Mission

Programs of Study

Adult Education/Human Resource Development

Educational Leadership

Educational Technology

English Language Learning Academy

Course Offerings


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Learning, Technology and Leadership Education
(540) 568-2291/6794
http://www.jmu.edu/coe/ltle


Department Head
Dr. Diane Foucar-Szocki

Professors
D. Foucar-Szocki, O. Griffin

Associate Professors
J. Kidd, T. Thomas, S. Wasta

Assistant Professors
M. Estes, K. Kellison, D. Perritt,
J. Thall, D. Wilcox

Instructors
L. Huffman, R. Snow, N. Swayne,
D. Yerian

Learning, Technology and Leadership Education

Mission
The mission of the James Madison University professional education unit is to prepare caring, knowledgeable, skilled and reflective educators who believe that all students can learn and succeed. Our candidates and faculty are committed to lifelong learning and aspire to meet educational needs in a changing, pluralistic and democratic society. The personal and professional development of candidates is accomplished by emphasizing excellence and continuous innovation in quality undergraduate, graduate and professional programs.

James Madison University's College of Education is distinguished through faculty and candidate achievements, academic rigor, excellence in teaching, candidate and faculty interactions and relationships, technological innovations, and national recognitions. The college maintains relevance through active and growing interactions with other colleges within the university and with local, state, regional, national and international communities.

The college is committed to providing:

The undergraduate and graduate teacher education programs are accredited by the National Council for Accreditation of Teacher Education and approved by the Virginia State Board of Education.

The basic philosophy of the college is reflected in the following goals:

Programs of Study
Learning, Technology and Leadership Education offers these programs:

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Adult Education/Human Resource Development

M.S.Ed in Adult Education/Human Resource Development

Admission Criteria

Transcripts and GRE scores should be mailed to:

The Graduate School
MSC 6702
James Madison University
Harrisonburg, VA 22807

The following must be submitted when submitting the online application:

The Master of Science in Education degree with a major in adult education/human resource development is designed for persons entering or advancing in positions associated with learning in education, business, industry, government, and other public and private sector organizations. The program is targeted to college graduates pursuing a career in the AHRD field, experienced AHRD professionals who want to expand their skills and enhance their career potential, and working managers and professionals in leadership roles where skills in developing and leading people have become critical to their organizations' success. A major strength of the program is that it allows individuals to tailor their programs to individual career needs and objectives.

Program Mission and Outcomes
The mission of the AHRD program is to prepare professionals to lead, design, implement and evaluate learning programs within education, business, industry, government, military, health care, and other public and private sector organizations. In addition to delivering effective instruction, AHRD professionals design ways to improve human performance, facilitate change and enhance creativity. By completing our program, graduates will be able to:

Learners majoring in adult education/human resource development must follow several fundamental guidelines:

Degree Requirements
The major consists of a minimum of 36 credit hours of course work. These credits include core program courses, electives, and either a research project or a thesis. Students electing the thesis option will take one fewer elective course as thesis credits total 6 hours.

Master of Science in Education in Adult Education/Human Resource Development Degree Requirements

Degree Requirements
Credit Hours
Program courses
30-33
Research Paper or Thesis
3-6

 
36

Core Courses
The core requirements consist of foundational courses that are the basis for the understanding of adult education/human resource development. These core courses encourage learners to investigate adult education/human resource development and to appreciate all facets of this dynamic field.

Minimum Requirements
Credit Hours
AHRD 520. Foundations of Adult Education/Human Resource Development
3
AHRD 540. Leadership and Facilitation
3
AHRD 580. Learning in Adulthood
3
AHRD 600. Performance Analysis and Needs Assessment in Adult Education/
3
Human Resource Development
AHRD 630. Research Methods and Inquiry in Adult Education/
3
Human Resource Development
AHRD 640. Program Evaluation and Measurement in Adult Education/
3
Human Resource Development
LTLE 530. Principles of Instructional Design
3
LTLE 570. Design and Development of Digital Media
3

 
24

Concentrations
In addition to the core courses, students will choose electives appropriate to their interests. These electives when combined with the core courses may form a concentration. These additional courses may be taken in the AHRD program or in another area related to the students' interests. These additional courses should complement the learner's studies in adult education/human resource development and support his/her professional goals.

Concentration areas for adult education/human resource development include the following defined areas of study: leadership and facilitation, instructional design, human resource management, and AHRD program evaluation and measurement. Details for each defined concentration are listed below. A learner, in conjunction with his or her adviser, can also define a concentration in another area of study such as public administration, counseling psychology, secondary education or any content area that is complementary with the learner's professional objectives. Concentrations should be decided in conjunction with the learner's adviser.

Concentration in AHRD Program Evaluation and Measurement
This concentration is designed to provide learners with in-depth exposure to and practice of effective evaluation and measurement methods and practices related to various AHRD programs in organizations.

Minimum Requirements
Select a minimum of six hours from the electives listed below:

AHRD 501. Workshop in Adult Education/Human Resource Development
AHRD 620. Consulting AHRD
AHRD 690. Special Studies in Adult Education/Human Resource Development
EDUC 630. Inquiry in Education
ISAT 620. Research Methods in a Multidisciplinary Environment
LTLE 590. Clinical Practicum
PSYC 600. Introduction to Measurement and Statistics
PSYC 605. Research and Inferential Statistics
PSYC 606. Advanced Measurement Theory
PSYC 608. Multivariate Statistical Methods in Psychology

Concentration in Higher Education
The concentration in higher education is designed to prepare learners who have experience and/or in-depth preparation in an academic area to provide instruction for undergraduate learners and adapt to other aspects of the undergraduate teaching environment in institutions of higher education.

Concentration in Human Resource Management
This concentration is designed to acquaint learners with business and industry and practices related to the management of human resources.

Minimum Requirements
Select a minimum of six hours from the electives listed below.

AHRD 501. Workshop in Adult Education/Human Resource Development
AHRD 620. Consulting in AHRD
AHRD 635. Organization and Administration of Adult Education Human Resource Development
AHRD 690. Special Studies in Adult Education/Human Resource Development
LTLE 590. Clinical Practicum
MBA 600. Organizational Behavior
MBA 650. Managing Human Resources/Personnel Administration
MBA 651. Labor Relations

Concentration in Instructional Design
This concentration is designed to equip learners with skills to design and implement learning strategies using principles of adult learning and instructional design together with technology applications in adult education/human resource development settings.

Minimum Requirements
Select a minimum of six hours from the electives listed below.

AHRD 501. Workshop in Adult Education/Human Resource Development
AHRD 620. Consulting in AHRD
AHRD 650. Instructional Design for E-Learning
AHRD 690. Special Studies in Adult Education/Human Resource Development
EDUC 540. Educational Technology
LTLE 590. Clinical Practicum

Concentration in Leadership and Facilitation
This concentration is designed for learners who wish to combine leadership, facilitation and creativity with an approved adult education/human resource development program.

Minimum Requirements
Select a minimum of six hours from the electives listed below.

AHRD 501. Workshop in Adult Education/Human Resource Development
AHRD 560. Facilitating in Adult Education/Human Resource Development
AHRD 620. Consulting in AHRD
AHRD 660. Facilitating Experiential and Action Learning
AHRD 690. Special Studies in Adult Education/Human Resource Development
ADSU 632. Leadership for School – Community Relations
LTLE 590. Clinical Practicum
MBA 600. Organizational Behavior
MGT 633. Leadership and Human Relations

Individualized Concentration
For minimum requirements, see the adviser.

Oral Comprehensive Examination
During the final semester in which the learner is enrolled in this program, he/she will participate in an oral and written comprehensive examination to be conducted by the learner's advisory committee. This examination will cover key concepts, principles, theories, and practices covered in the core courses. The comprehensive examination committee consists of at least two full-time AHRD faculty members and/or faculty of courses taken by the student.

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Educational Leadership

M.Ed in Educational Leadership
The Master of Education Degree (M. Ed.) with a concentration in educational leadership serves students who work in, or who intend to pursue careers in, K12, higher education, business and industry, and consulting. The program provides candidates with opportunities to explore and research emerging technologies for learning. Candidates in the program will discover effective ways to integrate these technologies in their chosen professional settings. Graduates will possess a broad and deep understanding of the practice of educational design and technology.

Admission Criteria
All criteria are considered when reviewing the candidates for admission to the Master of Education degree program. However, no one criterion will be the sole reason for lack of admission to the program. Criteria include the following:

Candidates may be required to complete several other tasks and activities which are designed to assess leadership ability and other skills and competencies as a part of the admissions, retention and program completion processes.

The masters degree and certificate programs in educational leadership are designed for practicing school personnel who aspire to be educational leaders.

Program Mission and Outcomes
The master's degree in education with a concentration in educational leadership is designed to prepare candidates to assume leadership positions in both schools and district offices. The organizing theme for the program is the school/district administrator's central role as the interpreter, facilitator and initiator of educational change leading to effective schools for all children. The program focuses upon the principal within the context of the school community of students, parents, teachers, support staff, and administration and, the district supervisor within the community of schools. It recognizes the constant state of mutual influence, which exists among schools and the organizations and culture of broader society.

The educational leader must understand and interpret changes within this context that affect the mission and operation of schools. For example, as an interpreter of change, the administrator must be able to discern the meaning of modifications in financial support, school law, governmental policy and educational research, and communicate these changes to the staff and community. In the role of facilitator, the administrator must be able to effectively implement programs mandated by the school board, as well as nurture and support positive changes suggested by students, staff or parents. Finally, as the initiator of change, the administrator must provide leadership for the process of continuous school improvement. The program is accredited by NCATE and the Commonwealth of Virginia and is national recognized by the Educational Leadership Constituent Consortium (ELCC).

Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by:

Completion Requirements
All candidates must pass a comprehensive examination and submit a portfolio before completing the concentration. The comprehensive examination is designed to assess attainment of the desired instructional outcomes of the concentration. Some offerings require prerequisites for enrollment. These requirements enable a systematic and developmental approach to preparing school administrators. The concentration is fully aligned with the standards of the Educational Leadership Constituent Consortium.

Program Description
The program includes 36-39 graduate credit hours and is divided into three interlocking components: professional core courses, a set of key leadership courses, and a practicum or internship experience.

Master's Degree in Education with a Concentration in Educational Leadership Degree Requirements

Degree Requirements
Credit Hours
Professional Core
15
EDUC 620. Changing Contexts of American Schools
3
EDUC 625. Evaluation in Education
3
EDUC 630. Inquiry in Education
3
EDUC 641. Learning Theory and Instructional Models
3
EDUC 642. Curriculum Theory and Issues
3
Leadership Concentration
18-21
ADSU 540. Technology for Administrators
3
ADSU 640. Foundations of School Administration
3
ADSU 641. School Law
3
ADSU 642. Leadership for School-Community Relations
3
ADSU 643. The Principalship
3
ADSU 644. Supervision and Development of School Personnel
3
ADSU 652. School Finance and Business Management
3
Practicum and Internship Experiences
3
ADSU 668. Internship in the Principalship
3
or ADSU 678. Full-time Internship for School Administrators
3

 
36-39

Successful completion of the Administrative Technology Portfolio may be substituted for ADSU 540.

Licensure Requirements
A candidate who has the appropriate teaching license, who completes the aforementioned program and who achieves a passing score on the School Leader's Licensure Examination is eligible for endorsement in PreK-12 administration and supervision in the Commonwealth of Virginia.

Certificate in Educational Leadership
Candidates who already possess a master's degree in a related field may enter the certificate program. The certificate program requirements are identical to those for the master's degree; however, educational leadership course requirements already completed in the previous master's may count toward fulfilling certificate requirements. For example, a candidate with a master's degree may already have completed the professional core (14 credits), and thus would need only to complete the leadership concentration, practica and internship and all relevant assessments). A minimum of 21 credits is required (most endorsement candidates complete 30+) and a second master's degree is not conferred.

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Educational Technology

M.Ed. in Educational Technology

Admission Criteria
All criteria are considered when reviewing the candidates for admission to the Master of Education degree program. However, no one criterion will be the sole reason for lack of admission to the program. Students must meet the following criteria to be considered for admission:

  1. GRE scores at the 25th percentile or higher for both verbal and quantitative sections.
  2. Undergraduate grade point average of 2.75 or higher.
  3. Baccalaureate degree from a regionally accredited college/university.
  4. Professional resume.
  5. A two- to three-page written statement (double spaced) describing the applicant's professional background, the educational issues that the applicant would like to address in the master's program and the applicant's long-term professional goals.
  6. Interview with one of the educational technology faculty members to ensure the applicant understands the goals and requirements of the educational technology program.

The master's degree in educational technology provides candidates with opportunities to explore and research emerging technologies for learning. Candidates in the program will discover effective way to integrate these technologies in their chosen professional settings.

Program Mission and Outcomes
The Master of Education degree with a concentration in educational technology is designed for teachers, administrators and professionals in the field of staff development and training. Candidates completing the program will have developed a broad and deep framework for identifying, implementing and assessing educational technology in the teaching and learning process. Candidates will have an opportunity to explore future trends in educational technology, allowing them to continue to expand their skills at the completion of the program. Candidates will complete course work in two concentration areas, giving them extensive experience in designing, developing and assessing different educational technology applications. Candidates complete the program with a practicum experience to apply their skills and knowledge in a school or workplace setting.

Graduates in the program will be able to:

  1. Demonstrate knowledge of characteristics and issues surrounding the integration of technology for learning.
  2. Design, develop and implement instructional activities utilizing emerging technologies for effective instruction.
  3. Demonstrate an understanding of the principles of learning and how these apply to effective implementation of appropriate technologies with diverse learners.
  4. Demonstrate knowledge of current trends and research in educational technology.
  5. Demonstrate a level of competence with educational technologies to assure positive growth with effective technology integration among learners and colleagues in their professional setting.
  6. Demonstrate competence in oral and written professional communication.
  7. Demonstrate integrity and ethical professional behavior when designing, developing and implementing educational technologies.

Program Description
To complete a Master of Education degree with a concentration in educational technology, the candidate will complete a minimum of 33 hours of course work organized as follows: professional core, 12 hours; educational technology core courses, nine hours; two specialty areas of concentration, six hours each. In addition, candidates must complete a qualifying examination, present an electronic portfolio midway in their program of studies and take a comprehensive examination at the conclusion of the degree.

Master of Education with a Concentration in Educational Technology
Degree Requirements

Degree Requirements
Credit Hours
Professional Core
12
EDUC 620. Changing Context of American Schools
3
EDUC 630. Inquiry in Education
3
EDUC 641. Learning Theory and Instructional Models
3
EDUC 642. Curriculum Theory and Issues
3
Educational Technology Core
9
LTLE 530. Principles of Instructional Design
3
LTLE 560. Foundation of Education Technology
3
LTLE 590. Clinical Practicum
3
Educational Technology Specialty Areas (choose two areas)
12
Multimedia Development
EDTC 611. Multimedia and User Interface Design
3
LTLE 570. Design and Development of Digital Media
3
Technology Management
EDTC 621. Technology Planning
3
EDTC 622. Staff Development in Educational Technology
3
Data Visualization
EDTC 631. Imagery and Data Display
3
EDTC 632. Simulation and Modeling
3


Certificate in Educational Technology

Candidates who do not desire a master's degree may enter the certificate program. Certificates are available in any of the educational technology specialty areas and are awarded following the completion of six graduate credits in one of the three specialty areas: multimedia development, technology management and data visualization.

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English Language Learning Academy

Dr. Laura Desportes, Dr. Diane Foucar-Szocki, Co-directors
Phone: (540) 568-6193, Phone: 540-568-8012
http://www.jmu.edu/coe/ltle/ella.shtml

The mission of the English Language Learning Academy is to provide language learning opportunities and support through licensure, minor, clinical and direct service programs. The English Language Learning Academy offers initial PK-12 licensure program in Teaching English as a Second Language (TESL) at the bachelor's and post-baccalaureate (MAT) levels.

K-12 English as a Second Language Undergraduate Licensure Program

Dr. C. Ruth Bosch, Program Advisor
Phone: (540) 568-5813

James Madison University's College of Education, through the ELL Academy offers a bachelor degree preparation for K-12 English as a Second Language (ESL) Licensure. This program will draw upon theories of linguistics, research on social and cultural variables that influence second language acquisition, and the knowledge required to facilitate second language learning. This will prepare future educators to understand and implement more equitable and effective ways of working with English Language Learners in a variety of contexts, including inclusion in content/general education classes, sheltered-ESL classes and pullout classes. Completion of this four year program may lead to eligibility for a Virginia teaching license for K-12 English as a Second Language.

The College of Education's ELL Academy is interested in candidates who are committed to social justice and are committed to creating affirming and academically challenging learning environments for their future students.

Application and Admission Criteria
All candidates for initial teacher licensure must be fully accepted into the teacher education master's program to register for certain education courses, including student teaching. Students are prevented from taking designated education courses until the following requirements are met. Candidates must:

Licensure Advising
Upon admission to the College of Education's ELL Academy, candidates are assigned a faculty adviser. Faculty advisers meet with students regularly to plan and revise their course of study. In addition, a licensure adviser assists licensure candidates with the licensure process.

Course of Study
The course of study for the undergraduate K-12 licensure in ESL consists of the following:

K-12 ESL Undergraduate Licensure Program Requirements

Requirement
Credit Hours
General Education:
50
GENG 239. Studies in World Literatures (3)
GWRTC 103. Critical Reading and Writing (3)
Choose one (3):
GCOM 121. Fundamental Human Communication: Presentations
GCOM 122. Fundamental Human Communication: Individual
GCOM 123. Fundamental Human Communication: Group
GHIST 101. World History to 1500 (3)
GHIST 102. World History Since 1500 (3)
GHIST 225. U.S. History (4)
GPOSC 225. U.S. Government(4)
GANTH 195. Cultural Anthropology (3)
GPSYC 160. Life Span Human Development (3)
GKIN 100. Lifetime Fitness and Wellness (3)
GHTH 100. Personal Wellness (3)
MATH 107. Fundamentals of Math I (3)
MATH 108. Fundamentals of Math II (3)
Choose six credits (6):
GSCI 161. Science Processes (1)
GSCI 162. The Science of the Planets (2)
GSCI 163. The Matter of Matter (1)
GSCI 164. Physical Science: Learning Through Teaching (2)
GSCI 165. The Way Life Works (1)
GSCI 166. Environment in Context (2)
Choose one (3):
GHIST 150. Critical Issues in Recent Global History (3)
GMAD 150. Mediated Communication: Issues and Skills (3)
GPHIL 120. Critical Thinking (3)
Choose one (3):
GART 200. Art in General Culture (3)
GMUS 200. Music in General Culture (3)
GMUS 203. Music in America (3)
GMUS 206. Introduction to Global Music (3)
ESL Core Courses
30
GPSYC 160. Life Span Human Development (3)
EXED 440. Classroom Management (3)
EDUC 360. Foundations of American Education (3)
EDUC 370. Instructional Technology (3)
READ 430. Literacy Foundations (3)
TESL 425. Cross Cultural Education or EDUC 310 (3)
TESL 470. Methods of Teaching ESL (3)
Choose one (3):
TESL 426. Concepts of 1st/2nd Language Acquisition
TESL 428. Assessment for Language Development
Additional ESL Requirements:
15
Practicum (3)
EDUC 480. Student Teaching (6)
Modern Language Proficiency (6)
Additional Program Requirements
30

 

The chosen major must be in a liberal arts discipline as defined by the Virginia Department of Education. The following majors are highly recommended:

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Course Offerings

School Administration

ADSU 640. The Fundamentals of Educational Administration.
3 credits.
Examines the fundamental principles and concepts of organizational theory, structure and climate. There is an emphasis on the administrative processes and professional ethics of leadership, motivation, decision making, communication, organizational change and strategic planning. The course offers opportunities to apply theory to professional practice through the use of case studies.

ADSU 641. School Law.
3 credits.
Acquaints teachers and prospective school administrators with the laws governing public education and the legal responsibilities and powers of state and local governing bodies and individuals. Emphasis is given to federal and Virginia statutes and case law affecting due process, liability, equal protection, and the rights of teachers and students.

ADSU 642. Leadership for School-Community Relations.
3 credits.
The influence of the social and political structures and conditions on school leadership, personnel, programs and activities is explored. Strategies for interacting and cooperating with parents, community leaders, businesses and organizations for support in the effective attainment of school objectives and the educational goals of the community are emphasized.

ADSU 643. The Principalship.
3 credits.
Emphasis will be on instructional leadership and effective school management that promote positive student achievement, a safe and secure environment, and the efficient use of resources. Curriculum planning, scheduling, school improvement planning, assessment of student progress, school change, and program evaluation will be key topics covered by this course.

ADSU 644. Supervision and Development of School Personnel.
3 credits.
Concepts and approaches for planning and implementing activities for effective human resource management are explored. Theories and practices related to recruitment, development and appraisal of personnel are covered. Evaluation of personnel for the purpose of meeting school objectives and for professional development receives emphasis.

ADSU 652. School Finance and Business Management.
3 credits.
This course emphasizes the history and principles of public school financing and the roles of federal, state and local governments and agencies in financing public education. Taxation for school purposes, the economics of education, equity and disparity issues, budgetary concerns, strategic planning, and procedures for school-site management are included.

ADSU 658. Practicum in School Administration.
3 credits.
The practicum provides administrative field experience in a school setting. Students spend a minimum of 75 hours during the semester working under the guidance of a practicing school administrator and university supervisor. Other course requirements include seminars and the completion of an administrative project. Course graded on an S/U basis. Prerequisites: Completion of a minimum of 15 credits and permission of instructor.

ADSU 668. Internship for Principals.
3 credits.
Students spend a minimum of 200 hours over six months working under the supervision of a practicing school administrator and a university professor. The student should experience the full range of duties, problems and issues encountered by a school administrator, and receive developmental and evaluative feedback. Course graded on an S/U basis. Prerequisite: Completion of 30 credits in the Educational Leadership Program or permission of adviser.

ADSU 678. Full-time Internship for School Administrators.
3 credits.
Candidates spend a minimum 90 full-time days working under the working under the supervision of a practicing school administrator and a university professor. The candidate should experience the full range of duties, problems and issues encountered by an administrator and receive developmental and evaluative feedback. Course graded on an S/U basis. Prerequisite: Attainment of a full-time administrative position and permission of adviser.

ADSU 680. Readings and Research.
1-3 credits.
This course provides opportunities for directed readings and research in areas of special interest. Reading and research may be done only in the major field of study. Prerequisites: Written permission of the adviser and program coordinator.

ADSU/LEAD 730. Advanced Learning Theories and Instructional Models.
3 credits.
This course focuses on the design, delivery, assessment and supervision of instruction in schools, across schools, throughout the school division and in the community. Prerequisite: Permission of instructor.

ADSU/LEAD 735. Advanced Curriculum Theory and Instructional Issues.
3 credits.
This course focuses on the determination, development, implementation, assessment and revision of curriculum and its relationship to the design, delivery, assessment and supervision of instruction in schools, across schools, throughout the school division and in the community. Prerequisite: Permission of instructor.

ADSU/LEAD 741. Leading Educational Organizations.
3 credits.
Analyze, apply study of ethics, values and leadership concepts. Apply four ethical paradigms of justice, care, critique and profession. Integrate and apply knowledge of educational laws, personnel supervision and education finance. Analyze change theory as related to cognitive and social processes and apply to school and organizational change. Analyze the impact of personnel motivation, work performance and evaluation on school culture. Evaluate sociopolitical influences on leadership in schools. Prerequisite: Permission of instructor.

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Adult Education/Human Resource Development

AHRD 501. Workshop in Adult Education/Human Resource Development.
1-3 credits.
Designed to provide workshop experience in a variety of areas involving adult education/human resource development. Workshop content will be determined by demand, interest and input from local, regional and state clientele. May be repeated up to six hours.

AHRD 520. Foundations of Adult Education/Human Resource Development.
3 credits.
Historical beginnings of adult education and human resource development programs are examined in order to understand current practices. Current issues and trends, research, legislation and publications will be incorporated into the course.

AHRD 540. Leadership and Facilitation.
3 credits.
This course examines the multi-faceted concept of leadership and facilitation, focusing on facilitative leadership approaches and how these contribute to organizational and individual performance. Traditional and emergent paradigms will be explored. Emphasis will be placed on knowledge, attitudes and skills that enable a facilitator to work effectively with diverse work groups, enhance creativity and draw from organizational and community resources.

AHRD 560. Facilitating in Adult Education/Human Resource Development.
3 credits.
This course equips students to participate in and facilitate groups in organizational settings. Students examine theories and tools for developing and supporting effective learning groups and will practice facilitation skills. The course will address group dynamics, clarification of group task/agenda, meeting goals and use of the self as a facilitating instrument.

AHRD 570. Diversity and Ethics in AHRD.
3 credits.
This course focuses on two of the critical areas, diversity and ethics, in AHRD. It examines and explores theories and techniques for dealing with institutional "isms" (e.g., multiculturalism, sexism, ageism and professionalism, etc.), as they relate to managing training, conflict resolution, career development, mentoring, performance improvement, team building and peer rating methods. Prerequisite: AHRD 520.

AHRD 580. Learning in Adulthood.
3 credits.
This course provides a comprehensive overview of learning in adulthood. Emphasis is placed on learning contexts, what and why adults learn, the nature of learning, learning theories, adult development and the development of adult learning theory. Ways and means to enhance learning opportunities in the lives of adults at work, school, worship, in leisure and for better health are explored.

AHRD 600. Performance Analysis and Needs Assessment in Adult Education/Human Resource Development.
3 credits.
Focuses on knowledge and skills basic to organization, process, and task analyses, including approaches and steps in identifying root causes of performance problems. Current performance analysis practices in AHRD will be discussed. Methods and techniques in developing specific instruments for performance improvement data collection and data analysis will also be covered. Prerequisite: AHRD 520.

AHRD 620. Consulting in AHRD.
3 credits.
This course focuses on models, techniques and practices of consulting skills in developing programs for learners as individuals, groups and organizations. Emphasis is placed on performance analysis, needs assessment, instructional design processes, approaches and practices, implementation procedures and evaluation approaches to various learning settings and clients. Prerequisite:
AHRD 520, AHRD 560, AHRD 580, AHRD 600, LTLE 530, or equivalent or permission of the instructor.

AHRD 630. Research and Inquiry in Adult Education/Human Resource Development.
3 credits.
This course provides students with knowledge and skills in research and inquiry. This course will focus on different qualitative and quantitative research methods, research designs, approaches to doing literature reviews and analyses, and determining the size and scope of research projects. Data collection instruments and analyses approaches will also be covered. Prerequisite: AHRD 520 or students in the stage of conducting R&R projects.

AHRD 635. Organization and Administration of Adult Education/Human Resource Development Programs.
3 credits.
This course examines current and proposed legislation, program development and organizational structures found in adult education and human resource development. Emphasis is placed on changing existing structures to lifelong learner-driven structures.

AHRD 640: Program Evaluation and Measurement in Adult Education/Human Resource Development.
3 credits.
Focuses on theories and practices in evaluation and measurement of AHRD programs from the perspective of impact on organizations, work processes, and individuals, as well as follow-up decisions. Methods and processes in developing specific instruments for program evaluation data collection and data analysis will also be discussed. Prerequisite: AHRD 520.

AHRD 650. Instructional Design for E-Learning.
3 credits.
This course focuses on applications of instructional design theories and principles to e-learning. Built on students' learning in AHRD 580 and AHRD 610, this course provides opportunities for students to apply theories and develop skills for real-world e-learning design and development. Design planning, storyboarding, online authoring and other critical e-learning design skills will be addressed. Prerequisites: AHRD 580, Learning in Adulthood and AHRD 610, Instructional Design. Students who have not met the prerequisites but still wish to take the course can meet with the instructor for an assessment prior to registration.

AHRD 660. Facilitating Experiential and Action Learning.
3 credits.
This course examines the historical roots of action learning, organizational learning, various experiential and action methodologies; and a thorough description of action learning including what it is, key elements, when it works, organizational applications, and how it benefits the organization. Prerequisites: AHRD 540 or permission of the instructor.

AHRD 670. American Higher Education.
3 credits.
The objective and organization of prevalent types of institutions are studied. Current issues and problems in American higher education are explored.

AHRD 671. Teaching and Learning Processes in Higher Education.
3 credits.
Instructional practices and themes are studied in relationship to programs in higher education.

AHRD 673. The Community College.
3 credits.
The history, functions and personnel of the comprehensive community college in the American system of higher education are studied. Current issues facing the community college are explored.

AHRD 680. Reading and Research.
3-6 credits.
Designed to provide the opportunity for supervised reading and research in a special interest area of adult education/human resource development. Prerequisite: Approval from major adviser and completion of a basic research course.

AHRD 690. Special Studies in Adult Education/Human Resource Development.
3 credits.
Designed to provide learners the opportunity to explore topics of special interest that are more limited than the traditional three credit course. Prerequisite: Approval of major adviser.

AHRD 695. Portfolio.
The portfolio is a non-credit capstone course to demonstrate individual learning processes throughout the AHRD program. Students will construct their portfolios based on their professional and academic goals and experiences, from work completed in graduate courses. The portfolio will assist students, as professionals or advanced students, prove their expertise and academic preparation in the job market or in academia, and contribute to their comprehensive exam experience, allowing for reflection on the program and individual learning. Prerequisites: All core courses and/or concurrent with Reading and Research or Thesis Research.

AHRD 698. Comprehensive Continuance.
1 credit.
Continued preparation in anticipation of the comprehensive examination. Course may be repeated as needed.

AHRD 699. Thesis Continuance.
2 credits.
Continued study, research and writing in the areas of thesis concentration. Course may be repeated as needed.

AHRD 700. Thesis Research.
3-6 credits.
Continued study, research and writing in the areas of thesis concentration. Course may be repeated as needed. This course is graded on a satisfactory/unsatisfactory/ incomplete (S/U/I) basis. Prerequisites: EDUC 630 and approval of graduate adviser.

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Education

EDUC 620 Changing Contexts of American Schools.
3 credits.
This course focuses on the nature of educational change in American schooling. Emphasis will be placed upon contemporary issues facing education, their historical and philosophical roots and the implementation of educational change.

EDUC 625. Evaluation in Education.
3 credits.
The course is designed to help practicing educators improve their development and use of assessment tools and techniques. Attention will also be given to analyzing and interpreting assessment results and investigating newer developments in the evaluation of learning and instructional programs. Prerequisite: An instructional methods course.

EDUC 630 Inquiry in Education.
3 credits.
Develop skills, insights and understandings which will enable the student to become an intelligent and critical consumer of educational inquiry and a productive participant in the inquiry process. Prerequisites: Appropriate technology skills or EDUC 505.

EDUC 641. Learning Theory and Instructional Models.
3 credits.
This course focuses on the diverse nature of learners, the processes of learning and development, the role of the teacher, the design and delivery of instruction and the processes and strategies of teaching.

EDUC 642. Curriculum Theory and Issues.
3 credits.
The study of curriculum theories and issues that lead to a comprehensive understanding of the purposes and functions of schools in a democratic society.

(For a full listing of EDUC courses, see the Early, Elementary and Reading Education section).

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Educational Technology

EDTC 611. Multimedia and User-interface Design.
3 credits.
Design and evaluation of effective user interfaces, beginning with principles for product design. Considers the process for user interface development as a separate process from software design and development including such topics as life cycle development, usability, prototyping, and formative user-based evaluation.

EDTC 621. Technology Planning.
3 credits.
This course introduces the process of building a technology plan for a school district or other unit. It explores the roles of the different stakeholders in the process and focuses on issues of funding, implementation and assessment. Prerequisite: EDTC 510 recommended.

EDTC 622. Staff Development in Educational Technology.
3 credits.
This course will focus on instructional models, strategies and assessment of professional development activities among adult leaders of K-12 educational settings. Course will focus on research supported instructional strategies and techniques to meet educational technology learned society's guidelines for instructional personnel.

EDTC 631. Imagery and Data Display.
3 credits.
Detailed study of different data visualization tools, including image processing and geographic information systems. Clear and concise displays of data are emphasized, along with the research base supporting the use of these tools in inquiry-based learning. Prerequisite: EDTC 510 recommended.

EDTC 632. Simulation and Modeling.
3 credits.
Exploration of simulation and modeling tools and their application to science and mathematics learning. Software addressing a variety of grade levels and content areas will be explored and assessed for its value in inquiry-based learning. Emphasis will be given to curricular design and implementation. Prerequisite: EDTC 631.

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Learning, Technology and Leadership Education

LTLE 530. Principles of Instructional Design.
3 credits.
Examines the overarching process of instructional design as it relates to the design, development, and implementation of technology-based instruction. Instructional design models will be compared and contrasted, and students will be challenged to develop their own model that is appropriate for the given workplace. Includes discussions on design methodologies, principles, and instructional strategies.

LTLE 560. Foundations of Educational Technology.
3 credits.
The purpose of this course is to provide you with a critical framework with which to assess the impact of technology on education. We will be examining the meaning of technology, discourses that construct technology, and a variety of different social issues related to the use of educational technologies.

LTLE 570. Design and Development of Digital Media.
3 credits.
The foundational skills course introduces the processes for the design, development, and distribution of digital media elements. Concepts introduced include technical terminology; file management; computer-based learning, distance learning, and blended learning; the use of collaborative tools for learning; and practical applications in K12 and business. This course provides skills for future digital media development.

LTLE 580. Developing and Critiquing Visual Literacy.
3 credits.
This course will cultivate the ability to evaluate and create conceptual visual representations. Students will practice the necessary critical attitude, principles, tools and feedback to develop their own high-quality graphics for learning and performance. Topics also include the impact of visual literacy on the learning process related to instructional design, instructional technology, and information presentation.

LTLE 590. Clinical Practicum.
3 credits.
This course represents a clinical approach to project development in which students are supervised during the integration and application of theories, practices, and skills in a variety of authentic work settings. Prerequisites: Student must be within six hours of completion of the program; approval of graduate adviser.

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Teaching English as a Second Language

TESL 425. Cross-Cultural Education.
3 credits.
The course provides students with knowledge of the effects of socio-cultural variables in an instructional setting.

TESL 426. Concepts in First and Second Language Acquisition.
3 credits.
This course is designed to help students gain familiarity with first and second language acquisition. In understanding the process of language acquisition, students will be better equipped to design instructional strategies that facilitate English Language Learners language acquisition, and to create supportive environments. Prerequisites: EDUC 310.

TESL 428. Assessment for Curriculum Development in English as a Second Language.
3 credits.
The course provides students with a variety of assessment practices for assessing English language learners' abilities. Students will examine ways to use assessment results in the development of appropriate curriculum. Prerequisites: TESL 426.

TESL 470. Methods in Teaching English as a Second Language.
3 credits.
This course is designed to provide pre-service ESL teachers with experiences in designing and implementing instructional strategies to meet the linguistic needs of English Language Learners and utilizing assessment instruments to evaluate student progress.

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