This course develops candidates’ knowledge, skills, and dispositions regarding cultural competence and sensitivity inclusive of personal awareness, culturally inclusive instruction, culturally inclusive counseling, advocating for diverse populations across the lifespan, in roles that eliminate biases, creating culturally inclusive environments. (May be substituted for GED 6009.)
This course provides an overview of the school counseling profession in educational venues, including historical content and knowledge of social and cultural foundations. Foundational counseling theories, skills, and techniques are introduced as are stages of the counseling relationship. Purposes, types, and applications of research in counseling are introduced, as is program evaluation.
This course will explore various advising models that are used to help college students effectively navigate their academic, personal, and career choices. The course will also focus on the role of the individual student affairs professional as a leader and advocate for students.
This course will focus on how to use research and data from higher education to build an equity-minded approach in developing programs that lead to persistence, thriving, and a sense of belonging for traditional, special populations, and racially underrepresented college students.
This course provides opportunity for the application of research and theory in the study of how learning occurs. Major attention devoted to the cognitive development of the learner, how knowledge and behavior are developed, conditions that promote learning, how to accommodate the needs of the diverse learners, and how to evaluate a variety of learning environments across the life span.
This course is designed to guide and support graduate candidates in teaching and learning, counseling, and administration in clarifying a functional personal philosophy of education by extending, refining, and constructively applying their knowledge of the dominating philosophies of education. This course will provide candidates with an overview of both classical and contemporary philosophies and theories of education. The course includes introduction of Judeo-Christian tradition (especially the Wesleyan perspective) and how this tradition informs the discipline and can provide a framework for interaction between and among educators, students, support staff, parents, and culturally diverse traditions and school communities. The emphasis of study in this course leads to the development of a Personal Educational Philosophy for each candidate through focused reading, enhanced critical thinking skills, encouraging meaningful personal and professional reflection, and providing for formative shared thought.
This course examines major bodies or theory related to college-age student development and the contexts in which that development occurs. Provided is an overview of major concepts, theories and research related to the cognitive, linguistic, social, emotional and physical development of emerging adults. Wesleyan perspectives in adult development are introduced. Effective and age-appropriate development strategies that ensure engaged participation for diverse populations are taught and observed through fieldwork experiences offered concurrently. Letter Grade.
Contemporary trends and issues in the administration of curricula, instructional programs, student development programs, and student support services are examined in relation to historical background, conceptual models and actual institutional settings. This course is intended to give students the competencies necessary to undertake various operational and leadership roles in higher education, non-profit and human services agencies. Students examine the major laws and principles regarding the historical and contemporary purposes, roles and functions of higher education institutions and support agencies in American society, supported with fieldwork experiences offered concurrently. Letter Grade.
Study of validity and accuracy of examinations and marking systems across age spans and educational venues; use of statistical procedures to interpret test results; nature, function and use of standardized tests and authentic assessment including portfolio methods for diagnosis and guidance; brief overview of educational research methods.
Candidates gain understanding of the fieldwork processes and procedures required in the Higher Education program for a successful relationship between the university candidate and our partner institutions.
A total experience of two hundred (200) hours of observation and participation specific to student and emerging adult development and support services are broken down into one (1) unit increments of one hundred (100) hours each in settings that are culturally and linguistically diverse where effective and age-appropriate development strategies are modeled. Candidates are responsible for transportation to and from school/community site. Credit/No Credit.
Prerequisite(s): GED 6071S
This course is designed to explicitly support Master of Arts degree candidates to learn the process of action research and apply it to an educational setting. Candidates learn the iterative process of plan, assess, reflect, and apply and use research methodology and data collection to an issue of practice. The final action research project integrates the candidate’s learning in the program with a field-based project that draws conclusions that are practical, relevant, and are reflective questions of the candidate’s teaching or leadership experience.
This course is designed to complement GED 6094, giving the candidate an opportunity to share the action research results obtained in GED 6094 and develop a portfolio of the candidate’s learning in the Master of Arts program. Candidates work with a mentor instructor to complete the portfolio and prepare a presentation of both the portfolio and the action research project. At the end of the course, candidates deliver a public presentation of their work.
Prerequisite(s): GED 6094
This course is designed to explicitly support Master of Science degree candidates in developing and internalizing the essential knowledge, skills, and dispositions to conduct an investigation of primary sources. The course is intended to demonstrate the candidate’s ability to work independently on a problem, to demonstrate wide familiarity with the literature in the field of the program, to demonstrate command of the techniques and principles of research and to demonstrate ability to form valid generalizations from the data used. The candidate’s learning and research previously conducted in the required Master’s level coursework serve as the foundation for developing essential thesis topics. Enrollment spans one semester and must be at the end of the candidate’s coursework and can be concurrent with other coursework.
This course is designed to explicitly support Master of Science candidates in developing the written thesis product and the oral presentation of the research project developed during the GED 6098 course. A faculty mentor is assigned to each candidate to complete a written product and oral presentation representing the research process, which may include implementation and reporting results of an original research and/or experience in an educational environment. Enrollment spans one semester and is required immediately following the successful completion of GED 6098. Continuous enrollment is required each semester until the thesis is completed.
