May 09, 2024  
2020-2022 Catalog Volume XXX Ver 3 
    
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2020-2022 Catalog Volume XXX Ver 3 [ARCHIVED CATALOG]

Descriptions of Courses

South College courses are numbered according to the general level of instruction. Although there are exceptional cases, most one thousand level courses are considered first year undergraduate courses and two thousand level courses are considered second year undergraduate courses. Courses numbered at the 3000-4000 levels are upper division undergraduate courses. Courses assigned numbers at the 5000 level are considered master’s level courses. Courses assigned numbers at the 6000 level are considered educational specialist or doctoral courses. Courses are assigned letters according to the department in which they are taught and are listed in alphabetical order.

Contact/Credit hours for each course are indicated by the four-digit code located to the right of the course title. The first number indicates the minimum number of hours in lecture per week for the length of the course; the second and third numbers indicate the minimum number of hours in lab/internship/clinical/practicum/student teaching/fieldwork per week for the length of the course; and the last number indicates the number of credit hours earned for successful course completion. Please note that hours per week in each category will be modified for instances where classes are scheduled for periods other than the full quarter. One credit hour is generally equivalent to a minimum of 10 in class hours lecture/instruction, 20 hours in class lab, 30 hours internship/clinical/practicum/student teaching, or a combination. See Academic Information section for credit hour definition.

The type of courses offered include the following:

  • Onground Courses – A course in which all required course hours are delivered with instruction and interaction between the student and the instructor occurring in a physical classroom.
  • Web-Enhanced Courses – A course in which most course hours are delivered with instruction and interaction between the student and instructor occurring in a physical classroom and a small number of course hours delivered using distance learning delivery to enhance the onground interaction.  For example, for a course requiring 45 directed instruction hours, 40 hours would be completed onground and 5 hours online.   
  • Hybrid Courses – A course in which both the physical classroom and distance delivery are used to provide instruction and interaction between students and the instructor.  For example, for a course requiring 45 directed instruction hours, 20 hours would be completed onground and 25 hours online. 
  • Online Courses (Distance Learning) – A course in which distance delivery is used to provide instruction and interaction between students and the instructor. 

Academic offerings are subject to change at the discretion of the institution. Prerequisites may be waived with the dean’s/department chair’s permission.

South College reserves the right to cancel any scheduled class section if ten or fewer students are registered.
 

Courses
  

  • DPT 6730 Business Management

    Lecture: 2 Lab: 0 Practica: 0 Total Credits: 2
    This course provides an overview of practice management fundamentals and applies these principles to various aspects of leadership and business operations.  Students will gain knowledge of health care management, leadership, organizational structures, clinical administration, and fiscal management as they relate to the practice of physical therapy. Students are exposed to general business principles and practical applications to help a healthcare practice or system build a strategic and sustained competitive advantage in the marketplace. Students learn the how to be an effective business partner in a healthcare practice or organization.

    Prerequisite(s): Successful completion of Quarter 6 courses
  

  • DPT 6740 Capstone I

    Lecture: 1 Lab: 0 Practica: 0 Total Credits: 1
    This course requires the student to integrate and apply previous didactic knowledge and clinical internship experiences. Students will participate in a structured 12-week comprehensive review of the body systems. Content will include a review of pathophysiological mechanisms, examination procedures and management strategies consistent with evidence-based practice and established clinical guidelines. Material for this course will derive from coursework covered throughout the program as well as NPTE prep materials from several resources. This course will prepare students to take NPTE prep examinations in Capstone II.

  

  • DPT 6820 Physical Therapy Practice III

    Lecture: 0 Lab: 0 Practica: 14 Total Credits: 14
    This 11-week intermediate clinical experience builds upon the knowledge and skills obtained during the first clinical experience (DPT 6530   and DPT 6720  ) to advance evidence-based patient management and clinical reasoning skills and exhibit characteristics of an adult learner and medical professional. Direct patient care experiences under the guidance of a Clinical Faculty (CF) in a collaborative learning environment include patient and family education, case presentations, staff in-services, community outreach and all aspects of the patient management model appropriate to the setting. Structured learning experiences and frequent problem-based assignments as part of the curriculum complement focused lab time and learning opportunities aside from patient care in the clinical setting. Students continue membership in the APTA and increase involvement at the state chapter and national level. By the conclusion of this intermediate clinical experience, the student is expected to demonstrate “Always” in Professional Behavioral Skills and achieve 100% of patient management skills rated “At That Level for All Patients” on the Clinical Internship Evaluation Tool (CIET) as evaluated by the CF. Student performance will also be assessed using evaluation tools and functional patient outcomes

    Prerequisite(s): Successful completion of Quarter 7 courses
  

  • DPT 6831 Capstone Presentation & Examination

    Lecture: 2 Lab: 0 Practica: 0 Total Credits: 2
    This course requires the student to integrate and apply previous didactic knowledge and clinical experiences. Students will participate in a structured 12-week comprehensive review of the body systems. Content will include a review of pathophysiological mechanisms, examination procedures and management strategies consistent with evidence-based practice and established clinical guidelines. Material for this course will derive from coursework covered throughout the program as well as the Scorebuilders NPTE Prep course materials and TrueLearn. The student will successfully complete this course by passing the course with a score of 600 or better on the academic version of the NPTE Practice Exam and Assessment Tool (PEAT).

    Prerequisite(s): Successful completion of Quarter 7 courses
  

  • DPT 6840 Capstone II

    Lecture: 1 Lab: 0 Practica: 0 Total Credits: 1
    This course is the second of a 2-course series taken in the last quarter of enrollment in the DPT program. This course is a continuation of Capstone I by providing a comprehensive review of the DPT curriculum and in preparation for taking the national physical therapy examination. Students will complete several preparatory assessments in this course and faculty will review results and assist in remediation as needed. The student will successfully complete this course by achieving a score of 600 or better on the academic version of the NPTE Practice Exam and Assessment Tool (PEAT), https://www.fsbpt.org/OurServices/Candidate-Services/Practice-Exam-Assessment-Tool-PEAT. 

  

  • ECO 2751 Principles of Economics I

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    This series exposes the student to the aspects of two types of economic analysis: macroeconomics and microeconomics, and application of this analysis in business decision-making. Students develop an understanding of business cycles, the monetary system, fiscal policy, and economic theories.

  

  • ECO 2761 Principles of Economics II

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    In the continuation of this series, students further develop an understanding of the forces that control, and the effects of changes on, the free enterprise system, capitalism, wage and price theory, and the laws of supply and demand.

  

  • ECO 3501 Health Economics

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    In this course, students study characteristics of American and international health care systems, with particular focus on the costs and benefits associate with various health care choices. Discussions of varying perspectives relating to both private and public sector health care reforms allow students to gain current knowledge of today’s health system. Topics relating to health insurance, hospitals, private practices, and the pharmaceutical and long-term care industries will be discussed.

    Suggested Prerequisite: ECO 2751 with a grade of C or better
  

  • EDU 1000 Introduction to Teaching

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    The candidate is introduced to schools in the 21st century. The structure of schools, the social context of schools, history of education, legal rights and responsibilities, and standards and accountability will be explored. Knowledge, skills, and dispositions of effective instructional leaders are examined. Students participate in five hours of classroom observations during this course.

  

  • EDU 1010 Educational Psychology

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    In this course, students are involved in the study the psycho-educational aspects of learning as applied to the classroom environment. Students learn how to apply psychological theories to the learning process of pupils and learn how psycho-social variables influence learning. The course also provides students with the basic statistical concepts used in the evaluation of learning. The evaluation of student learning will emphasize performance-based assessment.

  

  • EDU 2000 Introduction to Teaching in Inclusive Classrooms

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course provides an introduction to practical methods and materials appropriate for pre-service students to observe and learn about the teacher’s role and responsibilities for teaching in inclusive classrooms at the elementary level.

  

  • EDU 2010 Introduction to Instructional Technologies

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces students to instructional technology. Students will identify, create and apply a variety of technological skills, and develop a familiarity with classroom technologies and their function to enhance teaching and learning a K-5 classroom.

  

  • EDU 2411 Literature for the Child and Young Adolescent

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces child/adolescent literature appropriate for grades K-6 with emphasis on developing beginning literacy skills and integrating reading instruction to enable all children to become proficient and motivated readers.

    Prerequisite(s): ENG 2351 
  

  • EDU 3011 Instructional Technology for Effective Teaching

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    In this course, candidates’ knowledge and skills are assessed relating to characteristics of effective teaching and their competence in instructional technology. Candidates are introduced to International Society for Technology in Education (ISTE) Standards for Teachers and Students and learn how technology is used to bolster effective teaching. Candidates study and design instructional technology tools used to enhance learning for all K-5 students. Candidates develop an electronic portfolio used to house their technology artifacts as they progress through the program.

    Prerequisite(s): Approval by Education Advisor and Admission to Teacher Education program
  

  • EDU 3021 Learning Theories, Learning Environment, & Child Development

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    The candidate is introduced to cognitive learning theory and developmental characteristics of K-6 students for creating an inclusive learning environment. Resources available in K-6 schools, classroom management theories and theorists, conflict resolution, and effective learning environments will be explored. Candidates are introduced to learning styles, modalities and differentiation in order to help all students succeed as learners.

    Prerequisite(s): Approval by Education Advisor and Admission to Teacher Education program
  

  • EDU 3031 Introduction to Curriculum, Planning Instructional Strategies, and Assessment

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    A variety of current research-based instructional strategies and multiple assessment tools are examined. Candidates are introduced to planning, developing, implementing, and assessing instructional processes and strategies that are appropriately aligned to unit, state, and professional standards for the major content areas (math, science, social studies, and literacy/reading). Candidates are expected to demonstrate use of a variety of best teaching strategies and multiple assessments through unit and lesson plans that promote critical thinking of all learners. Candidates participate in ten hours of classroom observations during this course.

    Prerequisite(s): Approval by Education Advisor, & Admission to Teacher Education program
  

  • EDU 3041 Assessment for Student Achievement

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course explores assessment use and design in K-5 teaching and learning. Candidates demonstrate ability to design and adapt multiple methods of assessment, both formative and summative, to document, monitor, and support learner progress that aligns with K-5 standards and objectives. Candidates create digital records of K-5 learner performance to inform their planning and practice with grading programs used in schools today. The candidate implements assessments in an ethical manner and minimize bias to enhance student learning.

    Prerequisite(s): Approval by Education Advisor, and Admission to Teacher Education program
  

  • EDU 3051 Diversity & Application to Planning, Strategies, & Assessment

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    Candidates are introduced to disability legislation, disabilities, exceptionalities and cultural contexts in the K-6 classroom. Candidates demonstrate how to differentiate and adapt instruction for all learners through appropriate planning, instructional strategies and assessments. Candidates participate in ten hours of classroom observations during this course.

    Prerequisite(s): Approval by Education Advisor, and Admission to Teacher Education program
  

  • EDU 3060 Literacy and Language Arts

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces candidates to pedagogy that supports K-2 achievement in reading, writing, speaking, listening and language for all students.  Focus is directed at standards-based instruction, research-based instructional strategies with emphasis on foundational skills including concepts of print, phonological awareness, phonics, high frequency words, decoding, syllabication, morphology, and vocabulary, and the use of data to support learning as components of building a community of independent learners. 

    Prerequisite(s): Approval by Education Advisor, and Admission to Teacher Education program
  

  • EDU 4041 Application and Reflection of Planning, Instruction, and Assessment for All Learners

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    Candidates apply their knowledge of content, pedagogy, diversity, and assessment to the development of interdisciplinary units and lessons that foster learning for all students. Models of teaching and learning are explored as well as the roles of metacognition and reflection to inform instructional decision making.

    Prerequisite(s): Approval by Education Advisor, and Admission to Teacher Education program
  

  • EDU 4060 Literacy and Reading Strategies for the Child and Adolescent

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces a variety of reading and writing methodologies based on current research and state reading curriculum standards, including orthography and spelling, reading fluency, dialogic reading, comprehension, early writing, writing-syntax, genre-based writing instruction, and text complexity.  Candidates learn to identify essential understandings of a standard and develop instructional reading designs, and present sample reading lessons. During field experience, candidates will demonstrate and apply understanding of the elements of literacy critical for purposeful oral, print, and digital communication.

    Prerequisite(s): EDU 3060 , Approval by Education Advisor, and Admission to Teacher Education program
  

  • EDU 4070 Reading Diagnostics and Prescriptive Interventions

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces a variety of reading assessment methodologies that assist the candidate in determining the K-6 student’s reading strengths and areas of improvement and provides experience in designing and implementing appropriate reading interventions as part of the Response to Interventions2 process.  This course provides information on the identification and assessment of students with dyslexia and includes explicit instruction for lesson planning for students with dyslexia.  Candidates are introduced to assessment of writing and on self-evaluation and peer evaluations practices with goal setting.  The course also addresses assessment and instruction for students who are learning English as a second language.  Lastly, candidates are introduced and learn how to use High Quality Instructional Materials to create effective lessons for all learners.

    Prerequisite(s): EDU 3060 , Approval by Education Advisor, & Admission to Teacher Education program
  

  • EDU 4080 Reading, Writing, and Speaking for Language Minority Learners

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course provides an analysis of elementary school classroom cultures and methodologies that foster English language development with an emphasis on reading, writing and speaking for elementary children whose native language is other than English. Emphasis is placed on integrating reading, writing and speaking in the content areas. Candidates participate in ten hours of field experience during this course.

    Prerequisite(s): EDU 3060 , EDU 4060 , Approval by Education Advisor, & Admission to Teacher Education program
  

  • EDU 4090A Enhanced Student Teaching I

    Lecture: 0 Lab: 0 Practica: 9 Total Credits: 9
    The student teacher experiences guided practice during enhanced student teaching that links theory taught in major and pedagogy courses to successful application in real world practice. Student teachers assume Enhanced Student Teaching responsibilities in Placements I and II, in either grades K-3 or 4-5. They demonstrate the ability to create an environment conducive to student learning, develop plans to guide student learning, instruct students in accordance with standards using research-based instructional strategies, continuously monitoring student learning, and exhibit professional dispositions and commitments as they work with K-5 students. Student teachers participate in full-day teaching responsibilities and plan, implement, assess and reflect on lessons and units of study that include accommodations for all learners. The student teacher must successfully complete Placement I with a grade of pass to advance to Placement II in a different grade level. The student teacher must pass Placement II with a grade of pass to have a Program Exit Interview. To be recommended for licensure in the state of Tennessee, student teaching candidates must submit and obtain a passing score on their edTPA.

    Prerequisite(s): Completion of Transition Assessment Points I and II, all required Praxis II tests, and approval by program advisor
    Co-requisite(s): EDU 4091  & EDU 4092 
  

  • EDU 4090B Enhanced Student Teaching II

    Lecture: 0 Lab: 0 Practica: 9 Total Credits: 9
    The student teacher experiences guided practice during enhanced student teaching that links theory taught in major and pedagogy courses to successful application in real world practice. Student teachers assume Enhanced Student Teaching responsibilities in Placements I and II, in either grades K-3 or 4-5. They demonstrate the ability to create an environment conducive to student learning, develop plans to guide student learning, instruct students in accordance with standards using research-based instructional strategies, continuously monitoring student learning, and exhibit professional dispositions and commitments as they work with K-5 students. Student teachers participate in full-day teaching responsibilities and plan, implement, assess and reflect on lessons and units of study that include accommodations for all learners. The student teacher must successfully complete Placement I with a grade of pass to advance to Placement II in a different grade level. The student teacher must pass Placement II with a grade of pass to have a Program Exit Interview. To be recommended for licensure in the state of Tennessee, student teaching candidates must submit and obtain a passing score on their edTPA.

    Prerequisite(s): Completion of Transition Assessment Points I and II, all required Praxis II tests, and approval by program advisor
    Co-requisite(s): EDU 4091  & EDU 4092 
  

  • EDU 4091 Seminar

    Lecture: 3 Lab: 0 Practica: 0 Total Credits: 3
    This seminar provides opportunity for candidates to meet with their student teaching supervisor in pre-conferences to review lessons prior to instruction and in post conference to review their level of effectiveness based on their instruction and environment and focus on their impact on student learning. During this course, candidates participate in professional development activities in the areas of curriculum development, instructional strategies, and implementation of assessment. Clinical supervisors monitor candidates progress in the completion of their edTPA.

    Co-requisite(s): EDU 4090A 
  

  • EDU 4092 Seminar

    Lecture: 3 Lab: 0 Practica: 0 Total Credits: 3
    This seminar provides opportunity for candidates to meet with their student teaching supervisor in pre-conferences to review lessons prior to instruction and in post conference to review their level of effectiveness based on their instruction and environment and focus on their impact on student learning. During this course, candidates participate in professional development activities in the areas of professional ethics, classroom management, planning, assessment, data analysis, and interventions.

    Co-requisite(s): EDU 4090B 
  

  • EDU 5010 Leaders of Learning

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course provides graduate students with the knowledge, skills, and dispositions, and issues commonly encountered when addressing the needs of exceptional students. Issues include diversity; federal and state legislative mandates; individualized educational plans; identification; assessment; characteristics; differentiation; and social issues and concerns. A specific focus is placed on inclusive classrooms, teaching students with disabilities in general education settings, and making adaptation and/or accommodations in order to keep students with exceptionalities in the general education setting. Students research the teacher’s role in teaching students who face learning and social challenges, and other relevant and practical issues unique to educating exceptional students. In addition, students examine and develop their personal educational philosophies regarding diversity, beliefs about students and inclusion.

  

  • EDU 5020 Understanding Action Research

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces candidates to the practices of formative assessment and action research as tools to improve instruction and support student achievement. Focus is directed to the applications of formative assessment and the methods of action research that will be used throughout the candidates’ program of study. This course also introduces current educational policies and research impacting education and the work of K-5 instructional leaders. Focus is directed at Tennessee’s efforts to transform education in order to raise the achievement of all students. Candidates write a complete action research proposal that addresses an issue in education. The candidate identifies the education issue, the action he/she intends to implement that will change the issue, data collection method(s) that will be used to measure the change, and methods to analyze and interpret the collected data.

  

  • EDU 5021 Literacy and Language Arts in the K-2 Literacy Classroom

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces candidates to pedagogy that supports K-2 achievement in reading, writing, speaking, listening and language for all students.  Focus is directed at standards-based instruction, research-based instructional strategies with emphasis on foundational skills including concepts of print, phonological awareness, phonics, high frequency words, decoding, syllabication, morphology, and vocabulary, and the use of data to support learning as components of building a community of independent learners. 

  

  • EDU 5030 Engaging in Meaningful Collaboration and Learning in the K-2 Literacy Classroom

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces candidates to pedagogy that supports K-2 achievement in reading, writing, speaking, listening, and language for all students. Focus is directed at standards-based instruction, research-based instructional strategies with emphasis on foundational skills, comprehension strategies, explicit instruction, and use of data to support learning as components of building a community of independent learners. Candidates participate in classroom observations that show the integration of knowledge and skills across grade levels. Candidates demonstrate and apply understanding of the elements of literacy critical for purposeful oral, print, and digital communication for grades K-2. Candidates participate in five hours of classroom observations during this course.

  

  • EDU 5031 Reading Diagnostics and Prescriptive Interventions in the K-5 Classroom

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces a variety of reading assessment methodologies that assist the candidate in determining the K-6 student’s reading strengths and areas of improvement and provides experience in designing and implementing appropriate reading interventions as part of the Response to Interventions process.  This course provides information on the identification and assessment of students with dyslexia and includes explicit instruction for lesson planning for students with dyslexia.  Candidates are introduced to assessment of writing and on self-evaluation and peer evaluations practices with goal setting.  This course also addresses assessment and instruction for students who are learning English as a second language.  Candidates are introduced and learn how to use High Quality Instructional Materials to create effective lessons for all learners.

  

  • EDU 5040 Creating a Learning Centered K-2 Math Classroom

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces candidates to K-2 math standards, research-based instructional strategies with emphasis on comprehension strategies, and explicit instruction as components of building a community of independent learners. Candidates use a variety of math resources to plan and present K-2 math lessons, practice differentiating instruction and provide academic feedback, and participate in conferences to discuss their effectiveness. Candidates participate in classroom observations that show the integration of knowledge and skills across grades. Candidates must also demonstrate and apply understandings of major mathematical concepts, algorithms, procedures, application, and practices in varied contexts and connections within and among mathematical domains for grades K-2. Candidates participate in five hours of classroom observations during this course.

  

  • EDU 5050 Integrating Science and Social Studies in the Learning Environment

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    EDU 5050 introduces candidates to the K-2 science and social studies curricula, research-based instructional strategies with emphasis on comprehension strategies, and explicit instruction as components of building a community of independent learners. Candidates investigate resources that enhance student learning in science and social studies, plan and present K-2 science and social studies lessons, practice differentiating instruction and providing feedback, and participate in conferences to discuss their effectiveness. Candidates demonstrate and apply understandings and integration of the three dimensions of science and engineering practices, cross-cutting concepts, and major disciplinary core ideas, within the major content areas of science for grades K-2. Candidates also demonstrate understandings, capabilities, and practices associated with the central concepts and tools in Civics, Economics, Geography, and History, within a framework of informed inquiry for grades K-2.

  

  • EDU 5060 English Language Arts and Literacy in Grades 3-5

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course advances candidates’ knowledge and skill in reading, writing, speaking, and listening for all students in grades 3-5. Pedagogy focuses on research- based instructional strategies and adds new comprehension strategies to candidates’ explicit instruction repertoire as they build a community of independent learners. Candidates investigate resources, plan and present grades 3-5 English language arts and literacy lessons, practice differentiating instruction and providing feedback, and participate in conferences to discuss their effectiveness. Candidates participate in a field experience that integrates knowledge and skills which allows candidates to demonstrate and apply understanding of the elements of literacy critical for purposeful oral, print, and digital communication for grades 3-5. The required twenty-five hours of field experience enables candidates to apply what they are learning as they carry out small group tutoring and whole class instruction.

  

  • EDU 5061 Engaging in Meaningful Collaboration & Learning in the K-5 Literacy Classroom

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces a variety of reading and writing methodologies based on current research and state reading curriculum standards, including orthography and spelling, reading fluency, dialogic reading, comprehension, early writing, writing-syntax, genre-based writing instruction, and text complexity.  The course design promotes candidate learning to identify essential understandings of a standard and develop instructional reading designs and to present sample reading lessons. During field experience, candidates demonstrate and apply understanding of the elements of literacy critical for purposeful oral, print, and digital communication.

  

  • EDU 5070 Designing a Student-Centered Math Environment for Grades 3-5

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course capitalizes on candidates’ explicit instruction, modeling and demonstrating, and comprehension strategies to enhance student achievement in math standards for grades 3-5. Candidates investigate resources appropriate for grades 3-5 math content standards, plan and present math lessons, provide academic feed- back, guide the independent learning of students, group students in accordance with differentiated needs, and participate in conferences to discuss their effectiveness. Candidates participate in a field experience that integrates knowledge and skills which allows for demonstration and application of understandings of major mathematical concepts, algorithms, procedures, application, and practices in varied contexts and connections within and among mathematical domains for grades 3-5. The required twenty-five hours of field experience enables candidates to apply what they have learned as they carry out small group tutoring and whole class instruction.

  

  • EDU 5080 Designing a Learning Centered Environment Focused On Thinking to Advance Understanding for Grades 3-5

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    EDU 5080 builds candidates’ capacity for creating learning environments focused on thinking to advance understanding by considering the role that language, visualizing, and mapping play in science, math, and social studies across grades K-5. Candidates work collaboratively to build lesson plans and interdisciplinary lesson plans focused on thinking that capitalize on candidates’ explicit instruction, modeling, and demonstration of strategies that advance thinking and engage students in grades K-5 math, science, social studies, and literacy. Candidates work collaboratively to promote student engagement and independence as they create lessons that invite students to describe, interpret, provide evidence, make connections, consider different viewpoints, form conclusions, think about their thinking, ask questions, and wonder.

  

  • EDU 5090 Designing a Student Centered & Social Studies Environment for Grades 3-5

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    EDU 5090 capitalizes on candidates’ explicit instruction, modeling and demonstrating, and knowledge of student engagement and thinking strategies to enhance student achievement in science and social studies standards for grades 3-5. Candidates investigate resources appropriate for grades 3-5 science and social studies content standards, plan and present science and social studies lessons, provide academic feedback, guide the independent learning of students, group students in accordance with differentiated needs, and participate in conferences to discuss their effectiveness. Candidates demonstrate and apply understandings and integration of the three dimensions of science and engineering practices, cross-cutting concepts, and major disciplinary core ideas, within the major content areas of science for grades 3-5. Candidates also demonstrate understandings, capabilities, and practices associated with the central concepts and tools in Civics, Economics, Geography, and History, within a framework of informed inquiry for grades 3-5.

  

  • EDU 5095A Enhanced Student Teaching (Grades K-3 or 4-5)

    Lecture: 0 Lab: 0 Practica: 9 Total Credits: 9
    Student teaching enhances candidates’ content, pedagogical and professional knowledge as they enter the real world of practice. Student teachers apply their acquired 21st century teaching skills in a K-3 or 4-5 classroom. They demonstrate ability to create an environment conducive to student learning, develop plans to guide student learning, instruct students in accordance with standards using research-based instructional strategies, continuously monitor student learning, and exhibit professional dispositions and commitments as they work with K-5 students. Candidates participate in full-day student teaching and must successfully earn a grade of Pass in EDU 5095A to advance to EDU 5095B . To graduate and be recommended for licensure in the state of Tennessee, student teaching candidates must submit and obtain a passing score on submitted edTPA.

    Prerequisite(s): Completion of Transition Assessment Points I and II, all required Praxis II tests, and approval by program advisor.
    Co-requisite(s): EDU 5099A  Seminar
  

  • EDU 5095B Enhanced Student Teaching (Grades K-3 or 4-5)

    Lecture: 0 Lab: 0 Practica: 9 Total Credits: 9
    If candidates experienced a K-3 grade placement in EDU 5095A , they must experience a 4-5 grade placement in EDU 5095B or vice versa. Student teaching enhances candidates’ content, pedagogical and professional knowledge as they enter the real world of practice. Student teachers apply their acquired 21st century teaching skills in a K-3 or 4-5 classroom. They demonstrate ability to create an environment conducive to student learning, develop plans to guide student learning, instruct students in accordance with standards using research-based instructional strategies, continuously monitor student learning, and exhibit professional dispositions and commitments as they work with K-5 students. Candidates participate in full-day student teaching and must successfully earn a grade of Pass in EDU 5095B to advance to Transition Assessment Point IV. To graduate and be recommended for licensure in the state of Tennessee, student teaching candidates must submit and obtain a passing score on submitted edTPA.

    Prerequisite(s): Satisfactory completion of EDU 5095A 
    Co-requisite(s): EDU 5099B 
  

  • EDU 5099A Seminar

    Lecture: 3 Lab: 0 Practica: 0 Total Credits: 3
    This practicum provides opportunity for candidates to meet with their student teaching clinical coach in pre-conferences to review lessons prior to instruction and in post-conferences to review their effectiveness based on their instruction and environment rubrics. Small group professional development activities based on candidate needs are offered, as well as time for monitoring candidates’ on-going study of their impact on student learning and the progress of their action research project. Candidates must earn a grade of Pass in EDU 5099A to advance to EDU 5099B .

    Prerequisite(s): Completion of Transition Assessment Points I and II, all required Praxis II tests, and approval by program advisor
    Co-requisite(s): EDU 5099A Enhanced Student Teaching
  

  • EDU 5099B Seminar

    Lecture: 3 Lab: 0 Practica: 0 Total Credits: 3
    This practicum provides opportunity for candidates to meet with their student teaching supervisor in pre-conferences to review prior to instruction and in post-conferences to review their effectiveness based on their instruction and environment rubrics. Small group professional development activities based on candidate needs are offered, as well as time for monitoring candidates’ ongoing study of their impact on student learning. Candidates complete their action research project in this practicum. Candidates must earn a grade of Pass in EDU 5099B to advance to Transition Assessment Point IV.

    Prerequisite(s): Satisfactory completion of EDU 5095A 
    Co-requisite(s): EDU 5099B Enhanced Student Teaching
  

  • EDU 5310 Philosophy, Theories, and Issues of Education

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course addresses topics essential in developing knowledge and skills needed for successful teacher leadership. Candidates refine their philosophy of education as they study leadership topics aligned with professional leadership standards. Particular focus is given to case studies and the Teacher Leader Model Standards as sources for reflection in order to establish a plan for improvement. Candidates use their school community for observations essential to completing inquiry tasks.

    Prerequisite(s): Approval of Program Advisor
  

  • EDU 5320 Methods in Developing Action Research

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces candidates to research from the perspective of a discerning consumer. Candidates then apply what they have learned by initiating a review of literature to discern effective teacher leader practices for enhancing student learning. Candidates analyze their strengths and needs as a means of determining potential topics for research. Candidates use their school community for observations and interactions essential to completing inquiry tasks.

    Prerequisite(s): Approval of Program Advisor
  

  • EDU 5330 Teacher as Learner

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces the candidate to adult learning theory along with strategies that leaders can use for school improvement. Candidates use the strategies they are learning as a backdrop for analyzing their current level of leadership performance and to determine a plan of action for further research and self-improvement in knowledge and skill. Candidates use their school community for observations essential to completing inquiry tasks.

    Prerequisite(s): Approval of Program Advisor
  

  • EDU 5341 Building Trust as a Teacher Leader

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course addresses the importance of establishing trust for teacher leader success. Trust is a critical factor in establishing positive relationships with teachers, students, and the community. Understanding attitudes that can develop or destroy trust is examined through self-assessments.

  

  • EDU 5351 Poverty and Student Achievement

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course provides a research-based understanding of the role poverty plays in student achievement. Strategies that teacher leaders can use in their own classrooms or with other teachers are addressed.

  

  • EDU 5360 Student as Learner

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course focuses on the orchestration of a learner-centered environment to include creating meaningful curriculum and engaging pedagogy, building relationships, organizing and structuring the classroom, and encouraging social justice. Candidates will create a plan for creating learner-centered environments for members of their faculty.

  

  • EDU 5371 Establishing a Positive School Culture

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course develops an understanding of school culture and provides strategies that teacher leaders can use to ensure a positive school culture. Through self-assessments and reflections students enhance their leadership capacity to work with others to create a school culture that is adaptable to new challenges.

  

  • EDU 5381 Leadership for Instructional Improvement

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course considers the role that data plays in improving school effectiveness. Students learn how to use hard and soft data to enhance instruction and develop action research to demonstrate their effectiveness.

  

  • EDU 5392 Empowering Students to Learn

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course considers the need to establish instruction that supports college and career-ready students. Students are challenged to enhance content knowledge and instructional practice with focus on deeper understanding, higher order thinking, and greater student engagement.

  

  • EDU 5399 Practicum

    Lecture: 0 Lab: 0 Practica: 12 Total Credits: 12
    This course is the culminating experience to the Teacher as Instructional Leader program. The course serves as a practicum for the synthesis of candidates’ ongoing inquiry into self and the work environment that documents the candidates’ ability to demonstrate the use of “best practices” to a level of expertise in chosen discipline; and an Action Research Project that demonstrates the capacity to improve student learning. Candidates will present their, Action Research Project, to the course instructor as evidence of their professional growth and leadership abilities.

    Prerequisite(s): EDU 5310 , EDU 5320 , EDU 5330 , EDU 5341 , EDU 5351 , EDU 5360 , EDU 5371 , EDU 5381 , and EDU 5392 
  

  • EDU 6311 The Professional Learning Community (PLC) & School Leadership

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    Professional Learning Communities (PLCs) play a significant role in determining student achievement within a school. This course explores how school report card data define achievement and considers how the PLC can work to further enhance student achievement for the school.

  

  • EDU 6321 Data Coach Training I

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    This course is the first of three that initiates data coach training by establishing the importance of collaborative inquiry, understanding the role of the data team, investigating school demographics, raising awareness of cultural proficiency, and committing to shared values.

  

  • EDU 6331 Research I: What Is Research?

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    Practitioner inquiry plays a vital role in the success one has in the classroom. This class explores the role of action research in professional growth, as well as the role that action research plays in student learning. Through this class, candidates become skilled at conducting literature searches and conducting action research.

  

  • EDU 6341 Data Coach Training II

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    This course is the second of three that extends data coach training by identifying a student learning problem, drilling down and analyzing different levels of state data, examining student work, by drilling down into common assessments, and by identifying a student learning problem and goal.

    Prerequisite(s): EDU 6321 
  

  • EDU 6351 Understanding Value-Added Assessments (VAMS)

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    This course explores the issues surrounding value-added assessments as an accountability system. Issues include teacher evaluations, technical concerns (models used and statistics employed), impact on school culture, legal ramifications, and employment decisions.

  

  • EDU 6361 Research II: What Is a Literature Review?

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    This course introduces students to research from the perspective of a discerning consumer. Students then apply what they have learned by initiating a review of literature to discern effective teacher leader practices for enhancing student learning. Students analyze their strengths and needs as a means of determining potential topics for research. Students use their school community for observations and interactions essential to completing inquiry tasks. This course involves the writing of a literature review concerning a problem or question related to student achievement within a school. The literature review becomes a part of the research proposal in quarter 3.

    Prerequisite(s): EDU 6331 
  

  • EDU 6371 Data Coach Training III

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    This course is the third of three data courses that extends data coach training by identifying a student learning problem, drilling down and analyzing different levels of state data, examining student work, by drilling down into common assessments, and by identifying a student learning problem and goal.

    Prerequisite(s): EDU 6341 
  

  • EDU 6381 Problems in School Leadership

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    This course addresses potential problems facing school teacher leaders seeking to raise academic achievement in specified school environments. Possible resolutions to these conflicts will be explored through case studies.

  

  • EDU 6391 Research III: What Is a Research Proposal?

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    This is the third in the series of research courses which involves the development and writing of a research proposal based on the critical question in quarter 1 and the literature review in quarter 2. The written proposal will serve as the foundation for potential research at the doctoral level.

    Prerequisite(s): EDU 6361 
  

  • EDU 6510 Theory, Practice, and Accountability in Leadership

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course provides an advanced survey of leadership theories and issues with emphasis on practical application of leadership models in contemporary organizations. Students explore facets of both leadership and followership and the influence of organizational setting and situation. Strategies for working with interpersonal behavior issues are investigated.  Students are challenged to explore their own leader, follower, and situation analysis skills.

    Prerequisite(s): Admission to EDU Program
  

  • EDU 6520 Strategic Leadership & Change

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course assists students in developing mental maps considering strategic thought, organizational culture, analysis, decision making, planning, and navigating strategic change. Emphasis is placed on leading an organization through change, setting the organization’s direction, objectives, and priorities, focusing internal energy, overcoming limited resources, and aligning internal and external stakeholders.

    Prerequisite(s): EDU 6510  
  

  • EDU 6630 Organizational Behavior & Dynamics

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course provides investigation of the factors that demonstrate how organizations interact with their stakeholders including employees, leaders, clients, and the community. Students explore the attitudes and behaviors of individuals and groups within organizations and the impact of organizational change. Theories of cooperation, conflict, and innovation are discussed. Students identify their own strengths and weaknesses in areas such as communication, teamwork, problem solving, cross-cultural relations, conflict resolution, stress management, and navigating organizational politics.

  

  • EDU 6640 Effective Communications Strategies & Practices

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course assists students in understanding and applying communications theory, identifying research and practical tools for the improvement of schools and community relations, developing educational materials for use as school/community relations documents, and improving personal and professional communications skills. Topics include the importance of communication, partnerships, crisis communication, and evaluation. Additionally, this course focuses on tools and resources for building positive relationships with stakeholders.

  

  • EDU 7010 Building Organizational Capacity

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course provides an in-depth review of effective organizational design in both traditional and innovative organizations. Building capacity within an organization requires a design which maximizes productivity and effectiveness. Students conduct an analytical review of organizational assets, internal policies, and external influences, and consider innovative ways organizations can position themselves for long-term sustainability and growth.

  

  • EDU 7015 Teaching the College Student

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    In this course, students are provided an overview of the issues, principles, and practices associated with effective college teaching. Topics include learning and diversity, teaching models and strategies, teacher and student behaviors, and learning outcomes and instructional improvement strategies. Students develop an understanding of adult learning theory, trends in adult education, psychological concepts related to the nature of adult learning and the learning process, principles of motivation, effective instructional design, and social and cultural influences of adult learning.

  

  • EDU 7020 Executive Leadership

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    Through this course, students conduct a detailed analysis of the critical aspects of effective leadership including the characteristics, skills, and abilities common among successful senior leaders. Emphasis is placed on the human relation aspects of leadership and how it impacts strategic planning, shared vision, and goal attainment. Students assess their own effectiveness as a leader and create a personal development plan for ongoing leadership development.

  

  • EDU 7025 Higher Education Law

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course introduces students to the legal, institutional, and political processes that shape education policy in the United States on the federal and state levels. Students develop an understanding of how statutory law, administrative law, and case law respond to and affect faculty, students, administrators, and trustees. Constitutional law, contracts, torts, civil rights statutes, executive orders, injunctions, specific performance, corporate and partnership law, law of agency, and laws on liability are studied as they apply to higher education. Topics include the legal governance of higher education, academic freedom, law and college faculty, law and college students, discrimination, harassment, and affirmative action in higher education.

  

  • EDU 7030 Leadership As A Coach/Consultant

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course provides students with an understanding of the difference between coaching and managing and prepares students to serve as leader/coach. Students examine coaching within their own organization and coaching as an outsider in a consulting role. Topics include delivering constructive and effective messages, providing and receiving feedback, active listening techniques, strategy formulation, performance management, project management, and process evaluation. 

  

  • EDU 7035 College & University Administration

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course provides an overview of higher education in the United States. Students develop an understanding of historical developments in areas such as curriculum, faculty, governance, finance, and outcomes. Personnel management topics including organizational structure, recruitment, selection, compensation, evaluation, and termination are discussed.

  

  • EDU 7040 Leading Across Cultures

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    Students gain an in-depth knowledge of cultural differences and how leadership is impacted by those differences. Additionally, students examine organizations through a multicultural lens and develop an understanding of workplace challenges. Tools to improve cross-cultural communication and encourage positive working relations are introduced.

  

  • EDU 7045 Assessment & Accreditation

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course explores assessment in higher education including the history and significance of assessment. Students investigate processes for creating assessment initiatives, including developing outcomes and instrumentation, data collection, sampling, data analysis, dissemination, and utilizing results. Additionally, students gain understanding of the role of assessment in the accreditation process and how to create data driven processes.

  

  • EDU 7050 Designing Instruction for eLearning

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    In this course, students are introduced to the fundamental elements of online course design and instruction. Students learn to evaluate and assess online courses through the use of learning theory and design principles. Additionally, students gain understanding of the importance of subject matter experts, creating connections with students, meaningful learning experiences, online learning tools, designing assessments, evaluating course success, and course improvements.

  

  • EDU 7055 Models of Teaching & Learning

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course provides a survey of major theoretical perspectives on learning and instruction, including classical, contemporary, and emerging theories. Students investigate the relationship between different models of teaching and the cognitive, affective, social, and psychological outcomes of instruction.

  

  • EDU 7060 Innovative Curriculum & Authentic Assessment

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course provides an overview of various theories and models of curriculum development, teaching and learning, and assessment of student learning outcomes. The connection between curriculum design and assessment is a major focus including the application of authentic assessment measures.

  

  • EDU 7065 Learning, Knowing, & Instruction

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course examines the theoretical basis for the process of knowing and learning. Students gain understanding of the process for developing appropriate instructional strategies for specific grade levels and disciplines. Topics include knowledge and memory structure, learning foundations, problem solving, reasoning, and symbolic thinking.

  

  • EDU 7070 Infusing Technology in the Learning Environment

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course focuses on the use of technology to support student learning and minimize barriers. Students study various theories of educational technology including Universal Design for Learning (UDL) and have opportunities to design learning environments that leverage technology in ways which support the achievement of curriculum standards.

  

  • EDU 7075 Instructional Coaching for Enhanced Student Learning

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course examines the theoretical basis for the process of knowing and learning. Students gain an understanding of the process for developing appropriate instructional strategies for specific grade levels and disciplines. Topics include knowledge, curricula theories, instructional methodologies, assessment, and research-based practices.

  

  • EDU 7080 Organizational Curriculum Mapping

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course provides an in-depth study of the concepts of curriculum mapping, planning, and implementation. Students gain understanding of the process for curriculum mapping at the classroom, school, and district levels, along with the benefits and challenges to intentional curriculum design. 

  

  • EDU 7085 Designing the Learning Environment

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    In this course, students investigate different theoretical frames and strategies related to the study and design of learning environments in school, community, and online contexts. Physical, social, and cognitive aspects of learning situations are considered as students evaluate current research and applications in a variety of existing educational learning environments.

  

  • EDU 7110 Issues, Trends, and Theories in School Leadership

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course focuses on current issues faced by administrators and theories that support their practice. Students review national and global trends in schools through the lens of leadership and learning theories. After reflecting on the theories, students formulate strategic leadership plans to address selected issues and trends. Additionally, students explore related theoretical frameworks and current research to expand upon their existing knowledge base and support the development of their strategic planning.

  

  • EDU 7120 School Finance and Program Evaluation

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    This course focuses on the integral nature of school finance, budget operations, and the effective evaluation of school programs and resources for school administrators. Students will explore the professional literature and strategies for allocating funds, effective use of funds, and evaluating the effectiveness of programs. Students will investigate emerging leadership frameworks, organizational profiles, and case studies to enhance their expertise as future leaders within schools.

  

  • EDU 7800 Applied Research Methods & Advanced Data Analysis

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    Through this course students develop theoretical, methodological, and research skills needed to conduct research and reach analytical conclusions. Students gain an understanding of the principles, theory, and epistemology of research and data analysis methods required for both qualitative and quantitative research. During this course, students begin focusing on topics related to their “Dissertation in Practice” and developing a dissertation proposal.

  

  • EDU 7900 Dissertation

    Lecture: 9 Lab: 0 Practica: 0 Total Credits: 9
    *Students will continue to enroll in the course until completion. This is the final course of the program.

    Through completion of the dissertation, students have the opportunity to draw upon experiential learning and demonstrate originality in solving a problem related to the discipline.

    *Students will be required to complete a dissertation using existing data sets.

  

  • ENG 1201 English Composition

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    This course introduces students to the drafting and revision process with consideration of purpose and audience. Students learn to hone their writing skills across several rhetorical patterns including developing theses, topic sentences, paragraphs, and essays. Students draw upon critical thinking skills in order to effectively evaluate and respond to fiction and non-fiction texts in a clear and effective manner.

  

  • ENG 1211 English Composition with Research

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    In this course, students continue practice of the writing process through inquiry and research to add an original perspective to a current academic argument. Students also continue application of rhetorical conventions, such as sound reasoning and audience analysis, through well-organized writing.

    Prerequisite(s): ENG 1201  with a grade of C or better
  

  • ENG 2351 Introduction to Literature

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    This course focuses on the analysis and study of poetry and fiction. Emphasis is placed on literary interpretation, structural analysis, and variations in thematic approach. This course fulfills the Writing Across the Curriculum requirements for a Writing Intensive course.

    Prerequisite(s): ENG 1211  with a grade of C or better
  

  • ENG 2381 World Literature

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    This course offers a basic survey of world literature from 1650 through the Twentieth Century. The purpose of this course is to introduce the student to a selection of groundbreaking and/or influential literary works which embody and consider the values, ideas, and beliefs that have helped shape the modern Western and non-Western world.

    Prerequisite(s): ENG 1211  with a grade of C or better
  

  • ENG 2451 Introduction to Creative Writing

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    ENG 2451 is an introductory level creative writing course focused on mentoring student writers in developing skills for understanding and analyzing the art and craft of writing fiction, literary nonfiction, and poetry. In addition to writing original work, students work to develop critical editorial skills through the reading of professional writers to articulate how work is successful and to apply these skills to their own work. Writing as the craft of personal expression is emphasized through participation in writing workshops and craft-oriented written exercises.

    Prerequisite(s): ENG 1201   with a grade of C or better
  

  • ENG 2452 Introduction to Creative Writing: Fiction

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    ENG 2452 is an introductory level creative writing course focused on mentoring student writers in developing skills for understanding and analyzing the art and craft of writing fiction. In addition to writing original work, students work to develop critical editorial skills through the reading of professional writers to articulate how work is successful and to apply these skills to their own work. Writing as the craft of personal expression is emphasized through participation in writing workshops and craft-oriented written exercises.

    Prerequisite(s): ENG 1201   with a grade of C or better
  

  • ENT 1015 AC/DC Electronics

    Lecture: 3 Lab: 1 Practica: 0 Total Credits: 4
    This course examines the fundamentals of Direct Current (DC) and Alternating Current (AC)circuits.  There is an emphasis on solving for parameters for AC/DC circuits.  Topics include Resistors, Inductors, Capacitors, Series Circuits, Parallel Circuits, Series/Parallel Circuits, Magnetism, Circuit Theorems, Filter Circuits and Three Phase Systems.

  

  • ENT 1020 Mathematics for Engineering Applications

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course explores a variety of mathematical topics including plane geometry, triangle trigonometry, matrix algebra, Boolean algebra, and vector analysis with an emphasis on problems encountered in the engineering technology field.

    Prerequisite(s): MAT 1100  
  

  • ENT 1030 Technical Reporting

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces students to technical reporting required in the engineering profession. Students use the Microsoft Office suite to write technical reports, examine numerical data, and perform basic database functions.

    Prerequisite(s): SCC 1031 and ENG 1201 
  

  • ENT 1035 Electronic Devices

    Lecture: 1 Lab: 0 Practica: 0 Total Credits: 4
    This course focuses on the theory, modeling and application of semiconductor based electronic circuits. Devices studied include: diodes, bipolar junctions transistors, FETs, MOSFETS, and frequency response for amplifiers.

  

  • ENT 1040 Occupational Safety

    Lecture: 2 Lab: 0 Practica: 0 Total Credits: 2
    This course introduces students to safety management by examining physical, chemical, and biological health and safety hazards in the workplace environment. Additional focus includes fundamentals of Occupational Safety and Health in work environments and incident reporting.

  

  • ENT 1050 Computer-Aided Drafting

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course introduces students to the concepts and processes of engineering drawing preparation using CAD (computer-aided drafting). A software program is used to create and modify drawings.

    Prerequisite(s): ENT 1020  and ENT 1035  with grades of C or better
  

  • ENT 1060 Digital Fundamentals

    Lecture: 3 Lab: 1 Practica: 0 Total Credits: 4
    This course examines properties and operations of electronics systems and circuits. Topics include types of circuits, electromagnetism, and frequency. Topics include binary data, logic operations, and logic circuits.

    Prerequisite(s):  ENT 1020  and ENT 1035  with grades of C or better
  

  • ENT 2010 Quality Control Systems

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    This course examines the methods used to ensure quality in manufacturing and service industries. Measurement, sampling, and introductory statistical process control are examined for manufacturing and service industries.

    Prerequisite(s):  ENT 1020  and ENT 1035  with grades of C or better
 

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