Master of Education (All Courses)
EDU 5020. Literacy 1 (3). This course will extend the knowledge and skills of candidates in the area of literacy. Within a whole language focus candidates will be encouraged to examine their own classroom practices in the teaching of literacy.
EDU 5030. Literacy 2 (3). This course will extend the knowledge and skills gained in EDU610. Candidates will be encouraged to develop and implement whole language practices in their own classrooms.
EDU 5040. Literature for Children and Adolescents (3). This course is a survey of classic and contemporary children's and adolescent literature. Various methods for using these books in the classroom are covered.
EDU5240. Diagnosis and Correction of Reading Difficulties (3). The nature of reading problems, and the methods, techniques, and materials used in diagnosing and remediating reading-related difficulties are studied in detail. Attention is focused on the learner, and the interpretation of physiological, psychological, sociological, and educational factors which influence reading achievement. Provisions are made for the mastery of appropriate assessment instruments, identification and analysis of reading problems, the interpretation of informal and formal measures of reading performance, and for the development of instructional plan for ameliorating. A formal report of the results of the assessment will be completed and a detailed plan for the correction of the students' reading difficulties must be completed.
EDU 5250. Practicum in Reading (3). This practicum is a semester-long course and includes application and implementation of assessment and correction strategies with K-12 students. Candidates will collect and organize formal and informal assessment results for struggling readers, and develop specific plans to ensure language arts growth. A sixty-clock hour clinical experience with two struggling readers (one Prek-4, one middle or high school) is required.
EDU5260 Reading Specialist Resource Teacher (3). This course will provide a study of topics central to reading program development at the school level in PreK-12 settings. Specific focus will be given to professional development in the area of literacy for teachers and paraprofessionals with an emphasis on the communication of assessment information for the purpose of instructional decisions to teachers, parents, administrators, and paraprofessionals.
EDU 5270. Literacy Across the Secondary Curriculum (3). Students will gain techniques in developing reading, writing, speaking, and critical thinking through any subject area of the secondary school. Particular attention will be paid to diagnosis and further development of reading strategies, reading for meaning in subject area literature, and writing for subject area audiences. The course is required for all secondary (7-12 and 9-12) licensure students.
EDU 6010. Contemporary Issues in Education (3). Contemporary issues in education will be examined against a backdrop of historical and philosophical issues addressed in American education. This is required of all Master of Education students.
EDU 6040. Leadership and Learning in Organizations. (3). A comprehensive appraisal of a wide range of leadership theories, models, frameworks and practices based on their application to encouraging efficient and effective individual and small group learning in organizational settings. Concepts and principles from adult learning theory, training techniques, performance appraisal systems, coaching methodologies, mentoring practices, and on-the-job learning procedures will be evaluated and aligned with identified leadership skills, performance standards, ethical decision making, influence techniques and effective communication. This course provides the leadership and learning foundations for subsequent studies in the program.EDU 6050. Facilitating Learning in Organizations (3).Building upon the individual and small group learning and leadership practices of presented in EDU 6040, classic and contemporary theories, models, frameworks and practices of planned change, organizational development, and the Learning Organization will be presented and compared to identify the core principles of effective and ethical practice. Concepts and methodologies from learning theory, consulting, systems theory, group dynamics, and organizational culture assessments will be applied to assessments of collective learning and organizational effectiveness. Combined with EDU 6040, this course prepares the student for EDU 6060.
EDU 6060. Concepts of Learning Communities (3).The challenges of creating Learning Communities within diverse organizational settings will be addressed through the application of concepts, skills, procedures and techniques presented in EDU 6040 and EDU 6050. The student's current and previous work experiences will serve as our "laboratory" together with selected case studies and practical applications in existing organizations to test the usefulness and will be used to amplify the student's understanding and to reinforce skills for building and confirming viable Learning Communities.
EDU 6070. Research and Assessment in Learning Communities (3). This course provides an introduction to the theory and practice of qualitative and quantitative inquiry related to research and assessment of various learning communities, including strategies for developing effective research questions, for planning and designing research / assessment studies, and for interpreting and presenting findings in a manner that contributes to the understanding of educational practices and evaluation.
EDU 6080. Developing a Learning Community (3). This course examines program development and diversity issues within a variety of educational and professional learning communities.
EDU 6120. Independent Project in Literacy (3). This course is an independent project for use in the Literacy focus area of the Master of Education (Curriculum and Instruction). The content and processes of this course will be developed through consultation between the candidate and their mentor and/or mentor committee.
EDU 6150. Technology for Education 1 (3). Using current technological knowledge and equipment, students will understand the role and use of technology for instructional purposes.
EDU 6160. Technology for Education 2 (3).Candidates will use their current technological knowledge and equipment to enhance their use of technology in the educative processes in their own community, school or classroom. This course will focus on Social Informatics; the study of the social aspects and impacts of technology, the dynamic and powerful influence technology is having upon human interaction, the formation of on-line "communities" and other social impacts of technology.
EDU 6170. Independent Project in Technology (3). This course is an independent project for use in the Technology focus area of the Master of Education (Curriculum and Instruction). The content and processes of this course will be developed through consultation between the candidate and their mentor and/or mentor committee.
EDU 6200. Gifted Education 1 (3). This course will cover the historical and current practices in the identification of the characteristics of the gifted, their place in the school system, and approaches to catering for them.
EDU 6210. Gifted Education 2 (3). course will cover the content, methodology and materials for teaching the gifted.
EDU 6220. Independent Project in Gifted Education (3). This course is an independent project for use in the Gifted Education focus area of the Master of Education (Curriculum and Instruction). The content and processes of this course will be developed through consultation between the candidate and their mentor and/or mentor committee.
EDU 6250. Early Childhood Education 1 (3). This course examines the history, theories, philosophies, and research on Early Childhood Education.
EDU 6260. Early Childhood Education 2 (3). This course examines the modern practices in Early Childhood Education allowing candidates to further develop their own classroom strategies.
EDU 6270. Independent Project in Early Childhood Education (3). This course is an independent project for use in the Early Childhood Education focus area of the Master of Education (Curriculum and Instruction). The content and processes of this course will be developed through consultation between the candidate and their mentor and/or mentor committee.
EDU 6300. Middle School Perspectives 1 (3). This course emphasizes the growth and development of children in grades 5-8. It looks at appropriate curriculum and instruction for this age group as well as the methodology for teaching to meet the needs of this group.
EDU 6310. Middle School Perspectives 2 (3). This course further develops a candidates understanding of the growth and development of children in grades 5-8. It pays particular attention to the research on attempts to improve education in middle schools.
EDU 6320. Independent Project in Middle School Education (3). This course is an independent project for use in the Middle School focus area of the Master of Education (C&I). This course will be developed through consultation between the candidate and their mentor and/or mentor committee.
EDU 6370. Independent Project in Secondary Education (3). This course is an independent project for use in the Secondary focus area of the Master of Education (C&I). This course will be developed through consultation between the candidate and their mentor and/or mentor committee.
EDU 6400, 6410, 6420, 6430, 6440. Special Focus I-V (3). These courses are for students completing a variety of educational experiences as developed in their approved individualized plans of study that are not in existing graduate courses within the university. The content and goals of these courses will vary depending upon individual learning plans. In the context of these classes, participants will develop and individualized plan that includes 1) a description of the special focus field of study; 2) a rationale for studying this area, including driving questions, professional significance of the study and, objectives; 3) a detailed accounting of potential resources, including: reading areas and bibliography, workshops / seminars, and / or courses at other institutions. A significant component of these courses will emphasize experiential aspect of learning, including internships, experiments, teaching, archival research, interviews with specialists in his / her field, projects, or other forms of applied work. Students will begin work on ideas related to their thesis.
EDU 6450. National Board 1: Process (3).This course will assist candidates to understand the requirements for National Board Certification and assist them as they begin the process. A key focus will be on the National Board process. Pre-requisites: EDU6010, EDU 6020, and EDU 6040.This course is available to practicing teachers only.
EDU 6460. National Board 2: Standards (3).This course will assist candidates to understand the requirements for National Board Certification and assist them as they move through the process. A key focus will be a thorough understanding of the National Board Standards. Pre-requisites: EDU 645. This course is available to practicing teachers only.
EDU 6470. National Board 3: Implementation (3).This course will assist candidates to understand the requirements for National Board Certification and assist them as they complete the process. A major focus will be how candidates can demonstrate their competence against the specific standards for their area. Pre-requisites: EDU 6450 and EDU 6460. This course is available to practicing teachers only.
EDU 6500. Independent Project in Education (3).This course is an independent project for use in the Master of Education (Learning Communities). The content and processes of this course will be developed through consultation between the candidate and their mentor and/or mentor committee. Formerly listed as EDU 607/6070.
EDU 6520. Reading Recovery 1 (3). This course is designed to assist teachers to diagnose and correct reading disabilities through demonstration of their understanding of the purposes, practices, and underlying theory for working with struggling readers in Reading Recovery. Individuals enrolling in this class must have prior permission from administrators in a Reading Recovery Site before enrolling.
EDU 6530. Reading Recovery 2 (3).This course is designed to extend the understandings of Reading Recovery begun in Reading Recovery I (EDU 6520). Particular attention will be given to enhancing the learning of struggling readers and children who are the most difficult to teach. Individuals enrolling in this class must have prior permission from administrators in a Reading Recovery Site before enrolling.
EDU 6540. Reading Recovery Practicum (3). This course is designed to assist teachers as they work with students to diagnose and correct reading disabilities through the Reading Recovery process. Attention will be given to the use of instructional records as a means of documenting student development and reflecting on the effectiveness of the teaching related to student learning. Individuals enrolling in this class must have prior permission from administrators in a Reading Recovery Site before enrolling.
EDU 6580. English Language Learners (3). An introduction to English learners of diverse language and cultural backgrounds. Focuses on an understanding of special needs of these learners and the strategies to promote the language and literacy development of all students.
EDU 6900. Thesis in Education (3).This course is Thesis for the Master of Education (Learning Communities). Formerly listed as EDU 606/6060.
EDU 6901-04. Thesis Continuation (1).This a one credit hour course required to maintain enrollment at Belmont while the candidate completes the thesis. Enrollment in EDU 6901-04 (progressive) is required each semester beyond the original term the student enrolled in EDU 6900. Students may enroll in the Thesis Continuation series a maximum of four semesters (two years). Earned credit hours from 6901-04 do not count toward graduation hours.
Area Focused Courses Teacher Leaders
EDL 6010. Leadership in Schools (3). The development of leadership skills and abilities and the dynamics of team functioning, including decision-making models and processes, problem-solving techniques, communication skills, conflict management, and self-improvement. The legal framework of compliance in education, the civil liberties of teachers, curriculum content, and academic freedom. Teacher's rights, duties, and responsibilities to the education process are also explored.
EDL 6020. Interpersonal Skills for Leaders (3). Provides students with a foundation for professional development. Emphasis on belief systems, teaching styles and teachers-as learners; intra and inter personal communication skills needed in leadership roles; functioning in a multicultural/pluralistic society. Develops an understanding of potential structures and effective principles of school/community relations.
EDL 6030. Instructional Coaching and Mentoring (3). Understanding self and others, and professional development. Emphasis on skill acquisition in the areas of personality data; consultation processes; and designing, implementing professional development programs for teachers. Provides the opportunity for analysis of one’s teaching through an exploration of models of instruction, critical theory related to teaching, and a variety of mentoring models.
EDL 6040. Curriculum Design (3). Designed to improve the student-practitioners ability to manage and lead the development and organization of curriculum and materials. Presents the concepts and skills of curriculum development and shows how to apply them to actual course planning. Includes an overview of past, present, and emerging curriculum trends, plus an examination of educational and curricular philosophy and how philosophy impacts school programs.
EDL 6050. High Quality Instructional Practices (3). With the focus on the assessment of students and the evaluation of instruction management, this course is an exploration of theory, contemporary thinking, and fundamental questions and decisions relative to the management and continual improvement of instructional processes and outcomes. A major focus is the current findings on research-based instructional practices. Selected theories of learning and their value to instructional practices will be examined. Emphasis will be given to the relationships among learning theories, learner characteristics, motivational theories, and instructional practices.
EDL 6060. Data Driven School Improvement (3). Introduction to educational statistics and appraisal techniques that will be useful in today’s schools. Emphasis will be placed on how to understand and use research data. Specific attention will be given to the use of data available to Tennessee schools with particular emphasis on how to use this data for school improvement.
EDL 6070. Assessment and Accountability (3). Intensive study of methods constructed and/or used by teachers for appraisal of student progress and adjustment. This course will pay particular attention to the selection, use, and interpretation of standardized instruments. The use of standardized tests for school accountability will also be discussed.
EDL 6900. Thesis/Project (3). This course is the Thesis for the Master of Education (Teacher Leaders).
Area Focused Courses Non-Profit Leadership
NPL 6010. Foundations of Non-Profit Organizations (3). This course will develop participants’ understanding of what is meant by a non-profit organization and the non-profit sector. Topics covered could include; history of non-profits, organizational structures, the role of the staff and board, legal and compliance issues, the role of non-profits in a democracy, and the social, legal and moral implications of being a non-profit.
NPL 6020. Financial Planning for Non-Profit Leaders (3). This course will further develop students’ understanding and skills in the areas of; the economics of non-profits, non-profit accounting, and financial management.
NPL 6025. Fundraising for Non Profit Organizations (3). This course will examine current trends in fundraising in non profit organizations. The course will cover such topics as; sources of funding including state and federal grants, donors and other sources of funds, the administrative aspects of fundraising and legal requirements.
NPL 6030. People Management in Non-Profit Organizations (3). The challenges of managing a diverse group of people within non-profit organizational settings will be addressed through the application of concepts, skills, procedures and techniques presented in EDU 6040 and EDU 6050. Possible topics include: human resource management in non profit settings, managing volunteers, facilitation of groups, customer service, and branding.
NPL 6040. Governance in Non Profit Organizations (3). This course will examine current trends and developments in the governance of non profit organizations. The course will cover such topics as; Board selection and management, administrative structures, and management of volunteers.
NPL 6035. Strategic and Operational Planning in Non-Profit Organizations (3). An extension of EDU6040 Leadership and Learning in Organizations that specifically applies the leadership theories and skills to non-profit organizations. Topics covered could include; strategic planning, planning for change, program evaluation and improvement, and structuring and managing a Board.
NPL 6045. Practicum in Non Profit Settings (3). This course will allow candidates in the Non Profit leadership program to complete a practicum in an appropriate setting. This option will be available to a candidate if the professors and program director feel that this candidate has not had sufficient experience in nonprofits and would benefit from such an experience.
NPL 6900. Thesis/Project in Non Profit Leadership (3). Student must complete a significant research project as their culminating experience in the Organizational Leadership and Communication M.Ed. program.
NPL 6901-04. Thesis Continuation (1).This course is required to maintain enrollment at Belmont when the candidate fails to complete OLC 5900 in one semester. Enrollment in OLC 6901-04 is required each semester beyond the original term the student enrolled in OLCS 6990. Students may enroll in the OLC 6901-04 a maximum of four semesters (two years) and must be enrolled in the course in the semester of graduation (if later than the 6900 course). Earned credit hours from this course do not count toward graduation hours.
Area Focused Courses Organizational Leadership and Comunication
OLC 6102. Pragmatics of Leadership (3). This course examines the critical elements required to be a successful leader. Particular emphasis is given to sharpening personal communication skills and the ethical dimensions of leadership.
OLC 6202. Media and Organizational Communication (3). This course will investigate the Public Relations, Marketing and Advertising aspects of an organization's external communication.
OLC 6302. Interpersonal Dynamics in Organizations (3). This course develops skills and understanding of internal organizational communication processes including team building, group decision-making, gender and intercultural communication.
OLC 6402. Organizational Culture and Change (3). Includes research and analysis of organizational culture and how change is dealt with in these environments. Survey research, process analysis, and organizational culture research will be the foci of this seminar.
OLC 6502. Selected Topics in Leadership and Communication (3). A seminar in a specially chosen topic area related to some aspect(s) of organizational leadership and communication. Topics will vary from term to term.
OLC 6602. Applied Learning in Leadership and Communication (3). Experience in the public, private, or not-for-profit setting that provides for substantial growth in the understanding of organizational leadership and communication. Students are expected to complete at least 175 practicum hours as well as various other course assignments.
OLC 6800. Independent Study in Leadership and Communication (3). Students will work with an individual faculty member to develop one or more research projects related to organizational leadership and communication.
OLC 6850. Directed Readings in Leadership and Communication (3). Students will work with an individual faculty member to develop a bibliography related to some aspect(s) of organizational leadership and communication and complete the readings, accordingly.
OLC 6900. Thesis in Organizational Leadership and Communication (3). Student must complete a significant research project as their culminating experience in the Organizational Leadership and Communication M.Ed. program.
OLC 6901-04. Thesis Continuation (1).This course is required to maintain enrollment at Belmont when the candidate fails to complete OLC 6900 in one semester. Enrollment in OLC 6901-04 is required each semester beyond the original term the student enrolled in OLC 6900. Students may enroll in the OLC 6901-04 a maximum of four semesters (two years) and must be enrolled in the course in the semester of graduation (if later than the 6900 course). Earned credit hours from this course do not count toward graduation hours.
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