May 16, 2024  
2023-2025 Catalog Volume XXXI Ver 1 
    
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2023-2025 Catalog Volume XXXI Ver 1

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 the primary delivery of course hours occur with instruction and interaction between the student and the instructor in a physical classroom at a South College location. A nominal amount of the course may be delivered using distance learning. For example, for a course requiring 45 directed instruction hours, 40 hours would be completed onground and 5 hours online.
  • Web-Enhanced 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 may be completed onground at a South College location and 25 hours online. 
  • Hybrid Courses – A course in which both the physical classroom and distance delivery are used to provide instruction and interaction between students at multiple campuses and the instructor.  For example, for a course requiring 45 directed instruction hours, 20 hours would be completed onground with live interaction through in-person attendance or synchronous distance learning and 25 hours may be completed asynchronously online. 
  • Online Courses (Distance Learning) – A course in which distance delivery is used to provide all instruction and interaction between students and the instructor. The course may be delivered synchronously, asynchronously, or a combination of both.

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 6251 Therapeutic Interventions

    Lecture: 3 Lab: 1 Practica: 0 Total Credits: 4
    This course studies the foundations and clinical relevance of biomechanical principles as applied to neuromusculoskeletal form and function, movement analysis, and therapeutic interventions. Students will begin to understand the nature and control of both normal and abnormal movement (motor control), as well as the acquisition and/or modification of skilled action (motor learning). Emphasis is on the integration of theory, structured movement analyses of activities performed in daily life, and the International Classification of Functioning, Disability and Health (ICF) model to inform clinical decision making in physical therapist practice. Students are introduced to the principles and application of therapeutic exercise, to include motion, motor control, balance/coordination, strength, power, endurance, agility, and return to work/sport/function. Fundamental principles of manual therapy and soft tissue mobilization are also discussed.  Strategies to effectively teach, progress, and motivate patients are discussed to improve patient performance and compliance with treatment programs.

    Prerequisite(s): Successful completion of Quarter 1 courses
  

  • DPT 6260 Mindful Clinical Practice I

    Lecture: 1 Lab: 0 Practica: 0 Total Credits: 1
    This course is the first of a 2-course series that emphasizes behavioral and social sciences applied to the analysis and management of human behavior. The course is tailored specifically to the work of a physical therapist, where we will introduce professional interactions with people in a culturally competent manner, including patients, support personnel, supervisors, third party payers, and other medical professionals, is a large part of their responsibilities. Special focus is given to “mindful practice”, so students develop the ability to be aware, in the moment, and on purpose, with the goal of providing better care to patients and to taking better care of themselves. Empathic care and the cultivation and maintenance of empathy is also included with the intention of developing high-quality connections and relationships with patients and other professionals that are a significant part of the integrated healthcare team.

  

  • DPT 6270 Movement Science

    Lecture: 1 Lab: 1 Practica: 0 Total Credits: 2
    This course introduces students to the fundamentals of movement science, offers a framework for understanding typical and atypical movement, and includes
    kinesiology, neuroscience, physiology, motor control, and motor learning concepts. The course will integrate theory and basic principles of motor behavior, motor development, motor control, and motor learning as they relate to human motor performance and mobility cross the lifespan. Emphasis is on the integration of theory, structured movement analyses of activities performed in daily life, and the International Classification of Functioning, Disability, and Health (ICF) model
    to inform clinical decision-making in physical therapist practice. The lab immersion will focus on the clinical application of the theoretical constructs and movement analysis strategies.

  

  • DPT 6310 Musculoskeletal Practice III

    Lecture: 3 Lab: 2 Practica: 0 Total Credits: 5
    This is the third course in a four-course series introducing students to the clinical application of human biomechanics, functional movement, and examination principles. These principles are applied to musculoskeletal dysfunction of the cervical-thoracic spine and temporomandibular joint in this course, but also serve as a foundation for future courses in the management of patients with other system- or lifespan-related disorders. Students concentrate on the application of psychomotor skills related to regional palpation, examination, and evidence-based interventions emphasizing patient education, manual therapy, and therapeutic exercise. Instruction on differential diagnosis and determining primary and secondary hypotheses is completed. Foundational elements of patient management are emphasized that use patient presentation and clinical evidence to classify patients, establish prognosis and functional goals, and develop comprehensive intervention programs related to the cervical and thoracic spine regions. A patient-centered approach to health and disease is presented to help students recognize conditions both at risk for advanced chronicity and outside the scope of physical therapy.

    Prerequisite(s): Successful completion of Quarter 2 courses
  

  • DPT 6320 Musculoskeletal Practice IV

    Lecture: 2 Lab: 2 Practica: 0 Total Credits: 4
    This is the final course in a four-course series introducing students to the clinical application of human biomechanics, functional movement, and examination principles. These principles are applied to lower extremity musculoskeletal dysfunction in this course, but also serve as a foundation for future courses in the management of patients with other system- or lifespan-related disorders. Students concentrate on the application of psychomotor skills related to regional palpation, examination, and evidence-based interventions emphasizing patient education, manual therapy, and therapeutic exercise. Instruction on differential diagnosis and determining primary and secondary hypotheses is completed. Foundational elements of patient management are emphasized that use patient presentation and clinical evidence to classify patients, establish prognosis and functional goals, and develop comprehensive intervention programs related to the upper extremity. A patient-centered approach to health and disease is presented to help students recognize conditions both at risk for advanced chronicity and outside the scope of physical therapy.

    Prerequisite(s): Successful completion of Quarter 2 courses
  

  • DPT 6331 Health Promotion & Fitness Management

    Lecture: 2 Lab: 1 Practica: 0 Total Credits: 3
    The course provides the physical therapy student with an overview of prevention, health, wellness, and fitness as they relate to injury prevention, nutritional influences, fitness testing, and exercise prescription in an apparently healthy population. Students investigate the epidemiology of musculoskeletal injuries and identify risk factors for injury as identified in the literature. Primary prevention topics are introduced via the four APTA Preferred Practice Patterns using the Guide to Physical Therapist Practice. Students learn and perform components of various health and fitness assessments for people seeking to improve health and wellness, as well as explore the evidence behind injury prevention and health promotion programs. Prior knowledge of human physiology and exercise principles are applied to fitness testing and prescription for patient performance improvement. Clinical tools and procedures presented include the Functional Movement Screen; Y-Balance Screen; methods of testing strength, power, endurance, flexibility, and balance; and functional testing algorithms. Students develop injury prevention and/or exercise programs based on test results and adapt the execution to specific healthy populations. 

    Prerequisite(s): Admission to Doctor of Physical Therapy Program
  

  • DPT 6340 Clinical Neuroscience

    Lecture: 3 Lab: 1 Practica: 0 Total Credits: 4
    This course presents an in-depth analysis of neural, muscular, and skeletal factors that influence pain and movement in health and disease. Students review the organization of the central, peripheral, and autonomic nervous systems with a more functional emphasis. Normal peripheral and central nervous system function and the pathophysiology of various neurological disorders are presented. Neural control of movement and functional force development is discussed in detail with emphasis on muscle activation in health and disease. Lab activities emphasize central nervous system screening and an introduction to balance assessment tools, common outcome measures, and a comprehensive neurologic examination.

    Prerequisite(s): Successful completion of Quarter 2 courses
  

  • DPT 6350 Therapeutic Interventions

    Lecture: 3 Lab: 2 Practica: 0 Total Credits: 5
    This course provides an overview of the biomechanical principles as applied to neuromusculoskeletal form and function, movement analysis, and therapeutic interventions. Students learn the fundamentals of clinical decision-making and treatment planning based on tissue healing, functional abilities, patient goals, and behaviors. Fundamental principles and application of biophysical agents, manual therapy, soft tissue mobilization, and aquatic therapy are also introduced for the management of patients with pain, strength, and mobility impairments. Critical appraisal of current evidence is used to examine the physical and physiological effects of these interventions. The appropriate selection of these interventions is instructed based on patient indications and contraindications/precautions, and desired treatment effects. Clinical strategies to effectively teach, progress, and motivate patients are discussed to improve patient performance and compliance with treatment programs.

  

  • DPT 6410 Neuromuscular Practice

    Lecture: 4 Lab: 2 Practica: 0 Total Credits: 6
    This course presents the physical therapy examination and management of movement disorders and neurological conditions stemming from the central nervous system pathology covered in clinical neuroscience. These conditions include, but are not limited to, the spinal cord injury, stroke, traumatic brain injury, and neuro-degenerative conditions. Students apply the elements of patient management in physical therapy practice, including screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes across the adult lifespan. Students will learn to apply the principles of neuroplasticity while focusing on recovery-based treatment techniques in patients with neurologic dysfunction. A wide variety of lab experiences will present and develop examination and rehabilitation skills unique to patients with neuromuscular conditions.

    Prerequisite(s): Successful completion of Quarter 3 courses
  

  • DPT 6420 Integrative Pain Sciences

    Lecture: 2 Lab: 0 Practica: 0 Total Credits: 2
    This course provides an overview of managing patients with chronic pain syndromes and associated psychosocial factors. General concepts related to chronic pain, fear avoidance models, peripheral sensitization, and central sensitization as it applies to physical therapy practice are covered. Emphasis is placed on patient education and describing clinical methods of educating patients about pain. Additional clinical application is presented in the form of pain assessment, treatment, outcomes, and limitations of treating chronic pain conditions. Current best practice techniques and research are integrated to provide discussion of the multi-dimensional and multi-disciplinary nature of chronic pain.

    Prerequisite(s): Successful completion of Quarter 3 courses
  

  • DPT 6431 Acute Care & Cardiopulmonary Practice

    Lecture: 3 Lab: 1 Practica: 0 Total Credits: 4
    This course introduces students to the unique aspects of the management of patients with cardiovascular, metabolic and pulmonary causes of movement dysfunction across a variety of settings. Included is the pathophysiology, risk factor management (with an emphasis on the role of physical activity in health promotion), and medical and surgical management of diseases and injuries of the cardiovascular and pulmonary systems that occur throughout the lifespan. The disablement framework is utilized to address examination, evaluation, diagnosis, prognosis, and physical therapy management. This course also provides in-depth instruction in the examination, assessment, and acute management of patients with cardiovascular and pulmonary disorders in both acute care and outpatient settings. Basic principles of care in electrocardiography, exercise testing, cardiopulmonary rehabilitation, and chest physical therapy to address thoracic spine and ribcage manual therapy techniques are included. The impact of cardiopulmonary conditions on physical therapy management of patients with other diagnoses is also presented. Lab activities include, but are not limited to, ECG analysis, exercise testing, heart and lung auscultation, lung function testing and chest examinations. Human simulation labs are performed in a multidisciplinary approach to provide students with “real- world” exposure to acute and critical care scenarios.

    Prerequisite(s): Successful completion of Quarter 3 courses
  

  • DPT 6432 Cardiopulmonary Practice

    Lecture: 3 Lab: 1 Practica: 0 Total Credits: 4
    This course introduces students to the unique aspects of the management of patients with cardiovascular, metabolic and pulmonary causes of movement dysfunction across a variety of settings. Included is the pathophysiology, risk factor management (with an emphasis on the role of physical activity in health promotion), and medical and surgical management of diseases and injuries of the cardiovascular and pulmonary systems that occur throughout the lifespan. The disablement framework is utilized to address examination, evaluation, diagnosis, prognosis, and physical therapy management. This course also provides in-depth instruction in the examination, assessment, and acute management of patients with cardiovascular and pulmonary disorders in both acute care and outpatient settings. Basic principles of care in electrocardiography, exercise testing, cardiopulmonary rehabilitation, and chest physical therapy to address thoracic spine and ribcage manual therapy techniques are included. The impact of cardiopulmonary conditions on physical therapy management of patients with other diagnoses is also presented. Lab activities include, but are not limited to, ECG analysis, exercise testing, heart and lung auscultation, lung function testing and chest examinations. Human simulation labs are performed in a multidisciplinary approach to provide students with “real- world” exposure to acute and critical care scenarios.

  

  • DPT 6441 Mindful Patient Management

    Lecture: 2 Lab: 0 Practica: 0 Total Credits: 2
    This comprehensive course emphasizes behavioral and social sciences applied to the analysis and management of human behavior. The course is tailored specifically to the work of a physical therapist, where professional interactions with people in a culturally competent manner, including patients, support personnel, supervisors, third party payers, and other medical professionals, is a large part of their responsibilities. Special focus is given to “mindful practice”, so students develop the ability to be aware, in the moment, and on purpose, with the goal of providing better care to patients and to taking better care of themselves. Empathic care and the cultivation and maintenance of empathy is also included with the intention of developing high-quality connections and relationships with patients and other professionals that are a significant part of the integrated healthcare team. Motivational interviewing and its importance in physical therapist practice are also emphasized with the integration of positive psychology and empathetic caring into the patient care setting. Students work with simulated patient scenarios to practice, self-assess, and self-reflect on their own interviewing skills.

    Prerequisite(s): Successful completion of Quarter 3 courses
  

  • DPT 6442 Mindful Clinical Practice II

    Lecture: 1 Lab: 0 Practica: 0 Total Credits: 1
    This course is the second of a 2-course series that emphasizes behavioral and social sciences applied to the analysis and management of human behavior. It will expound on the material presented in Mindful Clinical Practice I. This course expands the concepts of “mindful practice” to help students consider how mindfulness strategies can be applied to patient care and professional practice. Course content includes further development of communication and connection strategies for use in the professional setting as a healthcare provider. Motivational interviewing and its importance in physical therapist practice are also emphasized with the integration of positive psychology and empathetic caring into the patient care setting. Students work with simulated patient scenarios to practice, self-assess, and self-reflect on their own interviewing skills.

  

  • DPT 6451 Pathological Gait: Physical Therapy, Orthotic, and Prosthetic Principles

    Lecture: 2 Lab: 1 Practica: 0 Total Credits: 3
    This course builds on the foundational sciences of anatomy, biomechanics, and kinesiology for the performance of advanced movement analyses of pathological gait and other basic functional movements. Conditions requiring lower quarter orthotic and prosthetic intervention will be presented, along with detailed management of patients with these conditions, including pre/post op care, examination/evaluation, device design and prescription, and proper fitting and training with devices. Outcome measures commonly performed in patients with gait deficits will be covered in this course. Lab activities emphasize pathological movement analysis, motion analysis technology, and rehabilitation for the person utilizing orthotics or prosthetics.

    Prerequisite(s): Successful completion of Quarter 3 courses
  

  • DPT 6512 Management of the Aging Adult

    Lecture: 2 Lab: 1 Practica: 0 Total Credits: 3
    This course introduces students to the physiologic changes of aging and the sociologic and economic consequences of an aging population. Significant time is dedicated to the natural aging process and how complicating factors such as chronic disease, malnutrition and other factors negatively impact the aging adult. Emphasis is placed on the positive and negative effects of lifestyle on preventing or accelerating decline, and the physical therapist’s role in this progression. Students learn to evaluate, treat, and manage common diseases and disorders in the aging adult population.  In addition, students will develop a foundation for integumentary management with study of wound healing and factors that adversely affect healing as related to wounds commonly seen in the older adult.  Topics range from degenerative processes, metabolic changes, osteoporosis, genitourinary conditions, endocrine dysfunction, cancer, arterial and venous insufficiency, pressure injuries, neuropathic wounds, and end of life discussion.  Lab intensive hours are focused on the development of patient management skills related to the examination, evaluation, diagnosis, prognosis, and treatment of the aging adult patient as well as basic integumentary management.  Students will apply their knowledge and skills in the management of older persons during a concurrent clinical education experience.

    Prerequisite(s): Successful completion of Quarter 4 courses
  

  • DPT 6521 Pharmacology

    Lecture: 2 Lab: 0 Practica: 0 Total Credits: 2
    This course provides students with a general understanding of pharmacologic principles, common pathological processes and their impact on patient management in physical therapy across the lifespan. The impact of prescribed and over the counter drugs on patient presentation, timing of rehabilitation sessions, and the outcome of physical therapy interventions is presented. Content on pharmacodynamics includes specific indications for use, mode of action, safety profile, and rehabilitation considerations of common medications. The body systems and conditions covered include cardiovascular, pulmonary, neurological, gastrointestinal, musculoskeletal, urogenital, rheumatologic, and integumentary.

    Prerequisite(s): Successful completion of Quarter 4 courses
  

  • DPT 6530 Physical Therapy Practice I

    Lecture: 0 Lab: 0 Practica: 10 Total Credits: 10
    This structured eight-week clinical experience allows students to gain experience working with patients in the clinical setting. Learning experiences occur under the guidance of a Clinical Faculty (CF). Special emphasis is placed on foundational skills of patient management in preparation for future clinical experiences. Objectives for this internship include completing the clinical curriculum emphasizing, but not limited to, customer service, primary medical screening, the medical interview, upper/lower quarter screens, and central/peripheral nervous system screens.

    Students gain confidence with all aspects of the patient encounter and begin to form primary and competing hypotheses or physical therapy diagnoses. Instruction relating to the measuring and interpreting of functional outcomes of patients is also provided. By the conclusion of this internship clinical experience, the student is expected to demonstrate “Always” in the professional behavioral skills for safety, “most of the time” for Professional Ethics skills, “Sometimes” for initiative, and “sometimes” for communication skills; for Patient management skills, students are expected to achieve a minimum level of “Below” the level of a competent clinician for Patient Management Skills on the Clinical Internship Evaluation Tool (CIET) as evaluated by the CF. Student performance will also be assessed using clinical education curriculum evaluation tools.

     

    Prerequisite(s): Successful completion of Quarter 4 courses
  

  • DPT 6540 Management of Integumentary Disorders

    Lecture: 1 Lab: 0 Practica: 0 Total Credits: 1
    This course explores the therapist’s role in the management of patients with integumentary conditions. Normal tissue anatomy, wound healing, and factors that adversely affect healing are discussed as a foundation for wound management. Examination, evaluation, diagnosis, prognosis, interventions and outcomes for persons with various types of wounds will be covered using video demonstrations and clinical cases. Specific wound types discussed include arterial and venous insufficiency ulcers, pressure ulcers, neuropathic ulcers, lymphedema, and burns. Application of specific tests and measures, their reliability and validity, and efficacy of treatment interventions will be covered. Wound risk factor reduction will be examined.

    Prerequisite(s): Successful completion of Quarter 4 courses
  

  • DPT 6611 Management of Complex Patients

    Lecture: 3 Lab: 1 Practica: 0 Total Credits: 4
    This course addresses complex patient medical problems and their application to physical therapy management strategies across the continuum of care. The dysfunctional states or disorders considered may include primary disease or comorbidities in the cardiovascular, pulmonary, metabolic, gastrointestinal, hepatic, renal, lymphatic, immune, and integumentary systems. This course expands upon concepts introduced in physiology and previous systems-based courses and exists as a companion course for physical therapy management of the conditions covered in DPT 6671 Advanced Clinical Practice: Examining the Complex Patient.  Students will learn to address multiple disease pathologies and co-morbidities as they compound to produce medically complex situations in patients.  Students will examine the physical therapist implications of the medically complex patient across all continuums of care including inpatient, outpatient, home based, and institutional settings. This course will take both a systems-based and disease-based approach which will include disorders related to infectious disease, substance abuse, immunodeficiencies, oncology, and surgical procedures. 

    Prerequisite(s): Successful completion of Quarter 5 courses
  

  • DPT 6621 Management of the Pediatric Patient

    Lecture: 3 Lab: 1 Practica: 0 Total Credits: 4
    This course presents fundamental concepts for the physical therapy management of children with musculoskeletal, neurological, and/or cardiopulmonary impairments. A framework of normal development and aging from birth to young adult is presented and serves as a course foundation. Students apply the elements of patient/client management in physical therapy practice, including screening, examination, evaluation, diagnosis, prognosis, plan of care, intervention, and outcomes related to the pediatric patient. Topics include, but are not limited to, developmental delay and disability, family-centered care, legislation related to provision of pediatric physical therapy services, orthotics, prosthetics, and assistive technologies.

    Prerequisite(s): Successful completion of Quarter 5 courses
  

  • DPT 6630 Professional Competencies II

    Lecture: 2 Lab: 0 Practica: 0 Total Credits: 2
    This is the final course in a two-part series that covers special issues in physical therapy related to modern patient management and the impact of ethical issues on health care practice. It will expound on the material presented in DPT 6130  . This course prepares the student professionally and emotionally for clinical practice, as well as his/her role as a lifelong learner and educator in the physical therapy profession. Course content includes, but is not limited to, physical therapy core values and ethics, principles of medical ethics, legal issues in physical therapy, cultural competency, and health care regulations.

    Prerequisite(s): Successful completion of Quarter 6 courses
  

  • DPT 6640 Advanced Therapeutic Interventions

    Lecture: 1 Lab: 2 Practica: 0 Total Credits: 3
    This course provides students with advanced clinical reasoning and intervention skills for the management of patients with neuromusculoskeletal dysfunction. Manual therapy and therapeutic exercise skills learned in previous courses are honed and expanded upon with the integration of advanced spinal manipulation and therapeutic exercise techniques. Students also learn basic dry needling skills for the treatment of soft tissue dysfunction. An emphasis is placed on clinical reasoning and decision-making to safely and effectively integrate these advanced interventions into patient treatment plans. Professional advocacy for restricted or challenged physical therapy interventions is explored for students to learn administrative avenues to facilitate change both locally and nationally. This course also includes multiple case scenarios and a heavy lab component to develop and/or refine the use of these advanced interventions.

    Prerequisite(s): Successful completion of Quarter 5 courses
  

  • DPT 6651 Advanced Diagnostics

    Lecture: 2 Lab: 0 Practica: 0 Total Credits: 2
    This course presents an introduction to advanced diagnostic techniques and applications of diagnostic tests and imaging related to a variety of neuro-musculoskeletal pathologies seen within physical therapy practice. Specific content includes diagnostic ultrasound, magnetic resonance imaging, computed tomography, nuclear medicine, radiographs, and general medical laboratory studies. The course also includes broad recognition of constitutional symptoms and signs, the determination of the systems most likely affected, and the process of making appropriate referrals to other health care providers. Emphasis will be on the Musculoskeletal System and Orthopedic Radiology. At the clinical level, it is essential for students to fully understand the different imaging modalities used to make a diagnosis and treat various conditions. This includes understanding the indications for a particular imaging study, the limitations of the study, and how to interpret it.

    Prerequisite(s): Successful completion of Quarter 5 courses
  

  • DPT 6671 Advanced Clinical Practice - Examining the Complex Patient

    Lecture: 3 Lab: 0 Practica: 0 Total Credits: 3
    This course explores the therapist’s role as an interdependent practitioner working within a collaborative medical model. Inherent in the responsibilities associated with this role is the ability to recognize clinical manifestations necessitating contact with other healthcare professionals regarding a client’s health status. A proposed examination and a proposed patient management provides framework for 1) The structure for our discussion, presenting the clinical tools and decision-making processes necessary to more efficiently and effectively collect and evaluate the examination data, 2) Professional communication with the client and other health care professionals, and 3) Patient case presentations in this course as a means of applying differential diagnostic principles and promoting clinical decision-making.

    Prerequisite(s): Successful completion of Quarter 5 courses
  

  • DPT 6672 Differential Diagnosis and Screening for Referral

    Lecture: 3 Lab: 0 Practica: 0 Total Credits: 3
    This course will explore the physical therapist’s role as a primary care provider working within a collaborative healthcare model. Inherent in this role is the responsibility to recognize clinical manifestations necessitating the inclusion of other healthcare professionals as relates to a patient’s health status. Building on the prerequisite examination and evaluation framework from prior courses, the students will develop screening skills including analysis of social determinants of health, perform differential diagnosis, and refine inter-professional and patient-provider communication strategies and skills relevant for referral or collaborative care.

    Prerequisite(s):  Successful completion of Quarter 5 courses
  

  • DPT 6720 Physical Therapy Practice II

    Lecture: 0 Lab: 0 Practica: 15 Total Credits: 15
    This 12-week intermediate clinical experience builds upon the knowledge and skills obtained during the first clinical experience (DPT 6530  ) 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 >80% 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 6 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 internship experience, the student is expected to demonstrate entry-level performance levels on the Clinical Internship Evaluation Tool (CIET) as evaluated by the CF.

    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
  

  • EDT 5100 Introduction to Design

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    Instructional design is a creative process that uses learning theories, project planning, communication, writing, and technology to architect experiences for today’s learners.  This course introduces students to the fundamentals of instructional design and its role in the learning environment.

  

  • EDT 5200 Study of Digital Learning Environments

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    This course presents activities related to the design of learning.  Students explore a variety of learning environments and learn how to effectively incorporate instructional models, instructional strategies, and digital media into the design process that promotes learner engagement and motivation.

  

  • EDT 5300 Online Course Design Learning Theories

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    Students examine the behaviorist, cognitive, constructivist, and social learning theories and their relationship to instructional practices and course design.  Students also exam factors such as learning styles, motivation, and engagement and how they influence learning in a digital format.

  

  • EDT 5400 Applied Learning Theories in Instructional Design

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    During this course, students use learning theories to direct and design learning solutions to meet organizational needs.

  

  • EDT 5500 Media Design, Creation, and Integration

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    In this course, students explore various applications while gaining practical experience with audio, video, and screen capturing to create interactive learning experiences.  Students also design and develop multimedia for instruction. 

  

  • EDT 5600 Assessment and Evaluation

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    In this course, students evaluate online course assessments, resources, and content to determine alignment with course objectives and program outcomes.  Course content is focused on the knowledge and skills needed to determine what students are learning and how well they understand what they are learning in an online learning environment.

  

  • EDT 5700 Trends and Issues in Educational Technology

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    During this course, students examine how people interact with technology, including games, reality, simulations, and social media.  Students explore future technology and trends in the instructional design process.

  

  • EDT 5800 Design Project Management

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    In this course, students explore systematic approaches to the instructional design process project management phase.  Students learn to use project management tools, procedures, and methodologies while applying them to real-world environments. 

  

  • EDT 5900 Capstone Project

    Lecture: 5 Lab: 0 Practica: 0 Total Credits: 5
    During this course, students complete the required capstone project as they apply knowledge and skills gained throughout the program to a real-world situation.  Students propose a solution to an actual curriculum issue and develop an instructional package that includes learning materials, activities, and assessments.

  

  • 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 in a K-5 classroom.

  

  • EDU 2411 Literature for the Child and Young Adolescent

    Lecture: 4 Lab: 0 Practica: 0 Total Credits: 4
    Students are introduced to children’s literature appropriate for grades K-6. This course focuses on the literary elements of writing aimed at children and explores how quality literature can enable children to become proficient and motivated readers. Topics include unpacking standards, text complexity, and the three tiers of vocabulary.  

    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 to 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 5000 Theoretical Models of Curriculum

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    This course provides the fundamental concepts and principles of curriculum design and development. Students will study the various models and approaches to curriculum development, such as Tyler’s model, Taba’s model, and the Backward Design model. Students will learn how to analyze the needs and goals of learners and stakeholders, develop learning objectives and outcomes, design and sequence course content, and select appropriate teaching and assessment methods. They will also explore the different theories of learning and their implications for curriculum design, such as behaviorism, cognitivism, constructivism, and social constructivism. Additionally, students will examine how to evaluate the effectiveness of a curriculum and make ongoing improvements based on feedback and data analysis. By the end of the course, students will have a comprehensive understanding of how to design and implement an effective educational curriculum.

  

  • 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 to 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 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 5100 Theories of Instruction

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    This course assists students in understanding the various theories and models of teaching and learning. Students will explore the different perspectives on how students learn, such as behaviorism, cognitivism, constructivism, and social constructivism. Students will study the role of motivation, memory, and attention in learning and how to create optimal learning environments that support these factors. They will also examine the different instructional strategies and methods, such as direct instruction, inquiry-based learning, and problem-based learning, and how to select and adapt these approaches based on the needs and goals of the learners. Additionally, students will learn about the use of technology in instruction and how to integrate technology tools and resources to enhance learning. By the end of the course, students will have a comprehensive understanding of the theories and principles of effective instruction and how to apply these concepts to create engaging and meaningful learning experiences for their future students.

  

  • EDU 5200 Designing Curriculum & Instruction

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    Through this course, students will learn how to design and implement effective curriculum and instruction that align with learning goals and objectives. The course will cover the different types of curricula, such as subject-centered, learner-centered, and problem-centered, and the various models and approaches to curriculum development. Students will also study the different instructional design models, such as ADDIE (Analysis, Design, Development, Implementation, and Evaluation), and how to use these models to develop and implement effective instruction. Additionally, the course will cover how to design instruction that addresses the diverse needs of learners, including those with disabilities, English language learners, and students from different cultural backgrounds. Students will also explore the different types of assessment and how to use them to evaluate student learning outcomes. By the end of the course, students will have a comprehensive understanding of how to design and implement effective curriculum and instruction that meets the needs of diverse learners and promotes deep and lasting learning.

  

  • EDU 5300 Differentiated Instruction

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    This course assists students in learning how to design and implement instruction that addresses the diverse needs of learners. The course will cover the different learning styles and preferences of students, such as visual, auditory, and kinesthetic, and how to use this information to differentiate instruction. Students will study the different instructional strategies and methods, such as tiered assignments, flexible grouping, and learning contracts, and how to use these approaches to provide instruction that meets the individual needs of students. Additionally, the course will cover how to use technology to support differentiated instruction and how to modify instruction to meet the needs of students with disabilities and English language learners. Students will also explore how to use assessment to inform instruction and how to provide feedback to students that promotes learning and growth. By the end of the course, students will have a comprehensive understanding of how to design and implement instruction that is responsive to the diverse needs of learners and promotes meaningful learning for all students.

  

  • 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 5400 Data-Informed Practices

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    Through this course students learn how to use data to inform and improve their instructional practices. The course will cover the different types of data that educators use, including formative and summative assessment data, student demographic data, and school and district data. Students will learn how to collect, analyze, and interpret data to identify areas of student strengths and weaknesses, set instructional goals, and make informed decisions about instruction. The course will also cover how to use data to differentiate instruction, monitor student progress, and evaluate the effectiveness of instructional strategies. Additionally, the course will explore how to use data to identify and address disparities in student achievement and how to use data to inform school improvement initiatives. By the end of the course, students will have a comprehensive understanding of how to use data to inform and improve their instructional practices, and how to use data to promote equitable outcomes for all students.

  

  • EDU 5500 Curriculum & Culture

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    This course assists students in designing and implementing culturally responsive curriculum that promotes equity and social justice. The course will cover the different dimensions of culture, including race, ethnicity, language, and socio-economic status, and how these dimensions influence students’ learning experiences. Students will explore the different cultural factors that impact learning, such as cultural values, beliefs, and practices, and how to incorporate these factors into curriculum design and instruction. Additionally, the course will cover how to use culturally responsive pedagogy to engage and motivate students, and how to use culturally relevant materials and resources to promote student learning. Students will also learn how to identify and address biases and stereotypes in curriculum and instruction, and how to promote a positive school culture that values diversity and inclusion. By the end of the course, students will have a comprehensive understanding of how to design and implement a culturally responsive curriculum that promotes equitable outcomes for all students.

  

  • EDU 5600 Educational Research

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    Students will learn how to research, evaluate, design, and best practices in education. They will then implement best practices in their own teaching and learning environments. The course will cover best practices in data-driven research and methodologies used in education and how to use research to inform practice. Students will study how to analyze their own curriculum design and instructional practices, develop improvements through the lens of opportunity and how to interpret and present their work to stakeholders. Students will also learn how to identify gaps in their curriculum and instructional design to find growth opportunities for curriculum development and instructional improvement.

  

  • EDU 5700 Standards-Based Assessment

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    This course provides students with knowledge to design and implement assessments that align with learning standards and promote student learning. Students will bring in prior knowledge from previous course information where they learned about the different types of assessment. Students will study how to develop assessment items that are valid, reliable, and aligned with learning standards, and how to use rubrics and other scoring tools to evaluate student work. Additionally, the course will cover how to use assessment data to inform instruction and how to communicate assessment results to students and their families. Students will also learn how to use technology to support assessment, such as using online assessments and data analysis tools. By the end of the course, students will have a comprehensive understanding of how to design and implement standards-based assessments that promote student learning and achievement.

  

  • EDU 5800 Instructional Technology Practices

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    Students will learn how to use technology to enhance teaching and learning in the classroom. The course will cover the different types of technology tools and resources used in education, such as learning management systems, digital media, and educational apps. Students will study how to use technology to differentiate instruction, engage and motivate students, and promote collaborative learning. Additionally, the course will cover how to use technology to assess student learning and to provide feedback that promotes growth and development. Students will also learn how to evaluate and select appropriate technology tools and resources, and how to use technology to improve their own teaching practice. By the end of the course, students will have a comprehensive understanding of how to use technology to enhance instruction and promote student learning and achievement.

  

  • EDU 5900 Curriculum & Instruction Capstone

    Lecture: 4.5 Lab: 0 Practica: 0 Total Credits: 4.5
    A culmination of knowledge from previous courses, students will use prior knowledge in a collaborative and reflective manner, with the goal of improving their own teaching practice and promoting student learning. The course will cover the different steps involved in developing a professional Curriculum and Instruction Action Portfolio, in order for students to identify areas in their own Curriculum and Instruction practice that may need re-development. Students will use data driven approaches to identify and develop interventions within teaching and learning in their own classrooms. Additionally, the course will cover how to use data to inform decision-making and how to communicate the Action Portfolio needs to colleagues and other stakeholders. By the end of the course the students will have developed an Action Portfolio of Curriculum design and Instructional improvements that foster differentiated and culturally competent materials in their own classrooms.

  

  • 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.

 

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