credits

3

EDUC 550 : Curriculum Development

Descriptions and analyses of conceptual models of curriculum theory, curriculum development, and curriculum inquiry and research.

credits

3

EDUC 555 : Statistical Methods

This course covers the calculation, use, and interpretation of descriptive and inferential statistics at the graduate level. This course introduces inferential statistics and their application to research design. Parametric and non-parametric approaches to the analysis of data are addressed with emphasis on application and interpretation of a number of statistical tests used in research at this level.

credits

3

EDUC 560 : Principles of Instruction

An examination of foundations, principles and concepts inherent in the field of curriculum. Focuses on the qualities of a good instructor, the basic instructional methods, and the kinds of behavior that causes learning to take place. Involves knowledge of, and understanding about learning, methods and strategies for program planning, design, implementation, and evaluation. Includes the development of working skills needed in cooperative planning, curriculum revision and related research in the areas of brain-based learning, styles, and the multiple intelligences.

credits

3

HIST 500 : History Methods and Historiography

A graduate-level introduction to the skills used in the profession of history. Students will use primary and secondary sources as well as historical journals, indexes, and databases as they produce a major research paper, bibliography, and book review; prepare a presentation based on their work; and engage in other activities relative to critical thinking within the discipline of history. Students will also study important trends in historiography.

credits

3

HIST 501 : Colonial America—1607 to 1783

Early American history remains relevant for historians due to the brevity of American history, as well as the fascinating personages who comprise this era. The Colonial and Revolutionary period crucially laid the foundation for much of what remains in the United States today. The successes of the Founding Fathers in eradicating monarchy and establishing a new government contrasts with their failure to end the evil of slavery. Recently, scholarship surrounding this period has included the influences of women and gender, imperial history, and themes such as the Atlantic World. This course should lay a foundation for not only the history of this period, but the historiography concerning different themes during the Colonial/Revolutionary era. At the end of this course, students should leave with a more nuanced view of the themes and figures surrounding this period.

credits

3

HIST 502 : The Early American Republic—1783 to 1837

This course is an in-depth study of United States history from the Articles of Confederation through the Constitution, War of 1812, and Jacksonian Democracy.  It is a reading and writing intensive course intended for the graduate qualification of secondary teachers who wish to teach early American history.  The course is designed to build on the basic undergraduate American history courses that provide an overview of the period.

credits

3

HIST 503 : Civil War and Reconstruction—1837 to 1919

This course explores this era as a “hinge” period of American history, as well as a “linchpin” between what the United States was in the young federal era and what it would become after WWI.  It saw the United States win its internal struggle over secession and later help defeat the Central Powers in World War I. Yet in between, it struggled with the pacification of Native Americans, a misguided attempt at Empire, and the nagging question of racism. Students should leave this course with a detailed overview to help them teach these topics, plus a basic bibliography, plus a knowledge of the historiography of the various topics included.

credits

3

HIST 504 : Modern America—1919 to the Present

This course explores the rapid transformation of politics, economics, society, and culture faced by the United States following the end of the Great War.  Major themes explored throughout the quarter include the unease of the 1920s, the Great Depression, World War II, consumerism, the tenets of anti-Communism, the contention of the 1960s, civil rights and social movements, and the rise of conservatism.  As the major components of this class include completing the assigned readings, generating an annotated bibliography, researching and presenting the course service learning project, and taking oral exams, students enrolled in this class will have numerous opportunities to develop the skills inherent to the field of history in particular and a liberal arts education in general.

credits

3

HIST 505 : Teaching College History

This course is designed to prepare graduate students to teach college-level history courses, particularly in a dual-credit or dual-enrollment setting.  Instruction will be delivered via SWAUonline, with a one-week on-campus intensive session.

credits

3