2014-2015 Academic Catalog 
    
    May 20, 2024  
2014-2015 Academic Catalog [Archived Catalog]

Courses


 
  
  • CRIM 102 - INTRODUCTION TO CRIMINAL JUSTICE


    Credits: Three
    This course introduces the fundamental concepts and frameworks used in the criminal justice studies. It provides a survey of the various agencies making up the U.S. criminal justice system, primarily the criminal court, law enforcement, and corrections.
  
  • CRIM 201 - POLICE MANAGEMENT


    Credits: Three
    This course examines contemporary approaches in police management at the local, state, and federal levels. Attention is paid to the fiscal and personnel management techniques utilized by law enforcement agencies, plus the recruitment and maintenance of officer staffing.
  
  • CRIM 203H - SEXUAL VIOLENCE AND AGGRESSION


    Credits: 4
    Prerequisite: Membership in Bascom Honors Program
    Even though there have been considerable monetary and time resources spent on violent crimes by local, state and federal agencies, law enforcement have had a difficult time prosecuting the sexually violent criminal because of societal views on personal freedoms. This course is a systematic introduction to the causation of violent offending and extreme aggressive behavior and the treatment and incarceration of this type of criminal. The readings and course framework will stress a criminological approach to sexual violence and aggression.
  
  • CRIM 210 - MULTICULTURAL POLICING


    Credits: Three
    This course focuses on the challenges present in policing multicultural settings. Issues pertaining to understanding diverse cultures and effective communication across cultures from the standpoint of law enforcement are explored in detail.
  
  • CRIM 211 - INTRODUCTION TO CRIMINAL INVESTIGATIONS


    Credits: Three
    This course is a comprehensive approach to the examination and treatment of physical evidence as it relates to the criminal justice system. Students will be involved in an interactive learning experience tied to the securing and preserving of crime scenes and maintaining the integrity of trace evidence for future court proceedings.
  
  • CRIM 220 - CORRECTIONS IN SOCIETY


    Credits: Three
    This course explores the evolution of correctional practices in the United States. It also examines and assesses the variety of correctional options utilized within the criminal justice system.
  
  • CRIM 244 - TOPICS IN FORENSICS


    Credits: Three
    Forensic Science connects many scientific disciplines with law enforcement. Topics in Forensic Science will enable students to experience, through lecture and hands-on exercises, how science is applied to crime-solving. Students should, upon completion of this course, be able to demonstrate a working knowledge of how different fields of science contribute to gathering and interpreting evidence; knowledge of some of the techniques used in forensic sciences; and sharpened powers of observation.
  
  • CRIM 250 - EXPERIENTIAL POLICING


    Credits: Three
    Prerequisite: Completion of CRIM 102
    This course introduces students to the dynamics of police recruit training. Student are familiarized with a myriad of law enforcement issues such as criminal and traffic law, juvenile justice, report writing, and investigative patrol tactics. In addition, this course introduces students to the physical rigor required for successful acceptance to St. Louis County Municipal Police Academy.
  
  • CRIM 297 - SPECIAL STUDIES


    Credits: Variable between 1 and 4
    These courses are offered periodically based on the interests of our students and faculty. For more information and a listing of current offerings, please see additional descriptions at www.maryville.edu/specialstudies.
  
  • CRIM 305 - FAMILY VIOLENCE THRU THE LIFESPAN


    Credits: Three
    Prerequisite: SOC-101 or CRIM-102 with a C- or better
    Family Violence across the Lifespan explores the etiology, prevalence, treatment, and prevention of family violence. A broad coverage of viewpoints and theories behind family violence are covered.
    Cross-listed: SOC-305
  
  • CRIM 311 - CRIMINAL LAW AND PROCEDURE


    Credits: Three
    This course will examine substantive criminal law and the elements of specific crimes, including crimes against persons and property. Students also will be introduced to the sources of criminal procedural law and the steps involved in a prosecution. Defenses and immunities to crimes will be discussed also.
    Cross-listed: See LEGL 311
  
  • CRIM 321 - SOCIOLOGY OF DEVIANCE


    Credits: Three
    Prerequisite: SOC 101
    This course studies the understanding of normative violations within society, specifically, how actions and/or actors come to be defined as deviant and what functions deviance serves in society.
    Cross-listed: See SOC 321
  
  • CRIM 322 - CRIMINOLOGICAL THEORY


    Credits: Three
    Prerequisite: SOC 101, SOC 101F, SOC 202H, or CRIM 102
    This course offers an introduction to criminology and a survey of the major theoretical traditions within criminology over the past three centuries.
    Cross-listed: See SOC 322
  
  • CRIM 323 - JUVENILE DELINQUENCY


    Credits: Three
    Prerequisite: SOC 101, SOC 101F, or SOC 202H
    This course surveys the criminal and deviant conduct of youths. Theoretical and treatment patterns are also considered.
    Cross-listed: See SOC 323
  
  • CRIM 326 - UNDERSTANDING VIOLENT CRIME


    Credits: Three
    Prerequisite: SOC 101, SOC 101F, SOC 202H, or CRIM 102
    The purpose of this course is to understand the dynamics of violent criminality. Using a multidisciplinary approach, the course will explore the major social theories attempting to explain violent criminal behavior and its presence within society.
    Cross-listed: See SOC 326
  
  • CRIM 341 - UNDERSTANDING STATISTICAL INFERENCE


    Credits: Three
    Prerequisite: MATH 115 OR MATH 116 OR MATH 117 OR MATH-125, Minimum grade C-
    This course introduces students to methods used to describe and evaluate numerical information for purposes of drawing conclusions and making decisions. The course covers both descriptive and inferential statistics.
    Cross-listed: See PSYC/SOC 341
  
  • CRIM 342 - RESEARCH METHODS


    Credits: Three
    Prerequisite: PSYC 101, PSYC 101F, PSYC 202H, SOC 101, SOC 101F, or SOC 202H; Minimum grade C-
    This course introduces basic research methods used in the behavioral and social sciences.
    Note: To ensure students success it is strongly recommended that students complete CRIM 341 before enrolling in CRIM 342 or that they enroll in CRIM 341 concurrently with CRIM 342.
    Cross-listed: See PSYC/SOC 342
  
  • CRIM 397 - SPECIAL STUDIES


    Credits: Variable between 1 and 4
    Prerequisite: SOC-101, SOC-101F, SOC-202H, or CRIM-102; Minimum grade C-

    These courses are offered periodically based on the interests of our students and faculty.  For more information and a listing of current offerings, please see additional descriptions at www.maryville.edu/specialstudies.

  
  • CRIM 405 - DOMESTIC AND INTERNATIONAL TERRORISM


    Credits: Three
    Prerequisite: PSCI 110, SOC 101, SOC 101F, or SOC 202H
    This course surveys perspectives pertaining to the etiology of terrorism at both the domestic and international level. Study of the various tactics used by identified terrorist groups is explored. In addition, the techniques of counter terrorism are assessed.
    Note: See SOC 405
  
  • CRIM 454 - GENDER AND CRIME


    Credits: Three
    Prerequisite: SOC 101, SOC 101F, or SOC 202H; Minimum Grade C-;
    This course explores variation in offending and victimization across the genders. Specific attention will be paid to theories that attempt to explain why such variation exists and such patterns changed over time.
    Cross-listed: See SOC 454
  
  • CRIM 476 - CRIMINAL PSYCHOLOGY


    Credits: Three
    Prerequisite: PSYC 101, PSYC 101F, PSYC 202H, AND CRIM 102
    This course examines the psychological factors of criminal behavior. By focusing on the role of developmental, biological, learning, and situational risk factors, students will gain an understanding of why various crimes tend to be committed.
    Cross-listed: PSYC 476
  
  • CRIM 477 - POLICE PSYCHOLOGY


    Credits: Three
    Prerequisite: PSYC-101, PSYC-101F, PSYC-202H, and CRIM-102
    This course explores psychological principles as applied to aspects of police officer’s career. Some of the topics to be  examined are: the unique psychological stresses of police work, the effects of that stress on both the officer and his or her family; identification and management of the problem police officer; psychology of crowds; riots and their effective control; and the application of psychological principles to detective work. The interpersonal dynamics of the police with civilian complainants, victims, and violent, aggressive individuals will also be covered.
    Cross-listed: PSYC-477
  
  • CRIM 478 - DRUGS AND ADDICTION


    Credits: Three
    Prerequisite: PSYC 101, PSYC 101F, PSYC 202H, AND CRIM 102
    This course examines substance abuse and addiction through the lenses of psychology and criminal justice, examining both why individuals abuse drugs and the role of this activity in criminal behavior.  The psychological and biological theories explaining drug abuse and addition will be covered.  We will also examine the impacts of drug abuse and addiction on crime.
    Cross-listed: PSYC 478
  
  • CRIM 480 - SENIOR SEMINAR


    Credits: Three
    Prerequisite: Senior Status; completion of CRIM 341 and CRIM 342
    Senior Seminar is the culmination of the social science curriculum. The seminar is designed to review and discuss a student’s course of study and its applications beyond graduation. In addition, the seminar requires that students demonstrate various competencies related to their chosen field of study. In the process of demonstrating these competencies, students will work with a social science faculty member toward the development of a project proposal intended to explore an area of interest in the student’s field of study.
    Note: Successful completion of Senior Seminar is achieved upon completion of the student project.
    Cross-listed: See ORGL/PSYC/SOC 480
  
  • CRIM 485 - RACE, ETHNICITY AND CRIME


    Credits: Three
    Prerequisite: SOC 101
    This course examines the interrelationship of race/ethnicity and criminal victimization/offending. In-depth consideration will be given to the issue of hate-crimes, racial profiling, wrongful convictions and disparities in sentencing.
    Cross-listed: See SOC 485
  
  • CRIM 494 - POLICE ACADEMY TRAINING PROGRAM


    Credits: 13
    Prerequisite: Minimum completion of 27 CRIM credits or Program Director’s Permission
    This course is part of a programmatic partnership with the St. Louis County and Municipal Police Academy. Students who meet the entrance standards for the Academy and choose to pursue Academy training can use this experience to earn 13 hours of college credit under CRIM 494.
  
  • CRIM 495 - PRACTICUM: SOCIAL SERVICES AND ACTION


    Credits: Three
    Prerequisite: PSYC 101, PSYC 101F, PSYC 202H, SOC 101, SOC 101F, or SOC 202H; Minimum grade C-
    Students select practicum sites from a variety of human and social service agencies in both the public and private sectors. This course gives students the opportunity for career exploration, community involvement and on-the-job experience before graduation.
    Cross-listed: See PSYC/SOC 495
  
  • CRIM 496 - INDEPENDENT STUDY


    Credits: Variable between 1 and 4
    Prerequisite: 200 level or higher CRIM course
    Junior or senior level students may design and conduct an independent study project in a field of their interest under the direction of a faculty advisor.
  
  • CRIM 497 - SPECIAL STUDIES


    Credits: Variable between 1 and 4
    Prerequisite: CRIM 102
    These courses are offered periodically based on the interests of our students and faculty. For more information and a listing of current offerings, please see additional descriptions at www.maryville.edu/specialstudies.
  
  • ECON 201 - MACROECONOMICS


    Credits: Three
    Prerequisite: ENGL 104 or ENGL 204H, MATH 116 or MATH 117 or MATH 125, Minimum grade C-
    This course studies the overall economic activity and growth of a nation. Topics include the basic model of supply and demand, national-income accounting, the determinants of national income and employment, the meaning and measurement of inflation and unemployment, business cycles, the economics of money and banking, and the role of monetary and fiscal policies in influencing economic activity.
  
  • ECON 202 - MICROECONOMICS


    Credits: Three
    Prerequisite: ENGL 104 OR ENGL-204H, MATH 116 OR MATH 117 or MATH 125
    This course studies price theory (or the laws of supply and demand) the market system, the economics of consumer-behavior and firm-behavior, market structures, and government regulation of business.
  
  • ECON 310 - ECONOMIC ISSUES


    Credits: Three
    Prerequisite: ECON 201, ECON 202
    This course analyzes major economic issues facing the world economy today. Topics covered may include the economics of global businesses and international trade, resource use and the environment, population growth and needs, international finance and investment, economic systems in transition, and trends in economic development.
  
  • ECON 430 - MONEY AND BANKING


    Credits: Three
    Prerequisite: ECON 201, ECON 202
    This course helps students understand the functions of money and the financial system in the economy.  Students will analyze interest rates and the applications of the time-value-of-money concept.  They will study the economics of banking, money supply, and monetary policy.  Students will learn the basics of central banking and the Federal Reserve System.  After taking this course, students will understand the workings of the financial system and the goals and limitations of monetary policy; they will have a more-informed perspective on the various issues surrounding money, banking, and government policies related to money and banking.

     
    Cross-listed: FIN-430

  
  • ECON 470 - INTERNATIONAL ECONOMICS


    Credits: 3
    Prerequisite: ECON 201; ECON 202
    This course studies the economic principles involved in international trade and finance.  It is designed to provide the student with the conceptual tools needed to analyze such international economic issues as import tariffs and quotas, import liberalization, loss of jobs to foreign countries, free-trade agreements, customs unions, monetary unions, and exchange-rate fluctuations.  The general topics to be covered in this course include the pure theory of trade, the theory of trade policy (such as trade restrictions and economic integration), foreign-exchange markets and exchange rates, the international monetary system, and international economic institutions.
  
  • ECON 497 - SPEC STUDY IN ECONOMICS


    Credits: Variable between 1 and 4
  
  • ECON 620 - BUSINESS ECONOMICS


    Credits: Three
    Prerequisite: ACCT 509, BUS 545
    This course studies how economic forces can affect a business. Topics from both micro and macroeconomics are included: the basic supply and demand model, market fluctuations, elasticity of demand and revenues, production costs and profits of a firm, measures of economic performance, national output and income, inflation and unemployment, fiscal policy and the governments budget, money and monetary policy, and special topics in economic policy.
  
  • ECON 697 - SPECIAL STUDIES


    Credits: Variable between 1 and 4
  
  • EDL 601 - KNOWING YOURSELF AS EDUCATIONAL LEADER


    Credits: Three
    Corequisite: EDL 605

    This course explores the nature of leadership, values-based leadership, the role of leader as change agent, and the ethics of leadership. A focus on the importance of creating a learning organization informs students of the importance of personal mastery, team learning, mental models, shared vision and systems thinking. Students explore their own leadership styles and are taught how to analyze their own organizations, compare them to current models of learning organizations and communities, and work with others to build collective vision.
  
  • EDL 602 - INTERNSHIP


    Credits: Three
    The internship places the student in a position to integrate issues/content/skills from all coursework into a practical experience in public schools. The student works closely with a certified administrator mentor at the appropriate school level. In particular, this experience ensures that the student will have broad opportunities to use the maximum number of leadership skills learned throughout the program.
    Note: The internship experience may be an intensive experience during summers or in a supervised internship during the entire calendar year.
  
  • EDL 603 - STAFF OBSERVATION & EVALUATION


    Credits: Three
    Prerequisite: EDL 601
    Corequisite: EDL 611

    Building upon the knowledge from EDL 610, students will learn and apply principles of staff evaluation including coaching, counseling, mutual goal setting, effective communication, data gathering, conflict resolution and listening. The candidate will examine current research on what constitutes good teaching, practice observing and conferencing with teachers, and create and practice trait-based interviewing.
    Participation in mentored evaluations exercises will emphasize effective dialogue and interventions, and successful interactions.
    Note: Evaluation of certified teachers and support staff will be emphasized.
  
  • EDL 604 - ISSUES SEMINARS


    Credits: Three
    Prerequisite: EDL 601
    Issues seminars are designed by the faculty and students with the express purpose of meeting defined needs, providing new information, and augmenting identified areas of further development and/or areas of deficiency based on the needs assessment of the cohort. They also can serve as continuing learning experiences for practicing administrators and program graduates in the immediate area
  
  • EDL 605 - IMPROVING STUDENT ACHIEVEMENT


    Credits: Three
    Corequisite: EDL 601

    This course focuses on developing skills of building level leaders to champion and facilitate the work of teacher teams to ensure the success of all students in the school. Development and analysis of curriculum goals and essential outcomes, best practices in instruction, as well as the development and appropriate use of quality assessment instruments form the framework of the course. The course will also explore national trends in curriculum, instruction and assessment, and will explore effective intervention strategies for enhancing student achievement.
  
  • EDL 610 - UNDERSTAND PEOPLE: HUMAN RELATIONS


    Credits: Three
    Corequisite: EDL 601

    Students are provided with fundamental concepts, basic skill development and effective techniques in understanding and managing group dynamics. The course also assists future educational leaders in working with individuals in three roles: collegial, supervisory and subordinate. Students study group process, building highly effective groups, developing cooperative interdependence in groups, vision building, effective communication and listening skills, inter-ethnic communication, conflict management, conflict resolution, and the psychology of self-adapting organizations.
  
  • EDL 611 - THE PRINCIPALSHIP


    Credits: Three
    Prerequisite: EDL 601
    Corequisite: EDL 603

    Primary emphasis will be placed on the idea that the school exists as a true learning community whereby the principal serves as a facilitator/servant leader in creating a climate of shared vision, decision-making, and responsibility for an organization devoted to learning for all students. Students need to integrate all aspects of the principalship so that a leader is prepared to be collaborative, reflective, inquiry- oriented, database driven, student-focused and goal-directed, not only for the school, but for the community around it. The role of the principal, in light of all previous coursework, will be explored. Students will explore curriculum, instruction, organizational development, assessment, staff development, organizational staffing and scheduling, vocational and special education, and other forces that influence the role of the educational leader in the school.
  
  • EDL 612 - UNDERSTANDING GROUPS & ORGANIZATIONS


    Credits: Three
    Prerequisite: EDL 601
    Corequisite: EDL 613

    Students are introduced to the major concepts in organizational development and organizational behavior using the school as the operant model, focusing on understanding organizations as artifacts of the larger society. The class also incorporates the study of how the interaction of individuals within an organization contributes to its overall growth and development. Students explore the fundamental concepts of human relations while developing basic skills and effective techniques in understanding and managing group dynamics. The class provides opportunities for students to engage in reflective learning activities and reading in the areas of group process, building highly effective groups, developing cooperative interdependence in groups, vision building, effective communications, listening skills, conflict management and resolution, and effective communications between school and community.
  
  • EDL 613 - ENVIRONMENTS: LEGAL, FINANCIAL, SOCIAL & POLITICAL


    Credits: Three
    Prerequisite: EDL 601
    Corequisite: EDL 612

    This course is an integrated approach to examining the external environment in which schools exist. As a systems approach to studying schools and their environments are inseparable and interactive, the course offers prospective school leaders with the basic knowledge of the legal, financial, and social and political realities in which their school will operate. Emphasis in the course is upon acquiring an understanding of the legal process and its’ ramifications, the fiscal responsibilities associated with being a principal, and the effects of decisions in the school on the community’s social and political environment.
  
  • EDL 619 - USING INQUIRY


    Credits: Three
    Prerequisite: EDL 601
    Corequisite: EDL 658

    This course is designed to provide students with the opportunity to use the action research model to evaluate the results of educational research for use in a variety of educational settings. Students will investigate the basic nature of educational research, along with pertinent methods of data collection and analysis. Students will leave the course comfortable with the reading of research and the production of an inquiry project. The major project for this class will be to complete the first two chapters of the final Capstone Experience
  
  • EDL 630 - Personal and Group Teacher Leadership


    Credits: four
    This course allows the candidate to investigate in depth his/her own leadership style, strengths, and areas for future growth. Candidates review current literature about the nature of effective leadership, engage in readings and personal inventories to identify personal strengths and styles, reflect upon the learning and personal experience to determine areas for future growth, and create a Personal Leadership Growth Plan. Candidates learn how to use strengths assessments and systems thinking in working with individuals, groups and teams of teachers.
  
  • EDL 631 - Building Teams for Student Achievement


    Credits: four
    Analysis and critique of the processes for identifying and measuring learning outcomes, developing the capacity of teachers to make decisions about appropriate instructional practices, and helping teachers enhance their instructional repertoire are all part of the responsibilities of teacher leadership. Assessing the needs of each individual (student, staff and leaders) assists the candidate in determining how to establish school priorities and goals. Knowledge of national trends in each area, as well as good principles of staff development will allow the teacher leader to build the collective capacity of the faculty to review and modify the instructional programs as needed.
  
  • EDL 632 - Leading Change through Coaching and Mentoring


    Credits: four
    This course empowers the candidate to understand, promote, support, and assess the change process. Candidates review the literature on the change process, the psychology of change, and learn about best practices in coaching and mentoring techniques. Schools and organizations that have successfully adopted change are studied. Candidates learn about building and leading teams to develop support for change initiatives as part of systems thinking.
  
  • EDL 658 - USING DATA IN DECISION MAKING


    Credits: Three
    Prerequisite: EDL 601
    Corequisite: EDL 619

    Learning how to collect, interpret and act upon data are essential for today’s administrator. This course examines the concepts of data management and data analysis. Case-based study of the formulation of action plans and decision making and policy formulation using data are emphasized, attending to the leader’s role in developing curriculum and supporting instruction.
  
  • EDL 696 - INDEPENDENT STUDY


    Credits: Variable between 1 and 3
  
  • EDL 699 - CAPSTONE-EDL


    Credits: Variable between 3 and 6
    Prerequisite: EDL 619
    The EDL Capstone provides an opportunity for students to continue to complete chapters three and four of the research project started in EDL 619. Students will have already completed the initial research work on chapters one and two. This project provides an opportunity to analyze and reflect on one specific issue or problem related to Educational Administration. The Capstone involves a significant amount of independent work with the input and supervision of the Capstone instructor.
  
  • EDL 710 - Developing Myself as a Leader


    Credits: 3
    Effectively leading others requires: a well-developed personal belief system, understanding the basic principles of leadership, full knowledge of one’s leadership strengths and areas for development, and how teams are created for success. In this course, each of those requirements will be explored and analyzed through readings, self-study instruments, analysis of current leaders, study of systems thinking, and simulation. The ethics of leadership will also be examined. The candidate will create his/her own personal leadership growth plan that will tie together the remaining six semesters of the program.
  
  • EDL 711 - Introduction to Action Research


    Credits: 3
    Corequisite: EDL 710

    Teacher leaders must be able to critically interpret the research that they read in the professional literature as well as understand what research is necessary to promote k-12 student learning in their role. The current paradigm of “scientifically based research” changes the lenses through which educational research is being viewed. At the same time meaningful inquiry, through local projects (school or district wide) can produce extremely valuable information. In this course, candidates will examine research that informs and improves individual schools.   Particular emphasis will be placed upon research related to student achievement and school improvement, including “Action Research”. This introductory course is designed to be the first in a series of three courses (EDL 711, EDL 712, and EDL 721) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools. Using the action research model, particular emphasis will be placed upon research related to student achievement and school improvement. The guidelines for Research on Human subjects for each candidate’s district will be studied for their implications on the ability to do research and protect students throughout the processes. Chapters 1 & 2 of the Capstone will be completed this semester.
  
  • EDL 712 - Advanced Research for Teacher Leaders


    Credits: 3
    Prerequisite: EDL 711
    Teacher leaders, both at the school and district levels, must be able to analyze complex research questions and data collections. As a continuation of Introduction to Action Research, this doctoral level research course will focus upon a rigorous, in-depth study of research design and implementation.The goal of this course will be to research and compose the Methodology (chapter three) for the final Capstone project. Students will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate one’s capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied, as well as the scope of conclusions from research. The candidate will conceptualize his/her own research that culminates in the capstone experience. The major project for this class will be to complete chapter three and prepare to write chapters four and five.
  
  • EDL 713 - Practicum in Teacher Leadership


    Credits: 3
    Prerequisite: EDL 710
    Under the direction of a mentor, chosen in tandem with the candidate’s school district and the Maryville advisor, the candidate will begin an in-depth and extended practical experience with the area of teacher leadership of focus. This experience should consist of a minimum of 150 hours (open for discussion) to develop a particular and transferable expertise. The final product will be in part the development of an “institute” to be conducted in the second summer, free of charge, in the candidate’s district, for teachers in that area of concentration.
  
  • EDL 714 - Understanding Systems Thinking and the Change Process


    Credits: 3
    Prerequisite: EDL 710
    This course focuses on the comprehensive development of the Teacher Leader Standards and Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. A focus on the importance of creating a learning organization informs students of the importance of personal mastery, team learning, mental models, shared vision and systems thinking. Emphasis will be given to acquiring the knowledge, dispositions and skills enabling candidates to design and lead professional development opportunities. Readings and interviews will target the analysis and application of successful change efforts.
  
  • EDL 715 - Adult Learning and Professional Development


    Credits: 3
    Prerequisite: EDL 710
    This course will explore the characteristics of adult learners and their unique needs. Current research and best practices in adult learning will inform the activities and discussions in this course. Candidates will be asked to design meaningful professional development opportunities focused on the particular needs of their individual schools and/or districts. These designs will be used as the bases for summer professional develop institutes that will be presented either on the Maryville campus or in the candidates’ local school districts.
  
  • EDL 716 - Curriculum Design and Development


    Credits: 3
    Prerequisite: EDL 710
    Teacher leaders must be well versed in the theories and contexts that govern curriculum development and implementation to ensure the highest quality curriculum to guide instruction. This course will explore the curriculum development process from an historical perspective to build a foundation for understanding how curriculum and instructional practices have evolved over time. The development of a guaranteed and viable curriculum, based on the Common Core Standards, that maximizes students’ achievement of performance standards will be emphasized as instructional strategies and assumptions guiding teachers’ choices in curriculum and instruction are examined. The role of assessment as integral to determining the needs and setting priorities will also be a major component of the course. Good principles of staff development will also be explored to allow the teacher leader to build a collaborative community of professionals within his or her school to review and modify the instructional programs as needed.
  
  • EDL 717 - Assessment Literacy and Data Analysis for Teacher Leaders


    Credits: 3
    Prerequisite: EDL 710
    With accountability legislation and mandates to show consistent improvement on standardized test scores, teacher leaders must understand how to develop and implement quality balanced systems of assessment. This understanding is critical if teachers are to leverage the power of assessment not only to provide timely information regarding student achievement (i.e. assessment of learning), but also to enhance student learning (i.e. assessment for learning). Teacher leaders must also have a working knowledge of the concepts and practical tools of data analysis, the multiple measures of data and their interactions, the tools to derive data, and the knowledge of how to use that data to improve learning. Throughout the course, the candidate will concentrate on:

    • Improving existing systems of assessment within his/her school/district
    • Understanding the data team process and how to facilitate this process with teachers in his/her school/district
    • Designing professional development opportunities to help teachers build their understanding of how to develop and use assessments

  
  • EDL 718 - Leading Professional Development Institutes


    Credits: 3
    Prerequisite: EDL 715
    Candidates in this program will be pursuing career specialties that require the application of their newly acquired knowledge and skills to practice. Individual candidates or small groups of candidates will be expected to design and implement an instructional workshop of three to five days duration in their area of specialization for current teachers or Maryville teacher candidates. The institutes will be free to participants and are to be held at Maryville University or at a site selected in partnership with a local school district. The institutes are designed to be presented during the summer of the candidates’ second program year. Partner school districts must be included in the design of these institutes.
  
  • EDL 719 - Coaching and Facilitation for Teacher Leaders


    Credits: 3
    Prerequisite: EDL 710
    One of the primary roles of a teacher leader is to serve as an instructional coach to assist teachers in the continuous improvement of their craft. This course focuses on the essential skills that instructional coaches need, including building a climate of trust, modeling best practices, observing teachers and facilitating reflective conversations using the Cognitive Coaching Model. Candidates will also explore some of the common obstacles faced by instructional coaches and how these obstacles may be overcome.
  
  • EDL 720 - Strategies for Teacher Leadership I


    Credits: 2
    Prerequisite: EDL 710
    Candidates will select modules from a variety of offerings intended to give in-depth learning and experience in areas of special interest. Experts in the topics will serve as adjunct professors for these intense exposures to specific content. Reflection and application will be the key assessment features for each module. The modules are created to build upon and enhance the strategies required for the candidate to perform the leadership position being trained for and desired. Possible module topics include, but are not limited to: cognitive coaching, adult learners, teaching how to teach, RTI, Understanding by Design, learning walks, specific content instruction, character education, assessment literacy, adaptive schools, data teams, etc.
  
  • EDL 721 - Strategies for Teacher Leadership II


    Credits: 2
    Prerequisite: EDL 710
    Candidates will select modules from a variety of offerings intended to give in-depth learning and experience in areas of special interest. Experts in the topics will serve as adjunct professors for these intense exposures to specific content. Reflection and application will be the key assessment features for each module. The modules are created to build upon and enhance the strategies required for the candidate to perform the leadership position being trained for and desired. Possible module topics include, but are not limited to: cognitive coaching, adult learners, teaching how to teach, RTI, Understanding by Design, learning walks, specific content instruction, character education, assessment literacy, adaptive schools, data teams, etc.
  
  • EDL 722 - Strategies for Teacher Leadership III


    Credits: 2
    Prerequisite: EDL 710
    Candidates will select modules from a variety of offerings intended to give in-depth learning and experience in areas of special interest. Experts in the topics will serve as adjunct professors for these intense exposures to specific content. Reflection and application will be the key assessment features for each module. The modules are created to build upon and enhance the strategies required for the candidate to perform the leadership position being trained for and desired. Possible module topics include, but are not limited to: cognitive coaching, adult learners, teaching how to teach, RTI, Understanding by Design, learning walks, specific content instruction, character education, assessment literacy, adaptive schools, data teams, etc.
  
  • EDL 723 - Issues in Moral Leadership


    Credits: 3
    Prerequisite: EDL 710
    Teacher Leaders will examine social, political, and critical moral issues of the day through the lens of the knowledge gained in the first six semesters. A variety of protocols for professional conversation and systems thinking tools will be used to stimulate in-depth dialogue and discussion regarding current issues in education. Selected texts, current articles from newspapers, journals and other appropriate sources, as chosen by the cohort, may be used as well. The final individual product will be a re-examination of each candidate’s This I Believe statement.
  
  • EDL 724 - Capstone and Culminating Experience


    Credits: 3
    Prerequisite: EDL 712
    This course is the culminating experience of the Ed.D. program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidates will, through the use of the Teacher Leader Standards, illustrate with documentation and reflections on projects, class assignments, and materials generated in their daily job, the growth experienced throughout the program. The candidate will complete with the help of their advisor, including:

    ·       All parts of the Capstone project and have the final product approved by the Capstone instructor.

    ·       A presentation of the final Capstone to the cohort of peers

    ·       Conduct a final conversation, led by the candidate, with Maryville faculty and guests covering the growth during the program.

    ·       Complete the Comprehensive Process Reflection

  
  • EDL 730 - RENEW/RE-EXAMINE YOURSELF AS AN EDUCATIONAL LEADER


    Credits: 3

    In this course, each candidate will engage in an extensive self-examination with respect to leadership skills, styles, and dispositions to guide the candidate in developing the initial draft of a personal leadership growth plan. A series of contemporary readings about effective leadership from both inside and outside education will help define and support the three themes of our program. Candidates will begin the key program components: the portfolio, personal leadership growth plans, internship and capstone project.
  
  • EDL 731 - INTRODUCTION TO RESEARCH


    Credits: 3
    This course is designed to be the first in a series of three courses (EDL 731, EDL 735, and EDL 744) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools, organizations and universities. Using the action research model, particular emphasis will be placed upon research related to organizational, school, college or university improvement.
  
  • EDL 732 - SKILLS FOR DATA-DRIVEN LEADERSHIP


    Credits: 3
    This course will develop a working knowledge of the concepts and practical tools of data analysis, how to effectively derive and interpret data from multiple sources, and how to use this data to improve higher education systems and student learning. The candidate will concentrate on obtaining and interpreting relevant data to evaluate and improve higher education programs, faculty, and staff. Accreditation and accountability measures will be reviewed and analyzed. Legal issues in higher education and schooling will be explored.
  
  • EDL 733 - UNDERSTANDING CHANGE PROCESS


    This course focuses on the comprehensive development of Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. Emphasis will be given to acquiring the knowledge, dispositions and skills to effectively lead change efforts to accomplish substantive school and university improvement. Reform models in the history, philosophy and sociology of higher education will be explored.
  
  • EDL 734 - CURRICULUM, INSTRUCTION, ASSESSMENT


    Credits: 3
    The course will provide students with the knowledge and understanding of curriculum design, development, and change in higher education. Co-curricular and learning-centered practices will be explored. A focus on the Scholarship of Teaching and Learning will assist students in developing a focus on teaching for understanding. Candidates will engage in collaborative discussions and project development designed to foster deeper understanding of curriculum, instruction and assessment and to develop effective leadership skills to guide continuous improvement of student learning.
  
  • EDL 735 - ADVANCED RESEARCH FOR LEADERS


    The goal of this course will be to research and compose the (Methodology) for the final Capstone project. Students will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate one’s Capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied.
  
  • EDL 737 - STUDENT DEVELOPMENT, STUDENT SERVICE, STUDENT RETENTION


    Credits: 3
    Historical overview of student development theory, student life, research and literature relating to contemporary college students and student services. In addition this course introduces students to relevant research, theory, and practice related to college student retention and persistence. Students explore cultural, institutional, and individual factors that may impact college student persistence and critically examine theories attempting to explain why students leave college. Effective retention practices, programs, and assessment procedures are also identified and examined.
  
  • EDL 738 - POLICY MAKING AND LEADERSHIP IN HIGHER EDUCATION


    Credits: 3
    This course provides an overview of the missions, governance, and organizational structures of American higher education institutions. The unique system of governance in higher education is explored, including administrative roles, responsibilities, and leadership issues for administrators, faculty and staff. Institutional, system, state, and federal governing mechanisms as they relate to each other are also explored. At all levels, the effective higher education leader will understand the interplay of historical legacy, public policy, internal and external organizational and governing structures, and individual roles, and how to navigate these areas to effect sound decision making that supports academic integrity while addressing the needs of higher education as a business entity.
  
  • EDL 739 - ADVANCED INTERNSHIP


    Credits: 3
    This experience is intended to integrate the knowledge and skills gained in coursework, from a organization-wide perspective, with the daily challenges of leadership. The internship experience, to be completed over the entire Ed.D program, involves the candidate working directly with organization administrative leaders representing the various key aspects of college and university operations and governance. The candidate is expected to work within one major area of concentration related to his/her career goals, with additional experiences occurring in 3-5 other areas of higher education.
  
  • EDL 740 - LEGAL AND FINANCIAL MANAGEMENT


    Credits: 3
    This course focuses on the development of knowledge and skills associated with basic legal theory, financial planning, budgeting, and financial reporting necessary for the analysis of complex problems likely to occur in the administration of higher education. Topics include due process and equal protection, privacy and openness, health and safety, tenure and academic freedom, contractual obligations as well as understanding the impact of the local and global economy on various revenue sources such as state and federal budgets/educational appropriations, federal and private grants, student aid, individual capacity and philanthropy, and institutional investments.
  
  • EDL 741 - TEACHER EDUCATION CURRICULUM, PEDAGOGY AND RESEARCH


    Credits: 3
    Teacher learning opportunities at the preservice, induction, and inservice levels. Intended and enacted curriculum, sources of pedagogy, and their impact on teachers’ knowledge, skills, and attitudes. Candidates will explore current trends in teacher education, what research tells us, and policy implications. Emphasis will be given to clinical aspects of teacher preparation and the relationship between classroom practice and teacher education processes.
  
  • EDL 742 - STUDENT AFFAIRS PROFESSION IN HIGHER EDUCATION


    Credits: 3
    This course provides an introduction to the college student affairs profession. Special attention is focused on historical and philosophical foundations, organizational structures, professional roles, functions, and services, as well as challenges, opportunities, and issues faced by professional staff. Students will be able to describe factors contributing to America’s diverse system of higher education and its impact on the design and delivery of student affairs programs and services.
  
  • EDL 743 - ISSUES IN MORAL LEADERSHIP


    Credits: 3
    This course addresses basic ethical principles and methods for making ethical decisions within context of administration, faculty and student life moral problems. It provides the opportunity for students to closely explore the dynamics of oppression at the individual, institutional, and socio-cultural levels and the resulting impact on higher education. Overview of social justice issues as they affect higher education. This course examines the social and political context of U.S. education and provides an analysis of schooling, cultural politics, and global influences that inform current practices and structures of the higher education system. Central to this course is the development of a critical understanding of topics related to meritocracy, stratification, diversity, and decentralization in higher education.
  
  • EDL 744 - CAPSTONE AND FINAL INTERNSHIP


    Credits: 3
    This course is the culminating experience of the Ed.D program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidate will, with the help of their advisor, complete all parts of the Capstone project and have satisfied the internship and portfolio requirements. The final activity will be a discussion, led by the candidate, with selected Maryville faculty and peers covering the findings of the Capstone project and a reflection of the completed internship activity.
  
  • EDL 747 - ENROLLMENT MANAGEMENT IN HIGHER EDUCATION


    Credits: 3
    This course provides an opportunity for students to understand enrollment management as a concept and as a process starting at the prospective student’s first contact with or exposure to the university, through the student’s graduation. The course provides an overview of how enrollment management enables a university to meet its mission; how it can helps retain students and keep them committed to their educational goals; and how organizational structure can work synergistically to enhance the enrollment management process. Students will also explore how financial aid affects enrollment management; the use of technology applications; the use of research data to drive and attain enrollment goals; basic marketing considerations; and strategic enrollment management planning.
  
  • EDL 748 - AMERICAN COMMUNITY COLLEGES


    Credits: 3
    This course will provide an understanding of these complex and dynamic institutions; their evolution, contributions, challenges and concerns they face, governance structure, services, curricula, leadership and their future.
  
  • EDL 751 - ADVANCED SCHOOL DISTRICT FINANCE


    Credits: Three
    Advanced Finance offers interested students an opportunity to delve deeply into the major aspects of school district finance. This course is designed for the student who will have primary responsibility for planning, preparing, implementing, and over- seeing a district budget either as superintendent or chief financial officer. Laws and regulations, both federal and Missouri, related to district finances will be examined. Bond issues and tax levies will be studied as well from the inception of a campaign to the retirement of the bonds. The objective of this course is to prepare candidates to assume the fiduciary responsibilities of a school district upon selection as superintendent.
  
  • EDL 760 - RENEW/RE-EXAMINE YOURSELF AS EDUC LEADER


    Credits: Three
    Corequisite: EDL 761

    In this course, each candidate will engage in an extensive self-examination with respect to leadership skills, styles, dispositions, and ethical decision-making to guide the candidate in developing the initial draft of a personal leadership growth plan. A series of contemporary readings about effective leadership from both inside and outside education will help define and support the three themes of our program. Program components including the portfolio and internship will be introduced. The course concludes with a district level problem solving exercise using system thinking.
  
  • EDL 761 - INTRODUCTION TO ACTION RESEARCH


    Credits: Three
    Corequisite: EDL 760

    This course is designed to be the first in a series of three courses (EDL 761, EDL 765, and EDL 774) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools. Using the action research model, particular emphasis will be placed upon research related to student achievement and school improvement. Chapters 1 & 2 of the Capstone will be completed this semester.
  
  • EDL 762 - SKILLS FOR DATA-DRIVEN LEADERSHIP


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 767

    This course will explore the tenants of systems thinking as the framework for developing a working knowledge of the concepts and practical tools of data analysis within a school district. Candidates will practice gathering and interpreting data from multiple sources as a foundation for making district level decisions to improve procedures for curriculum development and implementation, increase achievement for underachieving segments of the district’s population, and inform decision making throughout the comprehensive school improvement planning process.
  
  • EDL 763 - UNDERSTANDING THE CHANGE PROCESS


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 765

    This course focuses on the comprehensive development of Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. Throughout this course, emphasis will be given to acquiring the knowledge, dispositions and skills to effectively lead change efforts to accomplish substantive school improvement. Readings and interviews will focus upon contemporary change agents and processes..
  
  • EDL 764 - CURRICULUM, INSTRUCTION, AND ASSESSMENT


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 769

    The course will focus on the analysis and critique of the curriculum development process, examination of research-based instructional practices, and the analysis and critique of assessment systems. Historical practices and trends in curriculum development over the past century will be explored to enhance understanding of the internal and external factors that influence curricular decisions within a school district. Candidates will engage in collaborative discussions and project development designed to foster deeper understanding of curriculum, instruction and assessment and to develop effective leadership skills to guide continuous improvement of student learning.
  
  • EDL 765 - ADVANCED RESEARCH FOR SCHOOL LEADERS


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 763

    The goal of this course will be to research and compose the methodology (chapter three) for the final Capstone project. Students will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate one’s Capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied.
  
  • EDL 767 - THE SUPERINTENDENCY


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 762

    Todays superintendent is the C.E.O. of a complex and dynamic organization. The emphasis in this course is to identify, internalize, and examine the many aspects and demands of the position. Candidates will learn about the many components of school district administration with special emphasis on vision-building, quality control, communications, organizational structure, and board of education relationships and development.
  
  • EDL 768 - URBAN POLICIES AND LEADERSHIP


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 770

    In this course, the candidate will learn about the uniqueness of urban schools and their issues from a historical and cultural perspective, the transfer of skills and tools learned in other courses within this program to urban districts, the technical aspects of running a large organization, the important, and sometimes contentious relationship between an urban superintendent and a large and often politicized Board of Education, working with the governmental and political process including the larger business community to create partnerships, dealing with difficult people, and creating effective policy. Issues of social justice and equity will be examined.
  
  • EDL 769 - ADVANCED INTERNSHIP


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 764

    The internship is a prescribed requirement to fulfill accrediting and certification standards for the State of Missouri and NCATE. This experience is intended to integrate the knowledge and skills gained in coursework, from a district-wide perspective, with the daily challenges of leadership. The internship experience will consist of a minimum of 250 contact hours, to be completed over the entire Ed.D program. The candidate is expected to work directly with building and district level administrative leaders representing the various key aspects of school district operations and governance.
  
  • EDL 770 - ADVANCED SCHOOL LAW


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 768

    Increased demands of school personnel make it more important than ever before for the superintendent to thoroughly understand the laws, rights and court decisions affecting that group. It is equally important that the superintendent be trained and prepare to work with students and parents in an atmosphere for broader understanding of the processes. Students will review landmark and relevant court decisions which affect all phases of school district’s operations.
  
  • EDL 771 - ADVANCED COMMUNICATIONS


    Credits: Three
    Prerequisite: EDL 760
    This course focuses on the ability to communicate effectively with all of the disparate audiences found within a school community. Each candidate will assess his/her communications skills and complete a personal growth plan to enhance strengths and improve weaknesses. Special emphasis will be placed upon working effectively with the public media for both positive public relations and crisis management purposes. Using technology and social media for school and district leadership will be developed and practiced.
  
  • EDL 772 - ADVANCED HUMAN RESOURCES


    Credits: Three
    Prerequisite: EDL 760
    This course will examine strategies to acquire and retain the highest quality personnel with a focus on the development of staff, both from individual and organizational perspective. Issues and policy development will be examined related to evaluation, including termination policies and procedures. Topics include legal and ethical issues, collective discussions, dealing with difficult people and situations, compensation and benefits, and the organization of a human resources department.
  
  • EDL 773 - ISSUES IN MORAL LEADERSHIP


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 774

    This course is designed to cover any gaps in the candidates academic or professional preparation, probe more deeply into areas of special or timely interest, and provide the opportunity to pursue and discuss topics deemed worthy by the cohort. As the themes of the program commit each candidate to moral leadership, candidates will revisit the nature and practice of moral leadership as it plays out in the daily business of leading schools and school districts. Candidates will prepare for the Professional Conversation where they will share their action research, personal leadership growth plans, and their portfolios with a committee of faculty, mentors, and peers.
  
  • EDL 774 - CAPSTONE AND FINAL INTERNSHIP


    Credits: Three
    Prerequisite: EDL 760
    Corequisite: EDL 773

    This course is the culminating experience of the EDD program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidate will, with the help of their advisor, complete all parts of the Capstone project and have satisfied Standard 7.0 (Internship) of the requirements for DESE and NCATE approval. The final activities will be (1) the final approval of the Capstone, portfolio and internship (2) presentation of the final Capstone to the cohort of peers, (3) a discussion, led by the candidate, with selected Maryville faculty and peers covering the growth during the program, findings of the Capstone project and a reflection of the internship.
  
  • EDUC 100 - INTRODUCTION TO SCHOOLING


    Credits: Three
    The purpose of this course is to introduce the prospective teacher, and others who may be interested, to the teaching profession through visits and direct observations of a variety of classroom settings. Students will look at the role of teaching in a diverse democratic society as well as define, observe and reflect upon the moral and ethical stewardship role of the teacher.
 

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