May 18, 2024  
2021-2023 Graduate Catalog 
    
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2021-2023 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

Master of Arts in Teaching
  

  • EDU 6301 - Curriculum Development and Cultural Diversity

    Credits: 3 hrs
    This course is designed for teachers who are interested in improving their schools for the culturally diverse populations that they serve. This course will explore the teacher’s role as a change agent in meeting student’s culturally different needs.
    Prerequisite(s): Admission to the program or permission of the Program Coordinator
  

  • EDU 6302 - Media, Technology, and Diversity

    Credits: 3 hrs
    This course is an instructional design intervention that will facilitate the selection and design of ethnically and culturally sensitive materials for instruction, training, and presentation. Students will diagnose their own ethnic and cultural needs prior to implementing the principles of instructional design and media development. Course content and design will explore alternative delivery systems used to provide multiple instructional avenues to facilitate the information processing and comprehension of diverse learners.
    Prerequisite(s): Completion of the core courses or permission of the Program Coordinator
  

  • EDU 6304 - Research Methodology

    Credits: 3 hrs
    Educational research methods are constructed to help students become independent researchers through practical experience and exposure to research terminology, techniques, research literature, and methods. The course seeks to develop the ability to locate, analyze, and interpret research data.
    Prerequisite(s): Admission to the program or permission of the Program Coordinator
  

  • EDU 6305 - Statistics: Introduction to Quantitative Methods

    Credits: 3 hrs
    Introduction to Quantitative Methods is a statistical course divided into two parts. Descriptive and inferential statistical methods are introduced. This course further assists the graduate student with developing statistical analysis applied to his or her respective research topic. Case studies will aid in the understanding of how statistical principles are applied for students in the field of education.
    Prerequisite(s): Admission to the program or permission of the Program Coordinator
  

  • EDU 6310 - Master of Arts in Teaching:Project I

    Credits: 3 hrs.

     

    This course is designed to assist MAT candidates in their preparation of an action research prospectus that will guide them in the full development of their action research project. The action research project will be fully implemented and completed in the Advanced Topics in Education Course. Emphasis will also be given to the theoretical understandings associated with action research, and the submission of IRB processes.

  

  • EDU 6311 - Teachers as Leaders

    Credits: 3 hrs
    This 3- hour course is designed to enable teachers to develop an understanding of and acquire skills necessary for leadership roles in their schools. Specifically, the following teachers’ leadership roles will be discussed: instructional, assessment of instruction, together with school improvement and site-based accountability
  

  • EDU 6315 - Integrating the Elementary Program and Curriculum

    Credits: 3 hrs
    This course will focus on the challenges presented to practitioners in relationship to time-line constraints, diverse learning needs, learner-centered literacy, integrating curricula with multiple intelligences, integrating mathematics across the curriculum, and ever increasing expectations for achievement. These comprehensive changes have forced the master teacher to develop curriculum that is integrated and meaningful to the needs of all learners. This curricular model involves new paradigms, and alternative models of planning, instructing, and evaluating the learning process with skillful comprehensive integration of elementary school curriculum content.
    Prerequisite(s): Completion of methods courses or permission of the Program Coordinator
  

  • EDU 6316 - Fundamentals of Mathematics: Exploring Theories and Practices

    Credits: 3 hrs
    The course will focus on the methods and materials that are most effective in teaching mathematics to elementary and middle school students (K-8). The course begins with the following premises: (1) Teachers have beliefs about how mathematics should be taught in schools, and these beliefs are often based on their own experiences as students. (2) These experiences should not necessarily be regarded as examples of effective practice. (3) Important changes are occurring in what is known about the learning and teaching of mathematics. (4) Teachers must think critically about their own mathematics learning to design appropriate experiences for their students. 
    Prerequisite(s): EDU 6302 or permission of the Program Coordinator (M.Ed. Students only)
  

  • EDU 6317 - Teaching and Learning Science K-6

    Credits: 3 hrs
    This course is designed to give teachers knowledge of the current trends and issues in teaching and learning science with emphasis on contemporary literature and classroom application for grades K-8.
    Prerequisite(s): EDU 6302 - Media, Technology, and Diversity  or permission of the Program Coordinator (M.Ed. Students only)
    Banner Schedule: Fall
  

  • EDU 6318 - Teaching Social Studies for Elementary Education

    Credits: 3 hrs
    This course emphasizes the place and importance of social studies in elementary education (K-6) in an increasingly multicultural environment. Methods, materials, content, and trends in teaching social studies in the elementary grades are explored.
    Prerequisite(s): EDU 6302 or permission of the Program Coordinator
  

  • EDU 6319 - Master of Education Internship Phase I

    Credits: 3 hrs
    This is a 3-credit hour graduate course that is designed for teachers who want to strengthen the implementation of advanced instructional competencies through collaborative, reflective practice. This course assists participants in the translation of theories of instruction and research into effective practice and helps them prepare for the National Board Teacher Certification.
    Prerequisite(s): EDU 6315 or permission of the Program Coordinator
  

  • EDU 6320 - Master of Education Internship Phase II

    Credits: 3 hrs
    This course is designed for teachers who want to strengthen the implementation of advanced instructional competencies through collaborative, reflective practice. This course further assists participants in the translation of theories of instruction and research into effective practice and helps participants prepare for the National Board Teacher Certification.
    Prerequisite(s): EDU 6319 or permission of the Program Coordinator
  

  • EDU 6321 - Educational Research and Assessment

    Credits: 3 hrs
    This graduate level course is designed to provide students with a fundamental understanding of educational research to become critical consumers of research and evaluate their own practices. This course is designed to help students organize a master’s thesis project. Upon completion, students will develop a research question/hypothesis and write a thesis introduction, conduct a literature review and develop a research study design.
  

  • EDU 6323 - MAT Internships

    Credits: 3 hrs
    This course provides supervised, field-based experiences in observation, instruction, and administration of programs for students in education.  It provides structure and practice for teachers who want to strengthen the implementation of advanced instructional competencies through collaborative, reflective practice.  Teaching experience focus on building advanced content knowledge and pedagogical skills, conducting research, and providing collaborative leadership to other teachers.  Also, this course will assist participants in the translation of theories of instruction and research into effective practice and help participants.  Building on the candidate’s solid bachelor’s degree, the M.A.T. focuses primarily on developing and extending the pedagogical, leadership, and research skills needed by teachers.
    Banner Schedule: Fall
  

  • EDU 6325 - Advanced Concepts in Curriculum and Instruction

    Credits: 3 hrs

    This course will cover fundamental concepts of curriculum and instruction including current trends and special topics. Course activities, discussions, and assignments will engage in an overview of contemporary issues in education followed by research and development in curriculum and instruction.

    Prerequisites: EDU 6305: Statistics - Introduction to Quantitative Methods and EDU 6316, 6317, or 6324
    Prerequisite(s): EDU 6305  and EDU 6316 , EDU 6317  or EDU 6324
  

  • ELE 5315 - Teaching Literacy and Language in the 21st Century

    Credits: 3 hrs
    This course provides a framework for the development of literacy and language in children. It emphasizes the importance of the science of reading as it integrates the concepts of language and vocabulary uses in the elementary setting. It is designed to help candidates acquire the knowledge to build on what children bring to oral language, reading and writing, while creating developmentally appropriate language and literacy activities. 
    Banner Schedule: Fall
  

  • LIN 5301 - Descriptive Linguistics *

    Credits: 3 hrs
    This course examines the methods of linguistic analysis and language description, focusing on problem-solving techniques based on data from various languages. Areas such as phonetics and phonology, morphology, syntax, semantics, and discourse analysis/pragmatics will be addressed.
  

  • LIN 5302 - Social and Psychological Aspects of Language

    Credits: 3 hrs
    This course will explore the relationship between language and society and will analyze this relationship in terms of certain sociological concepts including class, status, power, gender, culture, dialects, and language and education. The course will also explore the relationship between language and the processes of the brain and mind, such as language production, language processing, and language development. 
  

  • LIN 6301 - Research Methods in Linguistics

    Credits: 3 hrs
    The course examines aspects of meaning in communicative practice, speech acts embedded in social action, and gender schemas and ideologies. Emphasis will also be placed on genderizing discourse (especially gender opposition), gender and use of linguistic varieties, and women’s language and gendered positioning.
  

  • LIN 6302 - Special Topics in Applied Linguistics

    Credits: 3 hrs
    Topics of current interest in Applied Linguistics not covered in existing courses will be explored and researched.
  

  • MGE 5360 - Middle School Philosophy and Organization

    Credits: 3 hrs.

    According to This We Believe published by the National Middle School Association in 1982 and revised in 1995, and This We Believe: Successful Schools for Young Adolescents (2003) the middle school is an educational response to the needs and characteristics of youngsters during early adolescence and, as such, deals with the full range of intellectual and developmental needs. In addition, the developmental diversity of this age group makes it especially difficult to organize an educational program that adequately meets the needs of all.

    This course provides an opportunity for students to analyze essential characteristics of the middle school including the following: curriculum designs appropriate for students at this age level, alternative designs for teacher-student guidance programs, interdisciplinary team organizations for student grouping, developmentally appropriate assessment strategies, diversity issues and organizational features of the effective middle school.

  

  • MGE 5370 - Early Adolescent Learners

    Credits: 3 hrs.
    This course is designed to develop an understanding of the major concepts, theories, and research related to the intellectual, physical, social, emotional, and moral development of early adolescents. The course also analyzes the role that the classroom, family, peer group, community, and society have on the development of young adolescents. The above knowledge is intended to lay the foundation for teachers of middle and high school students so they may maximize learning opportunities for middle and secondary school-age students. Provisions are made in this course to complete 12 clock hours of field experience.
    Banner Schedule: Fall
  

  • MGE 6201 - Middle Grades Education Portfolio

    Credits: 2 hrs
    This course is designed for students to demonstrate their knowledge, experience, and skills obtained during the MAT Program by creating a portfolio that will document their learning and mastery of both program and licensure competencies.
  

  • MGE 6301 - Integrated Methods for the Middle School

    Credits: 3 hrs
    This course teaches the principles and methods of teaching English/Language Arts to middle grade learners through content integration. Students will plan interdisciplinary and integrative study units, work in teams and focus teaching on the development of the emergent adolescent. Practices such as individualized skill development, uses of technology, democratic process, writing across the curriculum, problem solving, creativity, in-depth explorations, and guidance will be studied. Integrative approaches will include infusing reading and literacy skills in the middle school core using a teaming approach.
    Banner Schedule: Fall
  

  • RED 5311 - Teaching Literacy across the Curriculum

    Credits: 3 hrs
    Teaching Literacy in the Middle School is a graduate-level course developed for middle school teachers. This three-hour course explores methods for teaching middle school students to read, write, think, and learn in ways that allow them to master the subject matter and meaningfully apply their understanding. Candidates are introduced to and engaged in the use of a wide range of research-based instructional practices and approaches.  Teacher candidates learn to plan lessons that teach content and nurture greater literacy use in the content areas. Pre-, during-, and post-reading strategies are explored, along with assessment strategies that give middle grades students a continuous view of their literacy progress and achievement in the content areas. Also introduced are methods of teaching writing that enlarge and deepen students’ understanding of subject matter. Teacher candidates will be introduced in this course to the use of technology in teaching literacy in the content areas. (Field work will be required)
    Banner Schedule: Fall
  

  • RED 6310 - Teaching Reading as Thinking

    Credits: 3 hrs
    The course is designed to familiarize the master teacher with all the important aspects of reading instruction. It reviews extensively language development, content, and pedagogy. It focuses in each of the areas on the thinking process. The course investigates research studies on the reading process, including theoretical background and analyses and critical evaluations of research. Ultimately, it places emphasis on psychological principles, philosophical approaches, and educational implications. Additionally, the course includes a strong emphasis on writing across the curriculum, and teaching and learning about cultural diversity.
    Prerequisite(s): EDU 6302   or permission of the Program Coordinator
  

  • RED 6315 - Literacy, Diagnosis, and Remediation for Exceptional Students

    Credits: 3 hrs

     

    This course is designed to meet the needs of teachers working with students with special needs. An in-depth study of the causes of reading difficulties will be made. Both formal and informal instruments for diagnosis of these difficulties will be analyzed, evaluated, and administered. Emphasis will be placed on choosing, administering and interpretation/ planning using the diagnostic instruments. Tests that schools are required to administer in the regular classroom will be studied, administered and evaluated. Equipment, materials, and methods of remediation of reading difficulties will be highlighted and evaluated. Students will use assessment materials and plan for remediation of students through the WSSU Literacy Assessment Project.

     

  

  • SPE 5310 - Teaching Students with Diverse and Exceptional Learning Needs

    Credits: 3 hrs
    This course addresses strategies for the development, implementation, and monitoring of Individualized Education Programs (IEPs) and related instructional planning for exceptional students within the general curriculum, including Pre K-12, students at risk for school failure, students from culturally and linguistically diverse backgrounds, and gifted learners. Candidates will develop appropriate IEPs and lesson plans for instruction. Candidates will be expected to access the North Carolina Standard Course of Study for adapting standard instruction to meet the needs of students. An emphasis is placed on differentiating instruction, co-teaching, teaming, collaboration, using data to drive instruction, and creating a classroom environment in which all learners can be successful.
    Banner Schedule: Fall
  

  • SPE 5315 - Literacy, Diagnosis, and Remediation for Exceptional Students

    Credits: 3 hrs

    This course is designed to meet the needs of teachers working with students with special needs.  An in-depth study of the causes of reading difficulties will be made.  Both formal and informal instruments for diagnosis of these difficulties will be analyzed, evaluated, and administered.  Emphasis will be placed on choosing, administering and interpretation/ planning using the diagnostic instruments.  Tests that schools are required to administer in the regular classroom will be studied, administered and evaluated.  Equipment, materials, and methods of remediation of reading difficulties will be highlighted and evaluated.  Students will use assessment materials and plan for remediation of students through the WSSU Literacy Assessment Project.

     

  

  • SPE 5320 - Methods for Teaching Mathematics to Students w/Special Needs

    Credits: 3 hrs
    This course is designed for candidates preparing to teach students with disabilities (K-12).  Candidates will learn strategies for teaching students who experience a particular set of difficulties in mathematics. 
  

  • SPE 5321 - Understanding Students with High Incidence Disabilities

    Credits: 3 hrs
    This course is designed to develop candidates understanding of students referred to as having high-incidence disabilities or mild disabilities. This introductory graduate course will provide a comprehensive overview of students with learning disabilities, intellectual disabilities, serious emotional disabilities, and speech/language impairments. Emphasis is placed on the developmental nature of high –incidence disability categories.
  

  • SPE 5322 - Instructional Strategies for Teaching Students with High Incidence Disabilities

    Credits: 3 hrs.
    This course will focus on strategies and techniques required for meeting the diverse needs of students with mild disabilities in elementary, middle, or secondary classrooms. Emphasis is placed on accessing the general education curriculum through inclusion strategies and through individualized interventions and modifications including the use of technology. Candidates will integrate the knowledge of characteristics of learners from SPE 5321 - Understanding Students with High Incidence Disabilities  to design developmentally appropriate lesson plans and activities based on assessment. 
    Banner Schedule: Fall
  

  • SPE 6304 - Building Collaborative Family, School, and Community Relationships

    Credits: 3 hrs.
    This course is devoted to the study of the major principles upon which effective home, school-community relations are based. It also emphasizes the ways in which parents and teachers may make effective use of community agencies whose activities may have a beneficial effect upon the development of children. This course emphasizes techniques used in parental interviews, conferences and referrals by school personnel with parents of children with and without disabilities, and strategies practiced by agencies that work with families. Emphasis is placed on working with culturally and linguistically diverse students and their families.
  

  • SPE 6310 - Assessment and Evaluation of Students with Special Needs

    Credits: 3 hrs
    This course is designed to provide prospective teachers with procedures and techniques required for the assessment and remediation of learning disabled individuals. Particular attention is given to the use of assessment results in planning remediation.
    Banner Schedule: Fall

Master of Arts in the Teaching of English as a Second Language and Applied Linguistics
  

  • ESL 5301 - Descriptive Linguistics

    Credits: 3 hrs
    The course examines the methods of linguistic analysis and language description, focusing on problem-solving techniques based on data from various languages. Areas such as phonetics and phonology, morphology, syntax, semantics, and discourse analysis/pragmatics will be addressed.
  

  • ESL 5301 - Discourse Analysis

    Credits: 3 hrs
    This course examines discourse from a linguistic perspective, focusing on language structure and variety. Candidates will engage in the analysis of samples of authentic discourse pertaining to different genres.
  

  • ESL 5303 - Discourse Analysis

    Credits: 3 hrs
    The course is meant to be an introduction to discourse analysis from a linguistic perspective. An interactive, activity-based approach to the study of language in use will be adopted in order to help students understand language structure and variety. Emphasis will be placed on topics such as linguistic categories, worldviews, discourse structure, register, genre, literacy, speech acts, communication and technology, among others. A variety of texts will be used, which will include literary extracts, advertisements, horoscopes, junk mail, comedy sketches, political speeches, telephone discourse, and Internet chat.
  

  • ESL 5303 - Language and Gender

    Credits: 3 hrs
    This course examines aspects of meaning in communicative practice, speech acts embedded in social action, and gender schemas and ideologies. Emphasis will also be placed on genderizing discourse (especially gender opposition), gender and use of linguistic varieties, and women’s language and gendered positioning.
  

  • ESL 5304 - Language Variety in American English

    Credits: 3 hrs

    The course is meant to familiarize students with the language varieties spoken in the United States. A variety of topics will be discussed such as: the origin and history of American English (AE), its distinctiveness, regional and social varieties in AE, linguistic features of African American English, multilingualism and non-English mother tongue, native-American languages, among others. The course will also focus on linguistic diversity and English language acquisition and language and education

     

     

  

  • ESL 5305 - Language and Gender

    Credits: 3 hrs
    The course is meant to examine aspects of meaning in communicative practice, speech acts embedded in social action, and gender schemas and ideologies. Emphasis will also be placed on genderizing discourse (especially gender opposition), gender and use of linguistic varieties, and women’s language and gendered positioning.
  

  • ESL 5310 - Language Acquisition and Language Learning *

    Credits: 3 hrs
    This course focuses on the nature of language learning, first and second language acquisition theories, stages of second language development, and individual learner needs and characteristics that will contribute to student performance. Teacher candidates plan lessons that meet the diverse needs of their student populations, and draw conclusions about various language learning theories and how their action research results can be applied to their classrooms, schools, and communities.
  

  • ESL 5311 - Language and Culture in ESL *

    Credits: 3 hrs
    This course examines issues of language and culture relevant to teachers of ESL. Universal aspects of language such as communicative meaning and intentions/uses of communication will be discussed, as well as similarities and differences in world languages. Consideration is given to the interconnectedness of language and culture, the function of language in daily life, its implications for bilingual students as well as how cultural heritage and identity play into second language skills development. Some attention is also given to legal, historical, and cultural issues as they relate to ESL.
  

  • ESL 5312 - Testing, Assessment, and Evaluation of ESL *

    Credits: 3 hrs
    This course helps teacher candidates develop competency in assessing student proficiency and achievement in the areas of speaking, listening, reading, and writing as it relates to a diverse population of English language learners. Special emphasis will be given to development, evaluation and interpretation of traditional and alternative assessments. Testing theory and current testing research will be discussed along with principles of second language assessment and standardized testing. 
  

  • ESL 5313 - Principles and Methods of Teaching ESL *

    Credits: 3 hrs

    This course is designed to examine the methods, principles and strategies for teaching ESL from the elementary school to adult education levels with a survey of all current methodological and pedagogical theories and their applications. Listening, speaking, reading, and writing skills development are addressed in conjunction with the general language goals of interpersonal communication, interpretive communication, presentational communication, cultures, comparisons, connections, and communities (as stated in the National Standards for Foreign Language Education). ESL content-based instruction is referenced along with lesson planning, micro-teaching, the examination of textbooks, professional organizations, and the impact of technology (CALL- Computer Assisted Language Learning) in the discipline. 

     
    Prerequisite(s): Language Acquisition and Language Learning
  

  • ESL 5317 - Literacy Skills Development in ESL

    Credits: 3 hrs
    The course examines the psycholinguistic bases of the reading process in ESL. The focus of the course will be on reading as a skill and the role of the teacher of English in assisting speakers of other languages in developing this skill. Special emphasis will be on developing a series of skills like word recognition, analysis of word parts, syllabication, understanding content word meaning and function word meaning, development of reading habits both reading for inference and recreational reading, and the importance of building vocabulary and reading instructions. A variety of texts will be used.
  

  • ESL 5318 - Differentiated Instruction in ESL

    Credits: 3 hrs
    The course examines individual differences (IDs) that second language learners exhibit in the learning process. The emphasis will be on learning styles and learning strategies and their influences on students’ approach to second language learning, and the different research methods and techniques for identifying and measuring these individual differences in Second Language Acquisition (SLA).  
  

  • ESL 5319 - ESL Materials, Curriculum and Syllabus Design

    Credits: 3 hrs
    This course examines issues related to the development of materials and syllabus design. Teacher candidates will consider learning styles, cultural issues, and the authenticity of materials used in ESL classrooms. Candidates will become familiar with theoretical and practical issues regarding content selection, content adaptation, and various types of syllabi used in ESL.
  

  • ESL 5320 - Teaching ESL Composition at the College Level

    Credits: 3 hrs

    This course focuses on teaching writing to ESL students at the college level. Topics include the teaching of writing, error correction techniques, and cross-cultural aspects of ESL compositions. Some attention will be given to meeting the needs of U.S.-educated ESL learners in college composition courses.

     

  

  • ESL 5322 - History of the English Language

    Credits: 3 hrs
    This course is designed to show the relations of the English language to the Indo-European language family and to trace the history of its development from Old English through Middle and Early Modern English to the present day. Attention will be paid to phonology, morphology, syntax, and semantics as well as the English lexicon.
  

  • ESL 6301 - Research Methods in ESL

    Credits: 3 hrs
    This course introduces teacher candidates to research concepts, research design, and analysis specific to ESL and second language education. Each candidate performs action research which may include comparative studies, pre- and post-test evaluations, investigation of an issue, selection of samples, and submission of a written interpretation of data. Candidates review research literature and collect data throughout the semester while in a local public school setting. Some attention will be given to self-reflection on lesson planning and practice teaching.
  

  • ESL 6302 - Special Topics in ESL

    Credits: 3 hrs
    Topics of current interest in ESL not covered in existing courses will be explored and researched.
  

  • ESL 6312 - Language Variety in American English

    Credits: 3 hrs
    This course examines the language varieties spoken in the United States. A variety of topics will be discussed such as the origin, history, and distinctiveness of American English (AE), regional and social varieties in AE, linguistic features of African American English, multilingualism, and Native American languages. The course will also focus on linguistic diversity and English language acquisition and language and education.
  

  • ESL 6312 - Social and Psychological Aspects of Language

    Credits: 3 hrs

    The course will explore the relationship between language and society and will analyze this relationship in terms of sociological concepts, including class, status, power, gender, culture, dialects, and language and education. The course will also explore the relationship between language and the processes of the brain and mind, such as language production, language processing, and language development. 

     

  

  • ESL 6315 - Advanced Grammar for ESL Teachers *

    Credits: 3 hrs
    This course examines issues concerning the role of grammar in the development of students’ communicative competence as well as the teaching of grammar and the techniques for doing so. The course will also provide an overview of English grammar from a traditional as well as a communicative/functional perspective. It will focus primarily on aspects of English grammar that are relevant to teaching ESL.
  

  • ESL 6601 - ESL/Applied Linguistics Master’s Thesis

    Credits: 3 hrs
    This course is designed to give candidates the opportunity to investigate a specific topic under the direction of a member of the graduate faculty. The area of study will be determined by the student in consultation with supervising faculty.

Nursing
  

  • NUR 6134 - Scholarly Project or Thesis

    Credits: (1-3)
    This course focuses on students developing a proposal for a scholarly project, implementing it, and communicating the results in writing.  Emphasis is on the pragmatic aspects of appying the various research process elements in realistic ways.  Students will report these results in a written mauscript that adheres to guidelines for reporting nursing scholarly projects.
    Prerequisite(s):    NUR 6345 - Foundations of Research and Evidence-Based Practice  
  

  • NUR 6190 - Independent Study

    Credits: 1-9 hrs
    The independent study in NUR 6190 is individualized study directed by a faculty member and undertaken by a student without regular classroom instruction.  The student is required to plan with the faculty member and individualized schedule of reading, research, study or other academic activities which results in specified graded deliverables within the semester culminating in a grade at the end of the course.
    Banner Schedule: Fall
  

  • NUR 6200 - Honors Scientific Writing

    This course teaches graduate students to become more effective writers, using practical examples and exercises. Topics include: principles of good writing, methods for writing faster and with less anxiety, the format of theses and scientific manuscripts, and issues in publication and peer review. This course trains students to become more effective, efficient, and confident writers. This is a hands-on course that emphasizes interactive examples and practice.
    Prerequisite(s): NUR 6308   Biostatistics; NUR 6330  Advanced Research Concepts in Nursing I
  

  • NUR 6201 - Advanced Practice Clinical Problems

    Credits: 2 hrs
    The course is designed to provide students with focused clinical experienes to accompany the required didactic course NUR 6325 or NUR 6322, or NUR 6324, if student is unsuccessful in the first attempt of the aforementioned courses.  Advanced practice nursing concepts will be utilized to address primarycare of multi-cultural clients experiencing a continuum of health promotion, episodic and chronic health alterations while facilitating immersion into the advanced practice role.  Related eveidened based research, developmental , ethicl spiritual genetic content will be integrated throughout the advanced practice course experience.  Pharmacologic context including alternative medicine will also be integrated.
    Banner Schedule: Fall
  

  • NUR 6243 - Nurse Practitioner Role Preparation and Transition

    Credits: 2 hrs
    This course focuses on transition into the advanced practice nursing role. The emphasis will be placed on preparation for entry into advanced practice including Family Nurse Practitioner course content review for national board certification. The course will also include reviews of the scope of practice, standards of care, legislative rules and regulations governing advanced practice nursing and employment acquisition. Students will use evidence-based research to analyze current issues affecting the advanced practice nursing role including ethical, spiritual, psycho-social, and alternative medicine issues.
    Congruent(s): NUR 6444
  
  

  • NUR 6301 - Theoretical Basis for Advanced Nursing Practice

    Credits: 3 hrs
    This course focuses on theories from behavioral, natural, applied, and nursing sciences with the aim to create the development and application of nursing theory. Holistic concepts of human beings, health, nursing, and environment serve as the foundation for comparing nursing theories. Special emphasis is on identification of frameworks that explore specific care concepts pertinent to cultural diversity, health promotion, and ethical practice for advanced practice nurses.
    Banner Schedule: Fall
  

  • NUR 6305 - Evaluation Methods in Nursing Education

    Credits: 3 hrs
    This course focuses on testing, measurement, and evaluation methods in nursing education. It is designed to prepare nurse educators to implement student and program assessment strategies. Various modalities for assessment, testing, validating, and evaluating learning will be examined. Principles of test construction, item analysis, clinical evaluation, and program outcomes will be explored.
    Prerequisite(s): NUR 6328 - Curriculum Development   
    Congruent(s): Congruent: NUR 6401
    Banner Schedule: Fall
  

  • NUR 6307 - Advanced Nursing Technologies

    Credits: 3 hrs
    This course integrates nursing, computer technology, and information sciences to process, manage, analyze, synthesize, and evaluate data. Technological applications supporting evidence-based decision making, electronic management and administration of patients and records, and internet-based teaching, learning, and communications technologies in educational and clinical settings are emphasized. 
    Banner Schedule: Fall
  

  • NUR 6308 - Honors Applied Biostatistics

    This course is designed to help students apply statistical procedures used in health care and nursing research and interpret statistics reported in published research. Data management and the relationship between research design and statistical techniques are also studied.
  

  • NUR 6310 - Advanced Pathophysiology

    Credits: 3 hrs

    This course focuses on the basic physiological concepts (cellular function; genetics; fluid, electrolyte, and acid-base balance; neuro-endocrine-immune responses; maintenance of vital functions) and pathophysiological responses to alterations in function across the lifespan. Regulatory and compensatory mechanisms that maintain and restore homeostasis in response to changes in the internal and external environment are explored.

  

  • NUR 6312 - Advanced Pharmacology

    Credits: 3 hrs
    This course focuses on the principles of pharmacology, pharmacokinetics, and pharmacotherapeutics in decision-making in advanced nursing practice with clients experiencing common health problems and stable chronic illness states.
  

  • NUR 6322 - Primary Health Care of Women in Families

    Credits: 2 hrs
    This is a didactic course focusing on the assessment, diagnosis, management, and evaluation of the gynecologic, obstetric and menopausal primary health care needs of women in underserved/ disadvantage diverse urban communities. Students will analyze the advanced nursing role in a multi-cultural urban setting with emphasis on the application of evidenced based research and practices. Culturally sensitive care, ethical, Spiritual, legal and genetic issues are discussed.
    Prerequisite(s): NUR 6310  , NUR 6312  , NUR 6511  
  

  • NUR 6322 - Primary Health Care of Women in Families

    Credits: 3 hrs
    This is a didactic course focusing on the assessment, diagnosis, management, and evaluation of the gynecologic, obstetric and menopausal primary health care needs of women in underserved/disadvantaged diverse urban communities. Students will analyze the advanced nursing role in a multi-cultural urban setting with emphasis on the application of evidence-based research and practices. Culturally sensitive care, ethical, spiritual, legal and genetic issues are discussed.
  

  • NUR 6323 - Health Care Policy, Organization and Finance

    Credits: 3 hrs
    This course provides the students with the knowledge and understanding of the ways health care is organized and delivered in order for the graduate to function effectively and assume leadership roles in the health care system. Totality of health care systems, including managed care and integrated care systems of delivery, is introduced. Emphasis is placed on the delivery of care within an integrated care system and on the continuum of health care models.
  
  

  • NUR 6325 - Primary Health Care of Adults/Older Adult in Families

    Credits: 3 hrs
    This course focuses on the advanced knowledge and skills appropriate to assess and manage the continuum of primary care and illness related problems which are experienced by adult/older adults in the family. Emphasis will be on advanced nursing practice and management of adult/older adults with alterations in health commonly encountered in underserved, disadvantaged, diverse urban and rural families and communities.
    Prerequisite(s): NUR 6310  , NUR 6312  , NUR 6511  
    Congruent(s): NUR 6423
  
  
  

  • NUR 6328 - Curriculum Development

    Credits: 3

    This course is designed to introduce students to the components of educational program processes. Class and contemporary philosophies, theories and research on the development of nursing education programs will be analyzed. Principles of program design, development of a teaching syllabi, assessment of nursing education and staff development are the key concepts of this course. The course will address he development of cost-effective programs and the needs of multicultural learner environements. 

     
    Prerequisite(s): NUR 6340  , NUR 6338  , NUR 6348  
    Congruent(s): NUR 6220
  

  • NUR 6330 - Honors Advanced Nursing Concepts in Research I

    Credits: 3 hrs

    This course is designed to assist students to develop research questions, clarify research problems, and select a theoretical/conceptual framework for an approved area of research. Ethics of nursing research are addressed, along with the use of research as a basis for advanced nursing practice.  In this course, students enhance their ability to critique the research literature related to an approved area of research. This course is the first of a 2 course research sequence.

     

  

  • NUR 6332 - Honors Advanced Nursing Concepts in Research II

    Credits: 3 hrs

    This course is designed to help students understand the complexities and significant considerations that need to be made when designing quantitative and qualitative research studies; sampling; measurement; data collection, analysis and interpretation; and ensuring trustworthiness and integrity in research. Mixed-method approaches and research synthesis models also are explored, and students are guided to develop an integrative

     
    Prerequisite(s): NUR 6308   Applied Biostatistics: NUR 6330  Advanced Research Concepts in Nursing I;
  

  • NUR 6334 - Scholarly Project

    Credits: 3 hrs
    This course focuses on students developing a proposal or scholarly project, and communicating it in writing. Emphasis is on the pragmatic aspects of applying the various research process elements in realistic ways. Students will report the project in a written manuscript that adheres to APA and course guidelines for reporting nursing scholarly projects
    Prerequisite(s): NUR 6345 - Foundations of Research and Evidence-Based Practice  or faculty permission
    Banner Schedule: Fall
  

  • NUR 6336 - Advanced Health Assessment and Health Promotion

    Credits: 3 hrs
    This course focuses on the theory and practice of health assessment and health promotion across the life span. The role of the masters prepared nurse in assessing aspects of the patient’s health status for purposes of health promotion, health protection, and disease prevention is explored.  Concepts, theories, and research on human development and genetics, prevention of disease, early detection of risk factors and anticipatory guidance are emphasized.  Special attention is given to ethical consideration of health promotion and disease detection and prevention in culturally diverse, disadvantaged, underserved clients and families living within urban and rural communities. Special attention is given to spirituality and cultural concerns.
  

  • NUR 6338 - Teaching and Learning Strategies

    Credits: 3 hrs
    This course is an exploration of the nurse educator role in structuring teaching strategies that assure effective individual and group learning, safe clinical practice, and a commitment to lifelong learning. Models of teaching, reflective teaching practices, assessment of learners’ needs, content development, and effective teaching strategies are explored. Emphasis is on developing an understanding of what it means to teach and to learn.
    Prerequisite(s): NUR 6340  
    Co-requisite: NUR 6348  
  

  • NUR 6340 - Theoretical Foundations for the Advanced Nurse Educator

    Credits: 3 hrs
    This course explores research-based theories of adult learning and the theoretical foundations of education. Application of teaching and learning theory will be explored in a variety of diverse settings and multicultural population groups.
    Banner Schedule: Fall
  
  

  • NUR 6345 - Foundations of Research and Evidence-Based Practice

    Credits: 3 hrs
    This course develops research knowledge and sills for evidence-based advanced nursing practice; evaluates evidence for use in practice with diverse grops; and engages students in the collection, documentation and dissemination of evidence and best practices.
  

  • NUR 6348 - Practicum in Health Problems (60 Practicum Hours)

    Credits: 3 hrs
    This practicum course applies advanced nursing skills to health problems in diverse clinical populations. The student will develop practicum goals in cooperation with the preceptor and course instructor. Practicum experiences are structured according to needs of the organization, preceptor, and student. Practicum experiences and projects are flexible and may differ based on the expertise of the preceptor and the needs of the organization. The course instructor collaborates with the student and preceptor early in the practicum semester to discuss student learning goals and to clarify types of direct care learning experiences appropriate for this practicum. (96 Practicum Hours) 
    Prerequisite(s): NUR 6340 - Theoretical Foundations for the Advanced Nurse Educator    
    Clinical Hours: 96 Practicum Hours
    Co-requisite: NUR 6338 - Teaching and Learning Strategies   
  

  • NUR 6401 - Curriculum and Instruction

    Credits: 4 hrs
    This course is designed to introduce students to the components of educational program processes. Classic and contemporary philosophies, theories and research on development of the nursing education programs will be analyzed. Principles of program design, development of teaching syllabus, assessment of nursing education and staff development are the key concepts of this course.
    Prerequisite(s): NUR 6220  
  

  • NUR 6423 - Primary Health Care of Adults/Older Adults Practicum (192 Practicum Hours)

    Credits: 4 hrs

    This clinical course focuses on advanced nursing practice in the management of adults/older adult clients with alterations in health commonly encountered by adults/older adults in underserved, disadvantaged, diverse, urban communities. The course includes use of the nursing process to address primary care of multi-cultural urban and rural adults/older adults who are experiencing a continuum of health promotion, episodic and chronic health alterations.
    Prerequisite(s): NUR 6310 - Advanced Pathophysiology ,

    NUR 6312 - Advanced Pharmacology ,

    NUR 6511 - Advanced Health Assessment, Health Promotion, and Diagnostic Reasoning   
    Clinical Hours: 192 practicum hours
    Congruent(s): NUR 6325
  
  

  • NUR 6450 - Advanced Pathophysiology and Pharmacology

    Credits: 4 hrs
    This course focuses on the basic physiological concepts (cellular function; genetics; fluid & electrolytes; acid-base balance; neuro-endocrine-immune responses; maintenance of vital functions) and pathophysiological responses to alterations in function across the lifespan. clinical application, pharmacology, pharmacokinetics, pharmacotherapeutics and advanced nursing practice decision-making with clients experiencing common health problems and chronic illnesses are explored.
    Banner Schedule: Fall
  

  • NUR 6511 - Advanced Health Assessment, Health Promotion, and Diagnostic Reasoning

    Credits: 5 hrs

    This course focuses on the theory and practice of health assessment and health promotion within the family framework across the life span. The role of the advanced practice nurse in assessing all aspects of the patient’s health status for purposes of health promotion, health protection, and disease prevention within their scope of practice is explored. Concepts, theories, and research on human development and genetics, prevention of disease, early detection of risk factors and anticipatory guidance are emphasized.

    Students develop advanced interviewing and physical assessment skills necessary to conduct comprehensive and episodic health histories of clients and families. Special attention is given to ethical consideration of health promotion and disease detection and prevention in culturally diverse, disadvantaged, underserved clients and families living within urban and rural communities.  Special attention is given to spiritual and cultural concerns.
    Prerequisite(s): Admission to the MSN program
    Banner Schedule: Fall
  

  • NUR 6601 - Thesis

    This course provides a guided research experience for students enrolled in the graduate nursing program.  Students will work with primary faculty advisor to develop a research question that is consistent with the advisor’s research* focus area.  Student will complete a formal proposal defense prior to initiating research. Upon completion of research, student will complete a formal presentation of project.  A written report of the thesis will be submitted.  This course is designed to provide a guided but intense research experience for students interested in pursuing research focused doctoral education at a later date.  This is an individual project.  No group theses.
  

  • NUR 7300 - Organizational and Systems Leadership in Health Care

    Credits: 3 hrs
    Contemporary organizational, management, and leadership theories provide a thorough grounding in organizational and systems leadership. Students are introduced to a variety of frameworks for management and decision-making. Current trends in ethical, legal, economic, political, social, technological, and environmental spheres of the contemporary health care arena are analyzed with a focus on strategic planning, transformational leadership, measurement of outcomes, data-driven decision making, inter-professional collaboration and the business realities of leading within healthcare organizations and systems.
    Banner Schedule: Fall
  

  • NUR 7302 - Research Translation (70 practicum hours)

    Credits: 3 hrs
    This course explores the science of research translation.  Emphasis is on analysis, evaluation and use of evidence-based practice models.  The course examines methods to promote the systematic uptake of science into routine practice to improve the quality, acessibility, and effectiveness of health care by providers and organizations.  Students apply research which focuses on practice guidelines, therapeutic management and cost containment. 
    Prerequisite(s): NUR 7304 - Research and Evidence-Based Practice  
    Clinical Hours: 70 practicum hours
  

  • NUR 7304 - Research and Evidence-Based Practice

    Credits: 3 hrs
    Examines the complex foundational and philosophical aspects of evidence-based practice for advanced practice nurses. Complex concepts and theories including rapid critical appraisal of evidence in preparation for translation to nursing practice are addressed. The course prepares the nurse to translate findings from research and other evidence into practice to impact health outcomes and to function as a catalyst for change. Topics include research methods, the evidence-based practice processes, and steps in evidence-based quality improvement project implementation.
    Banner Schedule: Fall
  

  • NUR 7306 - Health Care Quality, Improvement & Evaluation

    Credits: 3 hrs
    This course reviews the theoretical frameworks and methods used to design and implement quality, policy-driven process improvement and performance management.  The course addresses specific approaches to creating a culture of quality and safety in health care settings and examines the importance of leadership and collaboration in strategic planning and quality management.  Evidence-based practice; the implications of variation in practice; the differences between research and clinical quality improvement; measurement, statistical tools, quality structure, process and outcomes are addressed.  The emphasis is on applied approaches to solving actual problems in clinical settings based on the science of improvement.
    Prerequisite(s): BSN-DNP: Theoretical Basis for Advanced Nursing, Advanced Pathophysiology, Advanced Health Assessment, and Health Promotion & Diagnostic Reasoning. MSN-DNP: Applied Biostatistics for Evidence Based Practice, Research and Evidence Based Practice, and Organizational and Systems Leadership in Healthcare.
  

  • NUR 7308 - Applied Biostatistics for Evidence-Based Practice

    Credits: 3 hrs
    This course provides an advanced overview of assumptions and applications necessary to analyze, interpret and present research findings related to clinical practice. Students will read published research, critique findings, and apply those findings to nursing practice and healthcare using an evidence based approach. During the course, data management, statistical analysis and data interpretation, as well as bivariate and univariate statistics will be examined.
     
    Banner Schedule: Fall
  

  • NUR 7314 - Healthcare Finance and Budgeting

    Credits: 3 hrs
    Concepts determining quality, access, and equity in health care are explored as they create the context of the U.S. healthcare system. Reimbursement systems used in health care are examined for their impact on care decisions made at individual, family, community, and public levels. Gaps in health care financing resulting in compromises in health delivery are analyzed, and alternative models are explored. Data sets are analyzed to identify variations in outcome and propose system and outcome improvements.
    Prerequisite(s): NUR 7308  
    Course Objectives: Upon completion of this course, the student will be able to:

    1. Incorporate quality, access and equity principles in human and financial resource management processes for planning and implementing change within complex health systems.
    2. Examine the influence of reimbursement models as well as competitive, strategic and effective human resource practices.
    3. Identify key human resource levers to enhance the value of people in organization and deliver quality care to individuals, families and communities.
    4. Apply basic finance principles of accounting and budgeting for health care entities and independent practice.
    5. Analyze data sets to identify cost-effectiveness and variations in health care outcomes.
    6. Evaluate clinical decision making using financial analysis strategies.
    7. Synthesize key financial and human resource management concepts, apply to case studies and propose system improvements.
  

  • NUR 7316 - Healthcare Equity: Epidemiology and Social Determinants of Health

    Credits: 3 hrs
    This course focuses on societal, economic, cultural and global factors that affect population health and well-being on contemporary U.S. society. The course will use descriptive and inferential statistics to explore healthcare inequalities. The epidemiological profile of disenfranchised populations will be examined utilizing the integration of study design, public health surveillance, methods of control, prevention, and evaluation.
  

  • NUR 7318 - DNP Independent Study

    Credits: 1 to 3 hours
    The independent study in NUR 7318 course consist of integral elements of a student’s DNP project execution. These are doctoral-level scholarly activities that are designed by a DNP student with the advice of the DNP project chairperson, or faculty. They do not duplicate courses that exist as regular university course offerings. The student is required to plan with the faculty member an individualized schedule or reading, research, study, or other academic activities which results in specified graded deliverables within the semester culminating in a grade at the end of the course. 
    Prerequisite(s): Admission to the DNP Program
    Banner Schedule: Fall
  

  • NUR 7320 - Advanced Tripartite Immersion Practicum (130 Practicum Hours)

    Credits: 3 hrs
    This course provides students with learning experiences in a variety of clinical settings tailored to the student’s identified area of specialization. Such experiences are intended to support students in the analysis, application, and evaluation of knowledge gained through foundational DNP course work in clinical practice. Bi-weekly student led seminars are designed to assist students to reflect on best practice approaches and their consequences and generate solutions for creatively dealing with barriers that interfere with the delivery of equitable, evidence-based, patient-centered care.
    Clinical Hours: 130 practicum hours
    Co-requisite: NUR 7302 - Research Translation (70 practicum hours)  
  

  • NUR 7402 - Advanced Tripartite Immersion Practicum (130 Practicum Hours)

    Credits: 3 hrs
    This course provides students with learning experiences in a variety of clinical settings tailored to the student’s identified area of specialization. Such experiences are intended to support students in the analysis, application, and evaluation of knowledge gained through foundational DNP course work in clinical practice. Bi-weekly student led seminars are designed to assist students to reflect on best practice approaches and their consequences and generate solutions for creatively dealing with barriers that interfere with the delivery of equitable, evidence-based, patient-centered care. 
    Co-requisite: NUR 7302 - Research Translation (70 practicum hours)  
    Latest Update(s) Approved by Graduate Council: May 7, 2020
    Banner Schedule: Fall
 

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