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2011-2012 Graduate Catalog Archived Catalog
Course Descriptions
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Doctor of Education |
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EDU 700 Leadership in Education 3 Credits
The school administrator’s perspective on personnel administration is examined in this course. Students are taught the purposes, processes, planning procedures, and policies that are utilized in administering a school’s personnel program. Knowledge and skills are applied to performance- based evaluation procedures and the implementation of staff orientation processes. Effective communication skills with personnel, parents, and community members are also stressed. In addition, this course covers personnel matters which are governed by statutes under the Constitution of the Commonwealth of Pennsylvania.
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EDU 705 Ethical Issues in Educational Leadership: A Franciscan Perspective 3 Credits
Students are introduced to the Franciscan worldview in the Catholic tradition and the relationship of that worldview to educational leadership issues. The values and principles which guide ethical decision-making are studied, with the objective of teaching students how to develop principles and a process for examining those ethical issues that frequently confront educational leaders. Through personal reflection and an analysis of case studies, students acquire the ability to analyze, respond, and assess their responses to ethical dilemmas, such as making policy decisions; maintaining communication with community members and district administrators; as well as dealing with staff and student relations. This reflection on themes and ethical concerns serves as a foundation for other topics that will be raised and discussed throughout the program.
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EDU 725 Instructional Supervision 3 Credits
Students are provided with the theoretical framework for effective instructional leadership. Techniques are studied for differentiated supervision of teaching and the evaluation of program quality. Strategies for developing and implementing staff development are also considered and analyzed. The historical development of instructional supervision as well as current trends in the field are examined in-depth, as are new state legislative and educational requirements and standards for curriculum and instruction. Students gain skills that support teachers in maintaining and increasing the effectiveness of their instructional practices with students from diverse backgrounds and cultures.
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EDU 726 Special Topics in Graduate Education Credit Varies
Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific areas of study that are not part of the Doctor of Education program curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.
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EDU 730 Contemporary Issues in Education and Educational Leadership 3 Credits
Instructional leadership is analyzed in the context of historic and current influences on education and teaching practices. As part of their studies, students examine leading educational theories, the development of the United States’ public school systems, as well as cultural and political trends as a means of enhancing their understanding of contemporary educational issues and how those issues can be most effectively addressed.
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EDU 735 Development Of Curriculum and Instruction 3 Credits
This course presents the principles of curriculum development, implementation protocols, and methods of evaluation that are utilized to analyze and improve educational practice. Students learn to design and implement curricular projects, to interpret curriculum-related data, and to generate solutions to curricular problems. Students also learn to incorporate inclusive practices within the context of the curriculum improvement process.
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EDU 740 Organizational Development and Change Theory 3 Credits
Students are provided with the foundational knowledge of organizational development and educational planning as it relates to the effective management of change, team building, as well as community and media relations.
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EDU 745 Fiscal Management in the Educational Environment 3 Credits
Students are provided with an overview of the economic processes and variables which impact school finance. The role of federal, state, county, district, and other school funding sources are emphasized. Issues of equity as well as the relationship between taxpayer funding and student achievement are also examined. Through their studies, students gain experience in budget planning and resource allocation at both the district and school levels.
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EDU 750 School Code and School Board Policies 3 Credits
This course familiarizes students with the legal principles and standards governing public and private education, with a focus on those related to legally defensible administrative policies and practices as set forth by the Commonwealth of Pennsylvania and its Department of Education. Students analyze federal and state laws and regulations, the development of and mandates of state school codes, and the school administrator’s role in the development and implementation of local school board policies.
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EDU 755 School Business Management 3 Credits
The theoretical concepts and practical skills that are necessary for successful district-wide business administration are examined in this course. Emphasis is placed upon planning, developing, implementing, and evaluating budgets so that state, local, and federal funds can be allocated appropriately. State and local systems of financing schools and their budget cycles are also studied. In addition, students prepare and analyze financial reports for the purpose of strategic planning for school improvement.
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EDU 760 Leading and Managing in the School Environment 3 Credits
Students identify administrative responsibilities and goals and are taught how these responsibilities are executed and how these goals are achieved. Students gain insight into the school environment and develop plans, as needed, for staff induction, support, and professional development.
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EDU 765 Strategic Planning for the Diverse Learning and Teaching Environment 3 Credits
Students apply current frameworks to critical analyses of multicultural education and strategies for educating students with special needs in the context of managing educational organizations. Students examine major federal legislation and related case law pertaining to educating students with special needs, including NCLB, IDEA, ADA, and Section 504 of RA. Students also examine and evaluate federal, state, district, and site-based funding allocations required to address the needs of students with special needs and exceptionalities. This knowledge enables students to better understand the role and responsibilities of school administrators in light of legislative mandates and case law affecting special education programs.
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EDU 770 Qualitative Research 3 Credits
Students receive an overview of ethnographic, case study, and action research methods in order to prepare themselves for conducting qualitative research for both this course and for their dissertation. Data collection and analysis procedures are also introduced. Students create a qualitative research proposal, plan and execute data collection methods, and conduct data analysis for a semester-long action research project that culminates in a final paper and the presentation of findings.
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EDU 775 Catholic School Leadership and Education 3 Credits
In order to prepare school leaders to administer Catholic schools and to advance Catholic education in this country, the mission and history of Catholic education, with a focus on Catholic schooling in the United States, is critically examined. Based upon the Catholic vision of education, students investigate, from an ethical perspective, the anthropological, cultural, and sociological factors which affect both Catholic and non-Catholic schools.
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EDU 776 The Principal as Instructional Leader 3 Credits
Students investigate, analyze, and evaluate instructional leadership strategies and best practices that are appropriate for elementary and secondary school principals in the diverse multicultural environments of 21st-century PK–12 environments. The traits, behaviors, and theories of effective instructional leadership are emphasized. Through the application of research to contemporary instructional leadership issues, students develop a foundation appropriate for their role as instructional leaders.
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EDU 777 The Superintendent as Instructional Leader 3 Credits
This course investigates school leadership strategies and practices of organization, supervision, and management which are appropriate to K–12 school districts. Students are provided with an analysis and an overview of the nature, functions, and activities of the public school superintendent, including a study of historical and philosophical foundations, school board relations and functions, professional staff relations and management, public relations and communication, community relations and responsibilities, as well as the functions of planning, direction, and supervision of the entire instructional enterprise as it relates to organizational management.
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EDU 780 Quantitative Research 3 Credits
The fundamental concepts, statistical analyses, and applications of quantitative methods commonly used in educational research are examined in this course. Content areas of study include testing the null hypothesis; random subject sampling; descriptive statistics; calculating statistical and practical significance; multiple regression analysis; and one-way analysis of variance (ANOVA). In addition, students work with a variety of databases, including those used in intervention and large-scale policy research, as well as in program evaluation. The culminating goal of this course is to have students successfully identify and apply the appropriate data collection procedures and statistical applications to specific research questions that require quantitative methods. The skills that are learned through this data collection and statistical applications process are, then, utilized to prepare students to write a quantitative research proposal.
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EDU 799 Comprehensive Examination No Credit
The Comprehensive Examination provides the student with the opportunity to integrate all that has been learned in course work and in practicum experiences.
Pass/Fail
This examination is graded on a Pass/Fail basis only.
In order to pass, a student must successfully complete each component of the examination. A student may retake only once any failed examination component.
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EDU 800 Principal Internship 6 Credits
This internship consists of a 12-month-long field experience of a minimum of 360-hour “job- embedded” activities supported by the on-site mentoring of an experienced principal and the supervision of a University Internship Supervisor. Of the 360 required hours, 180 hours will be completed while school is in session. Throughout the internship, the student will complete the role expectations and competencies identified in the guidelines of the PA Leadership Standards.
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EDU 801 Superintendent’s Letter of Eligibility Internship 6 Credits
This internship consists of a 12-month-long field experience of a minimum of 360-hour “job- embedded” activities supported by the on-site mentoring of a superintendent and the supervision of a University Internship Supervisor. Of the 360 required hours, 180 hours will be completed while school is in session. Throughout the internship, the student will complete the role expectations and competencies identified in the guidelines of the PA Leadership Standards.
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EDU 810 Dissertation Seminar I 6 Credits
Students select a dissertation topic; conduct a literature review; formulate research questions; identify appropriate data collection and analysis methods; establish a research and writing timeline; and write the dissertation proposal. The Dissertation Committee Chairperson and committee members, appointed by the Program Director, provide instruction and guidance throughout the dissertation completion process.
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EDU 820 Dissertation Seminar II 6 Credits
In this course, students finalize their dissertation proposals by completing the literature review, selecting appropriate research questions, and determining the most appropriate methods of data collection and analysis. Presentations and discussions on these and other aspects of the dissertation are conducted throughout the course. The completed proposal must be formally defended before the candidate’s committee and approved by it. The dissertation proposal also must be presented to the Internal Review Board (IRB) for its approval. The Dissertation Committee Chairperson and committee members provide instruction and guidance throughout the dissertation process.
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EDU 826 Special Topics in Graduate Education Credit Varies
Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific areas of study that are not part of the Doctor of Education program curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.
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EDU 880 Independent Study Credit Varies
Students seeking individualized advanced study in some area of education that is not covered in scheduled courses may apply for an Independent Study Project (ISP). Students assume responsibility for special readings and research under the supervision of a designated faculty member. Regular meetings with faculty and completion of all assignments are required.
Prerequisite(s): Approval of the Program Director, meeting all conditions of the University’s ISP Policy, as well as any additional clearance requirements as determined by the Division of Education and Human Services.
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EDU 900 Doctoral Dissertation 6 Credits
With guidance from their Dissertation Committee Chairperson and committee members, students complete their research and write their dissertation. When a student’s dissertation is completed and has received the Dissertation Committee Chairperson’s approval, it is defended before the committee and other members of the faculty.
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EDU 910 Dissertation Continuation 3 Credits
Students who have completed EDU 900 but need more time to complete their dissertation must register for this course and, by doing so, are granted Dissertation Continuation status. Students are permitted to register for Dissertation Continuation status for a maximum of three continuous semesters, after which time, the Program Director, in consultation with the student’s Dissertation Committee Chairperson, determines the student’s standing in the program, which includes the dissolution of the Dissertation Committee or the student’s permanent non-continuation in the Program.
Pass/Fail
This course is graded on a Pass/Fail basis only.
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EDU 926 Special Topics in Graduate Education Credit Varies
Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific areas of study that are not part of the Doctor of Education program curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.
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Master of Science in Education |
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EDU 500 Philosophical Foundations for Instructional Leadership 3 Credits
This course focuses on the development of theoretical-pragmatic foundations for reflective teaching and educational leadership in collaborative school environments. Philosophical systems are examined as they relate to the realities of classroom instructional leadership.
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EDU 505 Teaching to Diversity 3 Credits
The American classroom is a study in diversity and commonality. This course establishes a congruence between the expectations and styles of teachers and learners based upon diversity issues within the context of human nature.
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EDU 506 School Policy and Law 3 Credits
In this course, the philosophical bases and legal structures of educational policymaking are studied. Students, as educators, develop their own philosophies of education and examine the underlying philosophical assumptions of major educational policies and practices. The course also prepares teachers to understand the legal structures that determine educational policies and how issues of equity affect the implementation of those policies. This level of understanding is necessary in order for teachers to be knowledgeable and active decision makers in their own classrooms, schools, and communities.
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EDU 507 The Principalship 3 Credits
Since the inception of formal education, the principal’s roles and responsibilities have changed over time. The definitions of a headmaster or principal have traditionally focused on the administrative processes and functions that must be emphasized in order for schools to work well. Effective principals are generally responsible for scheduling, organizing, controlling, and leading their schools. Gradually, however, this list of tasks and roles has given way to a list of competencies and proficiencies as the favored way to map out the territory of the principal. In this course, students investigate and learn the required proficiencies and other related administrative roles of the principal.
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EDU 508 Fiscal and Facility Management 3 Credits
The principal is acknowledged as the instructional leader of a school. However, to effectively support the school’s educational program, a principal must also be able to manage the necessary array of available resources. This course explores fiscal and facility management, as well as instructional resources and resource management plans. Students examine contemporary research in site-based management/shared decision-making, research-driven instructional models. Students also learn to develop and select appropriate assessment instruments, as they focus on the role of the principal in the budget process, which includes the development of needs assessments for personnel and the school plant. Maintaining an environment conducive to teaching and learning is an integral component of the knowledge and skills which are presented in this course.
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EDU 509 Administration and Staff Development 3 Credits
This course provides students with an understanding of the selection, employment, orientation, supervision, development, and evaluation of both professional and nonprofessional personnel who make up the staff of the school. The principal’s role in collective bargaining and the implementation of a collective bargaining agreement are also topics of study. Special emphasis is placed upon the principal’s role in the ongoing development of the professional staff involvement in community organizations and professional organizations.
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EDU 510 Research Design and Methods 3 Credits
Analytical foundations for conducting action research are established in this course. Basic statistics, language of research, and methods of analysis are applied to the study of an actual teaching/learning phenomenon.
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EDU 520 Curriculum Designand Evaluation 3 Credits
Students examine the theoretical application of curriculum design within the context of contemporary American classrooms. Relationships among subject matter, teaching, learning, and assessments are viewed from an interdisciplinary perspective.
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EDU 525 Introduction to Exceptionalities 3 Credits
In this course, students are introduced to the current research and practice concerning the range of exceptionalities in children. Through a study of policies, legislation, programs, and methods that impact special education programs, students develop an in-depth understanding of the goals of inclusion with regard to universal design, multiculturalism, and collaboration. They also learn to identify and assess the pertinence of the six principles associated with the Individuals with Disabilities Education Act (IDEA). This increased knowledge enables them to distinguish among the common characteristics that are associated with a variety of exceptionalities and how these characteristics impact the educational environment.
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EDU 526 Special Topics in Graduate Education Credit Varies
Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.
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EDU 530 Pedagogy of Cognition: Prenatal to Nine 4 Credits
Child Development and Cognition is one of a series of two courses designed to investigate the theory and experience of children in the perceptual, motor, cognitive, social, psychological, and moral domains of development. This course specifically addresses these constructs from prenatal to nine years of age. Additionally, the application of the principles and theories of child development and learning in order to promote responsive instruction, curriculum, collaboration, and assessment in the classroom is studied. Students also examine early screening and assessment tools that are currently utilized in the field; for example, OUNCE, ASQ-3, and Work Sampling. A practicum, which consists of 12 hours per semester of field experience, is a required component of this course. Through this practicum, students learn observation, assessment, and record keeping skills.
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EDU 531 Language Development and the English Language Learner 4 Credits
This course examines the theoretical basis of language development by way of constructivism grounded in the work of Piaget, Skinner, and Vygotsky. Students are taught the elements of language acquisition and their impact on content learning in order to meet the needs of English Language Learners in today’s diverse classrooms. The framework for the Sheltered Instruction Observation Protocol (SIOP) are presented and discussed. Pre-service teachers are also taught the structure of language development and learn to deliver quality lessons that allow English Language Learners to acquire academic knowledge.
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EDU 532 Integrating Curriculum and Instruction with the Arts for the Developing Child 4 Credits
The theoretical perspectives of curriculum development in early and elementary classrooms are examined in this course. These perspectives are, then, used to analyze curricula and make informed choices when planning instruction, selecting instructional materials, and assessing individual and group progress. This course also prepares the student to develop the reflective teaching skills that are needed to work with English Language Learners from Pre-K to Grade 4. Students must demonstrate their understanding of learning as a process that integrates all areas of the development of children from birth to age 8 that include emotional, social, language, cognitive, physical, and creative, and utilize a variety of instructional strategies so that all children can become interested and engaged in learning. Students must also be able to demonstrate their understanding of how they combine relationships with children and families, develop effective approaches to teaching and learning, and show knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning. They also develop knowledge of theory and research on creativity and utilize these skills to integrate the meaningful use of arts processes and content to introduce, develop, or bring closure to lessons in all academic areas.
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EDU 533 Reading Methods Through Differentiated Instruction 4 Credits
This course focuses on the foundations for early literacy learning and the instructional strategies for teaching beginning reading and writing from Pre-Kindergarten to Grade 4. Students investigate all aspects of the literacy curriculum while demonstrating efficient differentiated instructional activities. Students learn about teaching young children before the age of formal instruction. An emphasis is placed upon effective and developmentally appropriate strategies for young children. Issues are examined that impact literacy learning such as diversity, home-school connections, the role of play in learning, creating a print rich environment, and oral language development. Sound instructional strategies for developing beginning readers and writers in Grades 2 through 4 are taught. Methodologies for systematic and direct instruction in reading, developmentally appropriate instruction in the mechanics and process of writing, the assessments of language arts skills, the remediation of struggling readers, and the instruction of ELL learners are integral parts of this course. Students also learn to identify and plan instruction for students with learning differences, as well as develop instructional strategies and appropriate learning environments for students in inclusive settings.
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EDU 534 Mathematical Foundations: Preschool to Grade Four (inclusive Strategies) 4 Credits
This course provides an introduction to the teaching of mathematics to children of ages Pre-Kindergarten through Grade 4. The course examines methodologies appropriate to the physical and cognitive developmental stages of these children, and provides students with opportunities to gain confidence in teaching math concepts developmentally appropriate at this level. Students gain an understanding of the academic and functional performance needs of young learners with disabilities by identifying and planning instruction for learning differences, and developing instructional strategies that are appropriate learning environments for young learners in inclusive settings, utilizing mathematics as a core content theme.
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EDU 535 Science and Social Studies Methods (pk-4) 4 Credits
In the Science Methods component of this course, students explore science theory, practice, and pedagogy based upon children’s cognitive development that is appropriate at the PK-4 levels. Contemporary science education research and practice are examined, as articulated in the Pennsylvania Academic Standards for Science and Technology, Environment and Ecology (STEE), STEE Anchor Assessments Benchmarks for Science Literacy, published by the American Association for the Advancement of Science, and The National Science Education Standards, published by the National Research Council. The Social Studies Methods component of this course is designed to provide students with social science concepts that are taught in the early childhood and elementary classroom settings as well as the various teaching methodologies for the teaching of these concepts. This course helps prepare teacher candidates to become effective social studies educators who are capable of teaching elementary students from PK- Grade 4 the content knowledge, the intellectual skills, and the civic values necessary for fulfilling the responsibilities of citizenship in a participatory democracy. Special attention is given to effective teaching strategies and to addressing the individual and cultural diversity of all learners. Through a thematic approach with science, students review the social studies curriculum as it relates to learning and development, differences in learning styles, critical thinking, problem solving and performance skills, active learning and motivation, inquiry, collaboration and supportive classroom interaction, instructional planning, assessment, reflection and professional growth, and professional leadership (based upon pedagogical standards identified by the National Council for the Social Studies). Strategies for engaging and empowering young learners to become active, democratic citizens are also presented.
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EDU 536 Intensive Reading and Writing in a Least Restrictive Environment 4 Credits
This course is designed for students to gain an understanding of intensive instructional strategies in reading and writing in a least restrictive environment. Students demonstrate a conceptual understanding of the components of reading and writing and describe how these areas pose challenges for students in a PK-Grade 4 least restrictive environment. They are also taught to clearly articulate and model the use of explicit and systematic instruction in the teaching of literacy for students with disabilities across all reading levels and to identify evidence-based instructional practices that help students with disabilities succeed with reading and writing in a least restrictive class setting.
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EDU 545 Assessment and Intervention 4 Credits
In this course, students learn about assessment and the identification of individuals with special needs, their present level of performance, instructional and assessment strategies, as well as timelines and types of assessment. Students also examine the complex practice of assessment process and how that process is used in making educational decisions. In addition, students are introduced to curriculum-based assessment, norm-referenced tests, and performance-based assessments that are used to evaluate student learning and the effectiveness of teacher instruction.
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EDU 548 Teaching Strategies Seminar I: Subject Matter Applications 3 Credits
This course is designed for those who are entering the teaching profession from the business world and do not possess a teaching certificate. The cognitive process of instruction is taught with particular emphasis on developing learning strategies in skill subjects. Learning plans with outcome measures are designed and implemented.
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EDU 558 Teaching Strategies Seminar II: Pervasive Developmental Disorders 3 Credits
This course emphasizes strategies for creating inclusionary classroom climates. Approaches for accommodating differently abled learners in collaborative settings are presented and critiqued. Modifications of these settings are then formulated and applied.
Prerequisite(s): EDU 525 .
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EDU 560 Graduate Seminar 3 Credits
This course is designed to be taken as a supplement to EDU 575 , Practicum in Teaching: Early Childhood/Elementary/Secondary Education. Time is allotted for students to share their student teaching experiences in an effort to process issues, problems, successes, and areas which are in need of improvement. Portions of the course are devoted to the presentation and sharing of information regarding the teaching profession in order to adequately prepare students to be viable candidates for employment.
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EDU 568 Classroom Management: Behavioral Disorders and Social/Emotional Disorders 3 Credits
This course introduces students to current theories, research, and practice concerning behavior management and the pertinence of proactive behavioral management plans in the classroom setting. Students are presented with an overview of the basic precepts of applied behavior analysis. In addition, attention is given to formal behavior assessment, functional behavior assessment, methodology, curriculum-based assessment, as well as positive supports and legal issues. Through this study, students develop a more in-depth understanding of the goals of inclusion as they relate to universal design, multiculturalism, and collaboration.
Prerequisite(s): EDU 525 .
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EDU 570 Constructivist Perspectives in Reading 3 Credits
Using the contructivist model of learning, the study and application of linguistics, reading theory, the nature of reading, current practices, and materials of instruction are examined. Skills include grouping plans, work attack strategies, and critical reading.
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EDU 575 Practicum in Teaching: Early Childhood/Elementary/Special Education 6 Credits
Students who are seeking teacher certification, experience actual teaching under approved supervision, including necessary observation, participation, and conferencing. Regular seminars on campus help the student to analyze teaching situations and plan for effective teaching.
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EDU 576 Special Education Practicum/Internship 3 Credits
This Special Education Practicum/Internship is a 180-hour culminating classroom experience which is designed for certificated teachers who are seeking Special Education Certification. Portions of the course are devoted to the presentation and sharing of information regarding current issues in Special Education, verification of practical experiences with curriculum and instruction, and the provision of documentation for performance activities that contribute both to the satisfaction of standards and to the instructional time requirements for this practicum/internship experience. As part of this course, students are also allotted time to share their teaching experiences in an effort to process issues, problems, successes, and areas that are in need of improvement. Additionally, students are provided with the opportunity to establish a plan to meet the certification requirements and Special Education Standards as set forth by the Pennsylvania Department of Education.
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EDU 577 Principal Certification Internship 6 Credits
The professional literature and national groups which study the professional development of principals all recommend an intern-type experience. The Pennsylvania Department of Education requires such a culminating experience, since practical hands-on development of a principal is the primary key to success. This course, therefore, involves working with a mentor principal ideally within the student’s own school district. As part of this course, an action plan, which must be approved by the course professor, is developed with the student’s mentor principal. A major component of this action plan includes a research problem that is real and needs resolution within the cooperating school or school district. This internship may not be attempted until the candidate has successfully completed the required courses for certification and has fulfilled all state testing requirements.
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EDU 580 Independent Study Project (ISP) Credit Varies
Qualified graduate students who seek individualized advanced study in some area of education that is not covered in scheduled courses may apply for an Independent Study Project (ISP). Students assume responsibility for special readings and research under the supervision of a designated faculty member. Regular meetings with faculty and completion of all assignments are required.
Prerequisite(s): Conditions of the University’s ISP Policy, as well as any additional clearance requirements as determined by the Division of Education and Human Services.
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EDU 590 Teaching for Divergent Thinking: Classroom Management 3 Credits
In this classroom management course, the causes of student behavior and misbehavior are examined. Once these causes have been identified and understood, students explore ideas for establishing a good classroom environment which is needed to overcome classroom problems. Various motivational and teaching techniques that stimulate a positive approach to discipline are studied.
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EDU 597 Internet for Teachers 3 Credits
Internet for Teachers is designed to provide additional support for students who wish to go beyond the fundamentals of using the Internet to access and share information. The course focuses on the Internet as a professional resource and communication medium, as well as a reference tool for students. In addition, the use of web-based Internet tools for delivering instruction via the Internet and the use of the Internet as a publishing medium are studied. Students are also taught how this technology can be used as an instructional tool in a constructivist learning environment. This course subscribes to two fundamental beliefs: (1) that the learner may choose from a rich and varied menu of learning experiences and possibilities; and, (2) that the learner must take responsibility for planning, acting, and growing.
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EDU 598 Advanced Strategies in Technology and Assessment 3 Credits
The applications of technology to classroom assessments and interventions are explored in-depth with practical applications. Readings and projects address the implications of educational software(courseware), Internet access, and state-of-the-art technology in instructional planning and classroom management.
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EDU 599 Collaborative Teaching: Family Collaboration, Communication, and Community Relationships 3 Credits
When families, community, and school staff work together to support student learning, the results are powerful! Effective collaboration among these groups can yield results that mutually support each segment of the education community, especially the students. In this course, the complex characteristics of family units and communities are studied. Students, then, utilize that knowledge to create and sustain respectful, reciprocal relationships which support, empower, and involve families at all levels of their children’s development and learning. Students also develop strategies to increase family and community involvement in their schools and learn communicative processes between parents and professionals who work with students with disabilities in all areas of collaborative involvement.
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EDU 626 Special Topics in Graduate Education Credit Varies
Neumann University periodically offers Special Topics in Graduate Education [EDU] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by three-digit numeric designation [EDU _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Education and Human Services.
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Nursing |
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NUR 526 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 530 Theories of Learning 3 Credits
The structure, assumptions, and concepts underlying historic and current learning theories are analyzed in this course, with an emphasis placed upon theoretical applications. Students also develop teaching strategies that are grounded in learning/educational theory and evidence-based teaching practice.
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NUR 540 Models of Teaching and Instruction 3 Credits
Students examine instructional models that facilitate learning in classroom, laboratory, and clinical settings. Strategies to promote the achievement of cognitive, affective, and psychomotor outcomes are also explored in the context of evidence-based research; learner needs and abilities; outcomes; content; and environment.
Prerequisite(s): NUR 530 .
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NUR 550 Curriculum Design 3 Credits
In this course, students integrate educational philosophy and the principles, theories, and research of nursing and education in the process of curriculum development. Trends in nursing and health care, as well as community and societal needs related to curricular design, are explored. Students collaborate in the development of a nursing curriculum, thereby reinforcing the process and skills that are intrinsic to curriculum development and/or revision.
Prerequisite(s): NUR 530 .
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NUR 560 Instructional Technology 3 Credits
The student explores the applications of technology to program development, curriculum design, instructional strategies, evaluation, and resource utilization. This course also examines the use of computer-based instruction, distance learning, media, the World Wide Web, simulation, and other state-of-the-art technologies to promote learning.
Prerequisite(s): NUR 530 .
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NUR 570 Assessment and Evaluation in Nursing Education 3 Credits
Students examine assessment and evaluation methods that are utilized to measure student learning and program outcomes. Emphasis is placed upon the development of grading rubrics, test construction and analysis, and clinical evaluations which are unique to nursing education. The social, legal, and ethical issues in grading, assessment, evaluation, and accreditation processes are also studied. This course also includes 28 hours of classroom laboratory experiences.
Prerequisite(s): NUR 540 and NUR 550 .
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NUR 601 Conceptual Models and Theories of Advanced Practice Nursing 3 Credits
This course prepares the advanced practice nurse student to analyze models and theories from nursing and related fields that support professional nursing practice. The application of models and theories are also explored, with an emphasis on their use in nursing practice, research, and education.
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NUR 606 Health Policy, Legal and Ethical Issues in Advanced Practice Nursing 3 Credits
This course explores the major issues in health care, health care delivery, health care policy, and other forces that shape advanced practice nursing. Strategies which influence health policy, as well as health care delivery and outcomes, are also emphasized. Topics of study include the policy and politics of health care, health care systems, economics of health care, socio-cultural factors, technology, health disparities, as well as legal and ethical issues.
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NUR 607 Advanced Pharmacology 3 Credits
Advanced practice nurse students are provided with the principles of clinical pharmacology and pharmacotherapeutics in this course. The student is expected to build upon his/her prior knowledge and clinical experience to integrate pharmacotherapeutic concepts with the client’s pathophysiologic status. Pharmacodynamics and kinetics are emphasized, as well as the effects of psychosocial issues and polypharmacy on drug regimens. In addition, the course focuses on a comprehensive knowledge of best practice drug regimens for the purpose of prescribing, monitoring, and educating clients about the effects of drug therapy on their health and well-being, as well as assuring compliance with those regimens. Legal aspects of medication prescribing, dispensing, selling, and acquiring in the United States are also studied.
Prerequisite(s): NUR 611 .
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NUR 611 Advanced Pathophysiology 3 Credits
This course prepares the advanced practice nurse student to understand the biological bases for altered function and disease. The student also learns to differentiate between normal variations and pathology. This in-depth knowledge then becomes the foundation for clinical reasoning and clinical decisions that are related to diagnostic tests and the initiation of therapeutic regimens. Application of learning is made through selected case studies.
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NUR 612 Advanced Health Assessment and Diagnostic Reasoning 4 Credits
This course is designed to prepare the advanced practice nurse student to demonstrate sound theoretical and practice skills for making clinical decisions. Students are expected to have knowledge of basic health assessment skills and to be able to build from those skills to complete comprehensive health histories and advanced holistic assessments of adult clients. The comprehensive database includes physical, psychological, cultural, functional, spiritual, and psychosocial dimensions of the adult client. In addition to clinical data gathering skills, students use diagnostic reasoning and clinical problem-solving skills including: differential diagnosis; ordering and interpreting common diagnostic tests; procedures used in primary care; and documentation of findings. Students are also required to complete a laboratory component and 42 clinical hours in which they engage in actual practice with consenting adult clients.
Prerequisite(s): A baccalaureate Health Assessment course or its equivalent.
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NUR 613 Primary and Secondary Prevention with Older Adults 7 Credits
In this course, the gerontological nurse practitioner student is prepared to provide holistic primary health care for older adults with an emphasis on health promotion, health maintenance, as well as early detection and treatment of common acute and chronic health problems. Students are taught to integrate advanced clinical practice with assessment, nursing process, and decision-making that reflect the unique needs of older adults and their families. The course also provides 135 hours of clinical practice opportunities for the student to manage individualized regimens for culturally diverse clients in a variety of settings.
Prerequisite(s): NUR 607 , NUR 611 , NUR 612 , and NUR 630 .
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NUR 614 Tertiary Prevention with Older Adults 6 Credits
The gerontological nurse practitioner student is prepared to meet the restorative and rehabilitative needs of older adults. Throughout their course of study, students develop and implement tertiary prevention plans of care for vulnerable clients at home, in rehabilitation, and in long-term care settings. Primary and secondary prevention continue to be integrated into plans of care. The management of very frail older adults to prevent further deterioration of function and to provide support at the end of life is also studied. The course continues to emphasize independent clinical decision-making in addition to collaboration and interdisciplinary team care for clients with multiple, complex problems during 135 hours of clinical practice.
Prerequisite(s): NUR 613 .
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NUR 617 Primary Care of Adults Across the Lifespan 7 Credits
This is the first of three specialty courses for the Adult Nurse Practitioner (ANP) student. The practitioner student is prepared to provide holistic primary health care for the adult population. Emphasis is placed on principles of health promotion, health maintenance, and early detection, diagnosis, and treatment of commonly occurring primary health care problems. Classroom content reflects knowledge necessary for advanced clinical practice and diagnostic reasoning required to manage commonly occurring acute and chronic health problems of adults. Advanced ANP specialty content is applied through clinical practice opportunities in a variety of settings. The student develops and implements developmentally appropriate, individualized health care regimens for culturally diverse adult populations.
Laboaratory/Clinical Requirements: This course includes 126 clinical practice hours.
Prerequisite(s): NUR 607 , NUR 611 , NUR 612 , and NUR 630 .
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NUR 618 Primary Care of Young and Middle-Aged Adults 6 Credits
This is the second of three specialty courses for the Adult Nurse Practitioner (ANP) student. The practitioner student is prepared to provide holistic primary health care for adolescents and young and middle-aged adults. Classroom content reflects knowledge necessary for advanced clinical practice and diagnostic reasoning required to manage acute and chronic health problems commonly found in this adult population. Supporting the patient and family at the end of life is also studied. Advanced ANP specialty content is applied through clinical practice opportunities in a variety of settings. The student develops and implements developmentally appropriate, individualized health care regimens for culturally diverse adolescents and young and middle-aged adult populations. Emphasis is placed on interdisciplinary collaboration and increased independent decision-making in the nurse practitioner role.
Laboaratory/Clinical Requirements: This course includes 126 clinical practice hours.
Prerequisite(s): NUR 617 .
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NUR 620 Gerontological Nurse Practitioner Synthesis Practicum 8 Credits
This is the third and final specialty course for the Gerontological Nurse Practitioner (GNP) student. The practitioner student demonstrates integration and synthesis of previous knowledge and skills through assessment, diagnosis, and management of older adults and the frail elderly at all levels of health and illness. Mastery of advanced practice skills occurs in clinical settings and in weekly clinical seminars, which include student case study presentations and analysis. The student will continue to demonstrate progressive independence in the GNP role in collaboration with patients, families, communities, and members of the interdisciplinary health care team. The student will also demonstrate entry-level GNP competencies at the completion of the course
Laboaratory/Clinical Requirements: This course includes 28 clinical conference hours and 294 clinical hours.
Prerequisite(s): NUR 614 .
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NUR 621 Adult Nurse Practitioner Synthesis Practicum 8 Credits
This is the third and final specialty course for the Adult Nurse Practitioner (ANP) student. The practitioner student demonstrates integration and synthesis of previous knowledge and skills through assessment, diagnosis, and management of adults at all levels of health and illness. Mastery of advanced practice skills occurs in clinical settings and in weekly clinical seminars, which include student case study presentations and analysis. The student will continue to demonstrate progressive independence in the ANP role in collaboration with patients, families, communities, and members of the interdisciplinary health care team. The student will also demonstrate entry-level ANP competencies at the completion of the course.
Laboaratory/Clinical Requirements: This course includes 28 clinical conference hours and 294 clinical hours.
Prerequisite(s): NUR 618 .
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NUR 622 Nurse Educator Synthesis Practicum 3 Credits
This capstone course provides the student with opportunities to experience the nurse educator role in either an academic or health care environment. Students participate in classroom, laboratory, and clinical teaching under the guidance of an experienced nurse educator. Responsibilities of scholarship, service, and commitment to lifelong learning are also explored. Bi-weekly seminars promote self-assessment and the exploration of the nurse educator role.
Prerequisite(s): All required Nurse Educator courses.
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NUR 626 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 630 Health Promotion and Disease Prevention for the Advanced Practice Nurse 3 Credits
This course offers the advanced practice nurse student an opportunity to critically examine issues that impact on the promotion of health and prevention of illness. Issues related to individual, family, and community health promotion are also examined within a multidimensional framework. Clinical preventive services for health promotion, community and population strategies, as well as the role of complementary and alternative health modalities, are also studied. In addition, the roles of the health care provider and client are examined in relationship to counseling and communication, including genetic counseling. The Healthy People 2020 objectives are used as a focus for an in-depth analysis of health promotion interventions.
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NUR 632 Research Methods 3 Credits
This course prepares advanced practice nurse students to extend the basis of their practice through an understanding of the scientific approach to, and methods of, research. Critical analyses of evidence- based practice and studies addressing clinical and educational questions result in the learner’s acquisition of skills that are necessary to apply research to change practice, enhance professional education, and develop health policy. Ethical and legal responsibilities to protect research subjects and participate in research studies are also examined. The course culminates in the development of a written research proposal.
Prerequisite(s): An undergraduate Nursing Research course.
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NUR 680 Independent Study Project (ISP) Credit Varies
Qualified graduate students who seek individualized advanced study in some area of nursing that is not covered in scheduled courses may apply for an Independent Study Project (ISP). Students assume responsibility for special readings and research under the supervision of a designated faculty member. Regular meetings with faculty and completion of all assignments are required.
Prerequisite(s): Conditions of the University’s ISP Policy, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 726 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 826 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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NUR 926 Special Topics in Graduate Nursing Credit Varies
Neumann University periodically offers Special Topics in Graduate Nursing [NUR] that reflect specific topics of study that are not part of the standard University curriculum. All Special Topics courses are identified by a three-digit numeric designation [NUR _26]. The first digit indicates the level of graduate study for a particular course, while the numeric designation of “26” indicates that the course is a Special Topics course. For any given semester, course title(s) and content area(s), as well as any specified prerequisites, are published during the preceding semester. Permission of the Instructor may also be required before a student can register for any Special Topics course, as well as any additional clearance requirements as determined by the Division of Nursing and Health Sciences.
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Pastoral Care and Counseling: Common Courses |
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PCC 500 Introduction To Pastoral Care and Counseling 3 Credits
This course demonstrates the foundational principles of pastoral care and counseling as part of community-based service by (1) distinguishing the unique ministries of pastoral/spiritual care, pastoral counseling, and spiritual direction and community counseling and (2) articulating one’s own pastoral focus in light of the following themes: holistic attention to self-care; personal, communal, and organizational-graced history; and commitment to advocacy.
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PCC 505 Theology for Pastoral Identity 3 Credits
Using the major questions of theology and spirituality, students form a critical integration which they then apply through case studies and a contemplative theological reflection process. Through this process, they discern, evaluate, and articulate their pastoral/spiritual identity and biblical interpretation for ministry.
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PCC 510 Psychological Foundations 3 Credits
This course provides the psychological foundations for pastoral care and counseling in an orientation to various models of counseling, consultation, and advocacy. The groundwork of training in skills and techniques that are necessary for all pastoral care and counseling interactions is established.
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PCC 550 Developmental Models 3 Credits
In this course, students investigate spiritual maturity according to diverse models of religious and psychological development.
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Pastoral Care and Counseling: Pastoral Counseling Program Required Courses |
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PCC 700 Psychopathology 3 Credits
This course provides an introduction to the broad spectrum of adult psychopathology as contained in the DSM-N-TR. Emphasis is placed upon using the initial diagnostic interview in pastoral counseling to elicit the information necessary to gain an understanding of the psychological and/or theological problems faced by the client.
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PCC 710 Marital and Family Counseling 3 Credits
An overview of systems theory for marital, couples, and family counseling is the context for this course. Additional topics, such as family of origin, blended families, abuse, loss, bereavement divorce, as well as multicultural and ethical issues, are also addressed.
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PCC 720 Personality 3 Credits
This course examines classic and contemporary theories of personality within the context of human growth and development with emphasis on its understanding from the perspective of the NEO-PI. Influences such as genetics and multicultural, ethical, social, and personality testing are weighed for their implications on counseling.
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PCC 730 Ethics and Professional Issues 3 Credits
The major contemporary professional issues in the field of pastoral and communal counseling including ethics, confidentiality, record-keeping, legal concerns, certification, licensure, and advocacy, are examined through the lens of diversity. Codes of professional mental health organizations (AAPC, APA, ACA) are studied and compared.
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PCC 740 Clinical Practicum I: Foundations Of Counseling 3 Credits
Small group settings are used by students to discuss their beginning clinical cases. Student-produced audiotapes and/or videos/DVDs are incorporated into these small group settings. The student is expected to carry two to three client hours per week and secure on-site supervision in an approved clinical setting. Beginning issues of therapy, advocacy, and consultation are also addressed
Prerequisite(s): PCC 500 , PCC 510 , PCC 700 , PCC 710 , and PCC 730 .
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PCC 750 Clinical Practicum II: Multicultural Issues 3 Credits
This course continues the small group setting established in PCC 740 with special attention devoted to multicultural issues and advocacy that are needed to intervene. Students continue to carry two to three client hours per week and secure on-site supervision in an approved clinical setting.
Prerequisite(s): PCC 740 .
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PCC 760 Groups: Theory and Practice 3 Credits
The principles and theories of group interaction are surveyed. Employing a laboratory-type format, students focus on the dynamics of group processes, as those processes relate to issues of communication, problem solving, decision-making, and social pressure. Work within the class models various group interactions (with a minimum of 10 hours of group processing).
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PCC 770 Internship I 3 Credits
This course provides structured, in-depth pastoral counseling learning experiences in an approved clinical setting with special processing given to pastoral and community-based issues. The student receives weekly individual supervision at the practicum site, as well as meets every week on campus in a faculty-led small group. Supplemental individual (dyadic/triadic) supervision is provided by the program.
Prerequisite(s): PCC 750 .
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PCC 771 Internship II 3 Credits
This course provides structured, in-depth pastoral counseling learning experiences in an approved clinical setting with special processing given to pastoral and community-based issues. The student receives weekly individual supervision at the practicum site, as well as meets every week on campus in a faculty-led small group. Supplemental individual (dyadic/triadic) supervision is provided by the program.
Prerequisite(s): PCC 750 .
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PCC 780 Psychological Testing 2 Credits
In both PCC 780 and PCC 782 , students are provided with an overview of the principles of psychological assessments and basic types of research. Issues in testing, basic statistics, as well as legal and ethical principles, are also examined in an evaluative project. Throughout both courses, emphasis is placed upon the student becoming an informed, critical consumer of mental health testing and research. In upcoming semesters, these courses will be presented in a hybrid format.
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PCC 781 Career Counseling 2 Credits
Theories and techniques relating to career development over the life span are analyzed. A review of governmental resources, computer guidance systems, and career agencies is included.
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PCC 782 Research Methods 2 Credits
In both PCC 780 and PCC 782, students are provided with an overview of the principles of psychological assessments and basic types of research. Issues in testing, basic statistics, as well as legal and ethical principles, are also examined in an evaluative project. Throughout both courses, emphasis is placed upon the student becoming an informed, critical consumer of mental health testing and research. In upcoming semesters, these courses will be presented in a hybrid format.
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