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Statistics |
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STAT 5342 - Regression Analysis
Credit(s): 3
Linear regression, non-linear models, multiple regression.
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STAT 5343 - Stochastic Processes
Credit(s): 3
Markov chains, Poisson and renewal processes, continuous-time Markov processes, including birth and death processes, queuing theory.
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STAT 5344 - Applied Multivariate Analysis
Credit(s): 3
Cluster analysis, factor-analysis, discriminant analysis, canonical correlation analysis and multivariate analysis of variance and covariance.
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STAT 5345 - Applied Nonparametric Statistics
Credit(s): 3
An introduction to nonparametric analysis of the following: dichotomous data problems, one- and two-sample location problems, dispersion problems, and the one- and two-way layout. Nonparametric measures of association and basic nonparametric methods in regression.
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STAT 5346 - Applied Time Series
Credit(s): 3
Time series of regression, autocorrelation and partial autocorrelation functions, autoregressive moving average models, model identification and specification techniques, stationarity and intertibility conditions, seasonal and nonseasonal modeling, forecasting.
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STAT 5360 - Statistics for Nursing
Credit(s): 3
This course provides an exploration of the applications of statistics to the field of nursing.
Repeated: No
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STAT 5385 - Advanced Topics in Statistics
Credit(s): 3
This course covers topics in statistics.
Repeated: No
Non-Course Prerequisite(s):
graduate standing and consent of instructor
Registration Restriction by Classification
Master’s Candidate, Doctoral
Registration Restriction by Major
MATH
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STAT 6390 - Advanced Topics in Statistics
Credit(s): 3
Students study advanced topics in statistics.
Repeated: Yes
Registration Restriction by Classification
Doctoral
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Student Affairs |
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SAHE 5319 - Introduction to Student Affairs
Credit(s): 3
The purpose of this course is to provide a survey and overview of student affairs theory and practice. It introduces students to the foundational philosophies of the profession, examines the integration of student affairs functions and administrators in higher education, explores the variety of roles student affairs professionals play on college campuses, and seeks to develop an understanding of institutional cultures and the professional’s role within those cultures.
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SAHE 5336 - Diversity Issues in Student Affairs
Credit(s): 3
This course provides an introduction to human diversity and its impact on student affairs practices. Some aspects of diversity to be addressed include culture, ethnicity, lifestyle, socioeconomic status, religion, age, gender, appearance and abilities. Identity development models and the effects of privilege, oppression and acculturation on individuals and groups will be explored.
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SAHE 5337 - Organization and Group Dynamics
Credit(s): 3
In this course, the application of group techniques and processes of groups will be covered. Students will gain knowledge and skills to work in groups with groups and as a group leader within the field of student affairs.
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SAHE 5343 - Theories of College Student Development
Credit(s): 1 To 3
This course examines major bodies of theory related to college student development and the contexts in which that development occurs. The course entails course readings, participation in a variety of formats during class sessions, essay writing, conducting a literature review, a group project and goal setting/reflection.
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SAHE 5345 - Leadership and Administration in Student Affairs
Credit(s): 1 To 3
An introduction to student affairs practice in higher education. The course will examine the historical, philosophical and theoretical roots of the profession, as well as the nature of the work student affairs professionals perform, the skills and competencies underlying the work of student affairs and the professional standards of the profession.
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SAHE 5346 - Ethical and Legal Issues
Credit(s): 3
This course examines ethical issues in student affairs along with ethical decision-making models and the CAS Standards.
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SAHE 5351 - Finance Issues in Student Affairs
Credit(s): 3
This course is designed to introduce higher education and student affairs professionals to the finance and resource management of higher education. The main objective is to provide leaders and practitioners with an understanding of the key concepts and issues related to federal, state and individual roles in the financing of higher education.
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SAHE 5356 - Professional Development Seminar
Credit(s): 3
Through the activities and objectives in this course, students will become prepared, competent, successful, caring and enthusiastic student affairs professionals. They will continue to develop a sense of service, leadership, professional and intellectual growth, with an emphasis on life-long learning and development.
Repeated: No
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SAHE 5381 - Interviewing and Helping Skills
Credit(s): 1 To 3
This course will teach the student the art of interacting with people both verbally and nonverbally. The skills learned in class can help not only in student affairs but also in personal communication with friends. Emphasis will be placed on the understanding of the principles of interviewing and on the demonstrated application of these skills by the student.
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SAHE 5696 - Student Affairs Practicum
Credit(s): 3 To 6
This practicum course provides on-site professional learning experiences in an identified student affairs office on campus. The practicum combines weekly responsibilities under the leadership of a site supervisor.
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Sustainable Community Development |
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SUST 5300 - Fundamentals of Sustainability
Credit(s): 3
An examination of theoretical and methodological issues in the study of human culture and social activity in relation to ecological systems and the environment.
Repeated: No
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SUST 5375 - Topics in Sustainability
Credit(s): 3
This course provides an indepth study of topics in sustainability (energy, study abroad, etc.). Title varies by topic.
Repeated: Yes
Registration Restriction by Classification
Master’s Candidate, Doctoral
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SUST 5395 - Field Experience in Sustainability
Credit(s): 3
This course is a supervised on-the-job experience related to sustainability. Internships are arranged by student in consultation with, and approved by, the instructor. May be repeated once with change in host.
Repeated: Yes
Registration Restriction by Classification
Master’s Candidate, Doctoral
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Theatre |
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DRAM 5027 - Advanced Acting Lab
Credit(s): 0
0 credit. Graduate level study of advanced acting techniques
Co-requisite Course(s): DRAM 5327
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DRAM 5028 - Advanced Directing Lab
Credit(s): 0
0 credit. Graduate level study of advanced directing techniques.
Co-requisite Course(s): DRAM 5328
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DRAM 5080 - Design for the Theatre Lab
Credit(s): 0
This course offers graduate-level study of advanced design techniques.
Repeated: Yes
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DRAM 5100 - Graduate Research
Credit(s): 1
Consent of instructor. 1 credit hour. Develop a comprehensive understanding of how research is conducted in theatre.
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DRAM 5150 - Graduate Practicum
Credit(s): 1 To 3
Practical experience in directing, stage management, assistant directing, promotions and costume, scenic or lighting design.
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DRAM 5175 - Advanced Graduate Studies
Credit(s): 1 To 3
One to three semester hours. May be repeated under different topic.
Note: No more than nine hours of graduate credit may be earned in DRAM 5175 and DRAM 5176 Repeated: Yes
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DRAM 5176 - Advanced Graduate Studies
Credit(s): 1 To 3
Same as DRAM 5175 but in a different topic.
Note: No more than nine hours of graduate credit may be earned in DRAM 5175and THR 576 Repeated: Yes
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DRAM 5315 - Survey of Arts Entrepreneurship
Credit(s): 3
Introduces enterprise concepts and terminology to artists interested in creating a business or nonprofit arts venture. Appropriate for students with a background in music, visual art, theatre, dance, creative writing, filmmaking, etc.
Repeated: No
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DRAM 5322 - History & Theory of Directing
Credit(s): 3
Three semester hours. Designed to investiage the theories and historical context of directing primarily in the U.S. and Europe.
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DRAM 5327 - Advanced Acting
Credit(s): 3
A study of period acting styles for advanced acting students.
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DRAM 5328 - Advanced Directing
Credit(s): 3
An intensive study of directing focusing on period plays and styles.
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DRAM 5329 - Directing Theatre for Youth
Credit(s): 3
A study of the special problems in directing young actors and a survey of the literature and materials applicable to this age group.
When Offered: Offered second summer session only.
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DRAM 5351 - Theatrical Process Lab
Credit(s): 3
Three semester hours. Designed to explore theoretical and practical theatrical processes as they relate to the development of critical standards
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DRAM 5360 - Drama Theory & Criticism I
Credit(s): 3
Three semester hours. Designed to investigate theoretical developments in theatre and their connections with theatre history and dramatic literature
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DRAM 5361 - Introduction to Playwriting
Credit(s): 3
An introductory course in writing for the stage.
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DRAM 5364 - Screenwriting
Credit(s): 3
Three semester hours. Graduate level exploration of techniques for television, film, and new media.
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DRAM 5380 - Design for the Theatre
Credit(s): 3
This course is a study of advanced techniques in design of scenery, costumes, makeup and lighting.
Repeated: Yes
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DRAM 5389 - Thesis Research
Credit(s): 3
Three semester hours. Principles of research, design, and analysis. Read and critique published research
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DRAM 5390 - Thesis Writing
Credit(s): 3 To 9
Instructor consent. Three semeter hours. May be repeated. Completion of captsone, research, or portfolio project.
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Human Development & Family Std. |
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HDFS 5333 - Family and Public Policy
Credit(s): 3
This course will explore the reciprocal connections between family functioning and public and private policies in this country and across the globe. Students will explore the ways families contribute to social problems, how families are affected by these problems and whether families should be involved in policy solutions. Students will assess the consequences policies may have for family well-being. The course will include theoretical frameworks for conceptualizing family policy, roles professionals can play in building family policy and approaches professionals can use in implementing these roles.
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HDFS 5334 - Theories of Human Development and Family Studies
Credit(s): 3
This course provides an overview of the theoretical perspectives used to study families in order to deepen student understanding of the theories driving the field of human development and family studies.
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HDFS 5352 - Family Studies
Credit(s): 3
Structures, roles and relationships in the family.
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HDFS 5386 - Adult Development and Aging
Credit(s): 3
In-depth analysis of the aging process exploring the physiological, psychological and social aspects of adult development.
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Chemistry Education |
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CHED 5337 - Computational Chemistry Modeling of Chemistry Concepts
Credit(s): 3
This course covers computer modeling to illustrate chemical concepts found in general chemistry, organic chemistry and inorganic chemistry.
Repeated: No
Non-Course Prerequisite(s):
A bachelor’s degree in a STEM or STEM-related discipline
Registration Restriction by Classification
Master’s Candidate, Doctoral
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Curriculum & Instruction |
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CIED 5300 - Foundations of Research in Educational Settings
Credit(s): 3
This course provides an introduction to the nature, meaning, and critical evaluation of educational research, research design, and research writing. The course will develop skills to enable educators in becoming knowledgeable consumers of educational research, including analyzing and evaluating research design and research implications.
Repeated: No
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CIED 5301 - Models of Teaching in Diverse Educational Settings
Credit(s): 3
This course provides an advanced examination of models of teaching in diverse educational settings. It is designed to assist teachers in exploring the current trends, practices, research, development, and use of applicable teaching methods associated with various content, student interest, and educational needs.
Repeated: No
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CIED 5302 - Designing and Evaluating Differentiated Curriculum
Credit(s): 3
This course provides a research-based approach to development and evaluation of differentiated curriculum and instruction for students. It requires students to think critically, evaluate curriculum and instruction in a variety of educational settings, and synthesize research and best practices into classroom pedagogy.
Repeated: No
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CIED 5303 - Assessment, Data Analysis, and Student Support in Educational Settings
Credit(s): 3
This course focuses on the fundamental research and best practices within educational assessment and its application to classroom practice. The course explores a wide range of assessment types, evaluates uses and misuses of assessments, and analyzes assessment-related research and best practices for students with diverse learning needs.
Repeated: No
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CIED 5304 - Capstone Project in Educational Settings
Credit(s): 3
This capstone graduate course will provide the candidate an opportunity to synthesize the research, literature and theory in curriculum and instruction into an original site-based capstone project and self-assessment. It is to be taken during the semester of graduation. This course is offered in an online format.
Repeated: No
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CIED 6180 - Dissertation
Credit(s): 1 To 3
Students must complete six hours during two semesters at minimum to complete an original research dissertation project.
Repeated: Yes
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CIED 6310 - Learning Theory and Practice
Credit(s): 3
This course involves a study of psychological, anthropological, sociological and educational theories of instruction and learning. The course focuses on the relationship between theory and learning through a lens of modern student demographics.
Repeated: No
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CIED 6312 - Curriculum Theory
Credit(s): 3
This course will facilitate the development of knowledge and skills in the areas of the historical, philosophical and theoretical basis for curriculum development in PK-12 educational settings.
Repeated: No
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CIED 6314 - Educational Policy and Politics
Credit(s): 3
This course serves as an introduction to the complicated relationships between legislation and education. Emphasis is placed on the process of policy making related to education and the structures and systems that participate in the process. Current and historical legislation and implication are included.
Repeated: No
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CIED 6316 - Pedagogy and Curriculum of the Disenfranchised
Credit(s): 3
This course will facilitate the knowledge and skills necessary for the development of curriculum and pedagogy designed to empower historically marginalized societal groups.
Repeated: No
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CIED 6318 - Systemic Issues in American Education
Credit(s): 3
This course examines current and emerging issues in American education, including, but not limited to, demographics, technology, accountability, student achievement, teacher retention and globalization. Topics are discussed through the lens of the rural-schooling perspective.
Repeated: No
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CIED 6320 - Digital Literacy and Technology for Rural Education
Credit(s): 3
This course will facilitate the development of knowledge and skills involved in creating and implementing technology needs assessments in rural schools. This course also will provide the student with the opportunity to design technology and digital literacy programs for rural schools.
Repeated: No
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CIED 6322 - Diversity in Rural Community and the Global Connection
Credit(s): 3
This course will facilitate an inquiry-based approach to diversity, research and issues within local communities, and create opportunities for students to build knowledge and skills for researching and connecting rural communities with community, corporate and global partners.
Repeated: No
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CIED 6324 - Content Specific Pedagogy and Research
Credit(s): 3
This course investigates the relationship between the content of courses in public schools and the pedagogical underpinnings and foundations that the teaching of that content area require. Students will analyze and synthesize findings from the research literature for specific content areas and determine how content pedagogy can be combined with culturally sustaining pedagogy to meet the needs of diverse learners in rural areas.
Repeated: No
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CIED 6326 - STEAM and Rural Education
Credit(s): 3
This online course focuses on the components of science, technology, engineering, arts and mathematics education and the benefits and challenges of implementing a STEAM curriculum in rural areas. Students will analyze STEAM research in the context of rural education systems and as a culturally sustaining pedagogy.
Repeated: No
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CIED 6328 - Project Based Learning
Credit(s): 3
This online course involves a synthesis of research and aspects of standards-based project-based learning. Benefits and challenges to implementation of culturally sustaining pedagogy in rural public schools through PBL will be discussed through research articles and readings.
Repeated: No
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CIED 6330 - Differentiated Instruction for Academically Diverse Learners
Credit(s): 3
This online course investigates strategies and skills to plan for differentiation in a diverse classroom. Differentiation is discussed through the lens of culturally sustaining pedagogies. Students also learn about modifications to meet federal, state and best practice requirements for students who have special needs, gifted, English language learners, or from vulnerable demographic populations.
Repeated: No
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CIED 6332 - Community Engagement and Public Advocacy
Credit(s): 3
This online course provides students with the historical and theoretical knowledge to create community engagement and advocacy programs within rural schools and their surrounding communities. Students learn strategies to engage communities for action as well as advocate for both the school and school community.
Repeated: No
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CIED 6334 - Change Process and Staff Development
Credit(s): 3
This online course provides students with an understanding of the change process for educational settings and the challenges that face educational reform. Strategies and skills to implement changes will be discussed. In addition, students will discuss the role of staff development in the change process and learn ways to create effective and efficient staff development.
Repeated: No
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Graduate Research |
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RSCH 6311 - Methods in Educational Research
Credit(s): 3
This course is the first of four required core research courses and provides an overview to the steps in the process of educational research. In this course, students will explore common research designs appropriate to answering questions related to public education and participate in a small group research project exercise that will include each of the steps in educational research, including identifying research problems, systematically reviewing relevant literature, selecting a research design and identifying the appropriate methodology.
Repeated: No
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RSCH 6312 - Qualitative/Mixed Methods Research
Credit(s): 3
This advanced course introduces students to the history, social foundations, philosophy, methodological approaches, ethics and politics, quality assurance, representation, and the logic of inquiry within two paradigms relevant to research in the social sciences, qualitative research and mixed/multiple methods research.
Repeated: No
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RSCH 6313 - Quantitative Research
Credit(s): 3
Students enrolled in this course will become familiar with and proficient users of (1) the philosophy of science as understood within the quantitative research tradition in the social sciences, (2) quantitative design elements in social science research, (3) statistical theory for quantitative social science research, (4) and the Statistical Package for Social Sciences (IBM SPSS).
Repeated: No
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RSCH 6314 - Applied Research in the Educational Settings
Credit(s): 3
This course serves as a preparatory course in the dissertation methodology writing process. The course focuses on further development of the student’s capacity for writing the dissertation proposal of the first three chapters of the traditional doctoral dissertation and completion of the IRB application. The collective set of assignments and activities will offer the student opportunities for examination and critique of proposals and dissertations, review of qualitative/quantitative and mixed-methods design, and evaluative experience in selection of appropriate methodologies. Construction of viable research questions will be completed both in group and individual activities. The core objective of this course is to provide guidance and motivation to the doctoral student so that, upon completion of the course, the appropriate skills are in place for construction of the individual proposal and IRB, under the direction of dissertation chair and committee.
Repeated: No
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RSCH 6340 - Qualitative Research in Education Settings
Credit(s): 3
This course provides students with the knowledge and skills needed to perform a qualitative research study, analysis and report for academic dissemination.
Repeated: No
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RSCH 6342 - Quantitative Methods in Educational Research
Credit(s): 3
This course provides an introduction to quantitative reasoning in empirical research, particularly the execution and interpretation of commonly used descriptive and inferential statistical techniques.
Repeated: No
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RSCH 6344 - Survey Research
Credit(s): 3
This course covers survey development from the perspective of modern cognitive techniques and includes face-to-face, mailing, and digital surveys. Emphasis also is placed on issues of survey research, including reliability, sample size, response rate and item-analysis.
Repeated: No
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RSCH 6346 - Introduction to Program Evaluation in Education
Credit(s): 3
This research methodology course provides an introduction to the design and implementation of evaluations of educational programs. Students will be introduced to the theory and practice of educational evaluation by reviewing evaluation reports and papers, preparing evaluation designs, and developing evaluation instruments.
Repeated: No
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Axe ‘Em, Jacks!