INTRODUCTION TO EARLY CHILDHOOD EDUCATION
Investigation of the historical, philosophical and sociological perspectives in early childhood education as they relate to the programs currently available for young children including the principles and practices utilized for the development of scientific, creative, social and cultural concepts.
Integration of art, music and movement in the pre-primary and primary environment (age three through grade three) with developmental emphases on the use of art supplies and techniques, acquisition of basic movement skills and familiarization with types of music and musical instruments for use in multicultural classrooms.
PRE-PRIMARY LANGUAGE ARTS
Emphasis upon developing and using meaningful strategies for involving all children in language arts experiences at the preprimary/ primary level, age three through grade three.
PRE-PRIMARY MATH AND SCIENCE
An introduction to the math and science concepts appropriate to the developmental level of the pre-primary/primary child, age 3 through grade three. Activities will be examined and creative ideas explored as the student develops math and science lesson plans appropriate for diverse learners.
CHILDREN AT RISK
A study of research-based information of the identification, resources and effective instructional practices for all children with special needs who are at risk of academic failure from age three through grade three. Procedures and intervention approaches for appropriate and effective family support are discussed.
GENERAL KNOWLEDGE PREPARATION CLASS
NON-CREDIT 3 HOURS
This course reviews skills, competencies and strategies necessary for successfully completing the General Knowledge Exam. Math review includes arithmetic, algebra, geometry/measurement, probability/statistics and logical reasoning. Verbal preparation includes reading comprehension, English language skills and essay writing. Offered: Day Fall, Spring.
INTRODUCTION TO EDUCATION
An introduction to the historical, philosophical and sociological foundation of education as well as the legal, social, financial and political environment of schools. The course is designed to introduce the prospective teacher to some of the issues (and the backgrounds of these issues) currently found in education. The course will also help the student develop a basis for making decisions about whether teaching is going to be his/her profession of choice. Five hours of field observations required.
CHILD DEVELOPMENT, HEALTH, PE, & SAFETY
This course will focus on the theories and concepts of human growth and development from conception through adolescence. Emphasis will be placed on characteristic stages, language, cognition and intelligence, physical and perceptual development, and social relationships as they relate to the influence of family structure on the child’s personality and behavior. Health and safety in elementary schools will also be addressed. Six hours of field observation is required.
DIFFERENTIATED INSTRUCTION AND
EFFECTIVE TEACHING STRATEGIES
An overview of the developments in curriculum design, innovative program models, current and effective instructional methods and strategies for planning and delivering instruction to all students in a variety of classroom settings and for a variety of purposes. It is designed to prepare elementary teachers to select, plan, adapt, implement and evaluate instructional materials, content and other resources appropriate to and reflective of both instructional goals and the needs of diverse student populations. Eight hours of field observations required. Prerequisite: EDU 101, Introduction to Education.
ART, MUSIC, AND MOVEMENT
The development of instructional skills, techniques and strategies for teaching art, music, and movement in the elementary school will be covered. Eight hours of field observation is required.
The information presented in this course introduces pre- and inservice teachers to several childrenís books and allows them to make knowledgeable decisions in the selection and use of these children's books as a result of studying, discussing and using the six genres of childrenís literature in and outside the classroom setting. It prepares teachers to integrate literature throughout the curriculum and helps them to collect an extensive selection of childrenís literature for use in their future classrooms. Eight hours of field observations required.
LITERACY IN THE PRIMARY GRADES
Approaches, methods and materials appropriate to teaching young students to read are covered. Emphasis will be on emergent literacy, sequential development of skills, perceptual development, word attack skills, vocabulary, comprehension and oral language development as all are a part of a balanced literacy approach to reading. Ten (10) hours of field observations required.
LITERACY IN THE INTERMEDIATE GRADES
The information presented in this course is needed by all teachers who wish to use researched-based strategies to teach reading to intermediate elementary students. Pre-service teachers will learn how to include the essential components of reading into a typical literacy block; develop an in-depth knowledge of several reading approaches; and have a full understanding of, and employ the six traits of writing. Ten (10) hours of field observations required.
SCIENCE IN THE ELEMENTARY SCHOOL
The purpose of this course is to provide meaningful and practical learning experiences that will prepare students to create effective science learning environments for elementary school students. Students will participate in the same kind of inquiry-based experiences that they will use in their own teaching with emphasis on applying the scientific process and proper laboratory procedures. Topics include light and color, matter, forces, motion, energy, geology, weather and astronomy. Ten (10) hours of field observations required.
MATH IN THE ELEMENTARY SCHOOL I
This course focuses developing conceptual understanding of the properties of the natural numbers, integers, rational and real number systems with an emphasis on problem solving and critical thinking. The mathematical content will be integrated with current research on mathematical instructional strategies, the use of manipulatives, lesson planning, evaluation of mathematical learning and diagnostic techniques. The goal is to increase the conceptual understanding of the pre-service teacher and to increase their ability to analyze the mathematical ideas, structure and research of the K- 6 mathematic curriculum. Ten (10) hours of field observations required.
TEACHING SOCIAL STUDIES
This course is designed to introduce students to the world of social studies teaching and learning in the elementary school. Instructional skills, techniques and strategies will be taught; these will aid in developing social studies understanding and the ability to think and act as democratic citizens in a multicultural society through the discussion of geography, history and government. Ten (10) hours of field observations required.
INDEPENDENT STUDY IN EDUCATION
MANAGING THE CLASSROOM
This course is designed to provide students with skills and competencies to improve instruction and learning through good classroom management by establishing a learning environment and instructional program that is well organized and efficient. Twelve (12) hours of field observation required.
MATH IN THE ELEMENTARY SCHOOL II
This course focuses developing conceptual understanding of algebra, number theory, geometry and measurement with an emphasis on problem solving and critical thinking. The mathematical content will be integrated with current research on mathematical instructional strategies, the use of manipulatives, lesson planning, evaluation of mathematical learning and diagnostic techniques. Students learn new instructional and assessment strategies and increase technology abilities developed in EDU 318. Twelve (12) hours of field observation required.
SCIENCE IN THE ELEMENTARY SCHOOL II
The purpose of this course is to provide meaningful and practical learning experiences that will prepare methods students to create effective science learning environments for elementary school students. This course develops a strong conceptual understanding of life science. Students will participate in the same kind of inquirybased experiences that they will use in their own teaching. Topics will include characteristics of life, plants and animals as well as ecology. Students learn new instructional and assessment strategies and increase technology abilities developed in EDU 317. Twelve (12) hours of field observation required.
ASSESSMENT FOR INSTRUCTION
Development of instructional objectives and classroom assessment techniques for diverse student populations as well as interpretation of standardized assessments using measurement results for evaluating student progress will be examined. This course examines the interrelationships among content standards, instructional objectives, planning and assessment. In addition, this course includes formal and informal, as well as traditional and alternative assessment techniques.
The guided practice of teaching under supervision of an ESOL endorsed classroom teacher in two diverse classrooms at different grade levels. Requires the utilization of knowledge, attitudes and skills in elementary/secondary school instructional situations. Teacher candidates are required to complete 75 hours of contact time in a primary grade classroom and 75 hours in an intermediate grade classroom. Pre-requisite: Pass all four General Knowledge tests and be formally admitted to the Ross College of Education.
Student teaching is designed to be both an integrative and culminating experience for the education student. The experience is designed to provide an opportunity to put theory into practice, to develop effective teaching skills and behaviors, and to self evaluate and identify strengths and areas needing further development in a diverse classroom under the supervision of an ESOL endorsed teacher. During this 15 week full-time placement, Teacher Candidates will demonstrate competency in the Florida Educator Accomplished Practices (FEAPs) at the pre-professional.
SECOND LANGUAGE AND LITERACY DEVELOPMENT FOR ENGLISH LANGUAGE LEARNERS
This course examines current linguistic theories and principles of second language acquisition and literacy development. It presents the application of best practices for the development of social and academic English recognizing the influence of culture to guide teachers in instructional practice with English language learners. Ten (10) hours of field observation required.ESL 330
CROSS CULTURAL COMMUNICATIONS
This course is designed to provide students with a general understanding of the characteristics of individuals from diverse populations. Ten (10) hours of field observations required.ESL 310
SHELTERED CONTENT INSTRUCTION FOR ENGLISH LEARNERS
This course is a comprehensive overview of instructional methods and strategies for English language/literacy development and content instruction to English language learners enrolled in a various program models. The course is designed to help teachers make applications from research findings to practice in their classrooms with an understanding of culture and its relationship to academic achievement. Ten (10) hours of field observation required.
M.Ed. in Educational LeadershipEDL 604
The course examines contemporary issue in instructional leadership focusing on student achievement, evaluation, change and improvement strategies. Emphasis is placed on developing a school culture focused on developing and supporting effective instructional staff. Setting the tone and for the development/implementation of the instructional plan.
DATA DRIVEN DECISION MAKING
The course provides a broad overview of statistical concepts and procedures commonly used in education. Course participants will learn how to analyze and act on student performance data to improve classroom instruction and student performance. The role of instructional leaders in the development of teacher competencies for data analysis and implementation of instructional strategies and practices based on data and trend analysis will be examined. Strategies will be explored connecting assessment to instructional decisions using a popular statistical data analysis package.
LEADING A LEARNING ORGANIZATION
The course explores how instructional leaders facilitate an inclusive student-centered learning environment by developing system objectives, improvement planning, faculty proficiency needs, and appropriate instructional goals.EDL 608
CRITICAL ANALYSIS OF LEGAL, ETHICAL, SOCIAL & SAFETY ISSUES
The course explores how effective school leaders demonstrate personal and professional behaviors consistent with their understanding of ethical, social, legal and safety concerns which impact the quality of education.
HUMAN RESOURCE MANAGEMENT AND FACULTY DEVELOPMENT
The course assists students in understanding the various processes utilized in the selection, retention and development of education staff and administrators. The focus of the course is directed toward recruitment, selection, placement, appraisal and evaluation as well as programs of compensation for personnel. Among topics analyzed are budget, recruitment, supervision, selection and retention, interview formats, placement and induction policies, staff development, motivation, rewards, affirmative action, sexual harassment and collective/collaborative bargaining.
SCHOOL COMMUNICATION, POLICY
The course prepares aspiring school leaders to understand and use the principles of interpersonal, oral and written communication, and follow a professional code of ethics and values in diverse settings. The primary focus is on emerging communication technology, handling crisis communication, legal and management issues, impacting media communication, role of instructional leaders in building parental support, and developing community relations to enhance learning.
SCHOOL FINANCE, BUDGETING AND OPERATIONS
Administrative structure and linkage of educational systems to varying local, state and national constituencies that have legislative and financial impact on institutional renewal and change. Student will analyze federal, state and local education budgets.
CURRICULUM DESIGN, PLANNING & IMPLEMENTATION
Study of effective principles of curriculum development in schools as related to standards-based instruction and assessment. Attention is given to the educator’s role in understanding curriculum, theory behind curriculum development, program models and implementing standards-based curriculum instruction and assessment.
INSTRUCTIONAL PLAN IMPLEMENTATION
Completion of EDL 604 is a prerequisite. The course builds upon EDL 604 by exploring and developing how effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, assessments, ultimately meeting the needs of diverse learners.
eLEADERSHIP FOR SCHOOL TECHNOLOGY INTEGRATION
The course explores the role of technology and its impact on traditional and non-traditional educational systems, the historical perspectives on traditional and non-traditional ways of educating coupled with theories of how one communicates and learns, the range and mix of technology available as instructional tools to enhance learning across culturally diverse groups and environments, and the future directions of technological innovations in educational systems.
ADMINISTRATIVE/EDUCATIONAL LEADERSHIP INTERNSHIP
A beginning level field experience in which the candidate demonstrates (a) familiarity with a topical and important educational leadership issue at the administrative level (principal, assistant principal, dean, etc.), (b) the ability to design and build a professional portfolio, and (c) apply critical thinking skills in analyzing outcomes, drawing conclusions and making recommendations through the design and implementation of a faculty approved project proposal. Seminars will focus on performance analysis of behavior and ethical decision making in the field, application of theory to practice, and achievement of required program outcomes.
ADMINISTRATIVE/EDUCATIONAL LEADERSHIP INTERNSHIP
Completion of EDL 699 is a prerequisite. This course continues the internship experiences as begun in EDL 699 Candidates develop their electronic Professional Portfolio containing documented evidence of their experience with each of the Florida Principal Leadership Standards (FPLS) and Florida Educational Leadership Exam (FELE) competencies. This documentation and successful completion of the administrative internship will serve as the culminating experience required for graduation.
SPECIAL TOPICS IN EDUCATIONAL LEADERSHIP
Current issues and problems in academic educational systems.
M.Ed. in Exceptional Student EducationESE 500
FOUNDATIONS OF EXCEPTIONAL STUDENT EDUCATION
An exploration and analysis of exceptional student education with a focus on government policy, particularly P.L. 94-142 and the ADA; topics contributing to the history of special education; legal and ethical issues in exceptional student education; and major theories associated with educating students with mild moderate and severe disabilities. A minimum of 10 hours of field experience required.ESE 505
ASSESSMENT OF EXCEPTIONAL STUDENTS
The purpose of this course is to offer an advance set of skills in assessment as it applies to the characteristics and needs of the students with disabilities. The course will emphasize the basic considerations of assessment and measurement, as well as the actual assessment instruments, techniques and decisions which lead to appropriate educational programming for students with disabilities. The course will also examine the use of informal methods used in special education classrooms; portfolio assessment, authentic assessment, observation, anecdotal and various recording methods will also be covered. A minimum of 10 hours of field experience required. Pre or co requisite: ESE 500ESE 510
LITERACY FOR STUDENTS WITH DISABILITIES
This course presents the fundamentals of reading theory, instruction and assessment. Teaching strategies based on current special education methods and materials will be presented. Emphasis is placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster reading literacy. Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities are addressed. Critical assessment of commercial reading and other language arts programs/materials is included. A minimum of 10 hours of field experience required. Prerequisite: ESE 500.ESE 515
INSTRUCTIONAL METHODS IN CONTENT AREAS
An in-depth study of the characteristics and needs of students with disabilities along with the use of various teaching strategies and individual instructional methods such as differentiated instruction, and understanding by design. The course will examine the use of various learning strategies and inclusive practices for students with disabilities across content areas. A minimum of 10 hours of field experience required. Prerequisite: ESE 500ESE 520
CLASSROOM BEHAVIOR MANAGEMENT
This course provides students with the fundamental principles of behavior management and application of these principles to solving classroom management problems. In addition, there will be specific focus on current practice and research on the evaluation and treatment services for students with disabilities. Special Note: It is intended that this course may be applied toward State Endorsement in Autism Administrative Rule 6A-4.01796 2(c) Behavior management and positive behavior supports for students with autism. Students seeking State Endorsement in Autism must complete the field work experience in a setting with a student with an autism spectrum disorder. A minimum of 10 hours of field experience required. Prerequisite: ESE 500 and ESE 515.ESE 521
SURVEY OF LEARNING DISABILITIES
This course provides a historical overview of services, assessment, theories of intervention strategies and classroom models for children with learning disorders. The etiology of learning disabilities and its prolific growth will be presented as well as what schools and teachers must do to accommodate these learners. This course will also examine national organizations, definitions, discrepancy of potential and achievement and other identification issues for these learners. Minimum of 10 hours field experience required.ESE 525
TRANSITION PLANNING FOR STUDENTS WITH DISABILITIES
Comprehensive guide to collegiate, counseling, residential, social and vocational programs, and serving adolescents and young adults with disabilities. This course presents information to enable students to plan, implement, and evaluate programs for adolescents and young adults with disabilities so that they can lead a satisfactory and successful adult life. Principles in this course can be applied to the secondary school, residential, social and vocational, and counseling based programs where students with disabilities are served. A minimum of 10 hours of field experience required.ESE 530
TECHNOLOGY AND EXCEPTIONAL STUDENTS
A practical on-line course that builds on basic computer knowledge to increase teacher skill and student learning with a personal computer. The course will focus on adaptations and modifications of technology (hard and software) for students with disabilities. Application of email and web resources for instructing students with disabilities will be explored.ESE 531
INTRODUCTION TO AUTISM SPECTRUM DISORDERS AND THE NEEDS OF FAMILIES
This course has been developed to meet the requirements for the endorsement competencies for the nature of autism spectrum disorders (including student characteristics, appropriate learning goals, teaching approaches, environmental arrangements) and the field-based experience requirement with students with Autism Spectrum Disorders (ASD). The course will provide participants with a framework for understanding the definition and history of autism (prevalence/incidence). The medical and educational knowledge of treatment efforts to promote the appropriate education strategies and services for students with ASD will be discussed. The course will also focus on the evidence-based instructional strategies and classroom organization along with social and communication needs of children with ASD and their families. A minimum of 10 hours of field experience required.ESE 540
GRADUATE CAPSTONE RESEARCH PROJECT
The capstone is student-centered, student-directed and requires the command, analysis and synthesis of knowledge and skills. Students complete an individual research project with supervision in a current topic in special education.ESE 541
PRINCIPLES OF APPLIED BEHAVIORAL ANALYSIS
This course will focus on definitions, characteristics, principles, processes and concepts related to behavior analysis as well as introducing behavior change procedures and systems support. Field experience required. Prerequisites: ESE 500, ESE 520.ESE 580
GRADUATE PRACTICUM IN EXCEPTIONAL STUDENT EDUCATION
The graduate practicum in ESE is a three credit practicum designed to give graduate students the opportunity to gain a supervised teaching experience prior to their student teaching experience. During this experience, the students will practice and be evaluated on their ability to demonstrate beginning level teaching skills. A minimum of 70 hours of field experience required. Prerequisites: ESE 500, ESE 505, ESE 510, ESE 515, ESE 520, ESE 525.ESE 581
STUDENT TEACHING IN EXCEPTIONAL STUDENT EDUCATION
This course provides the opportunity for independent practice teaching in a diverse classroom in order to utilize the knowledge, attitudes, and skills necessary to demonstrate competency in the Florida Educator Accomplished Practices. Besides attending their assigned placements, student teachers are also required to participate in bi-weekly seminars designed to assist in transferring the knowledge and skills learned in the university classroom and during field placements. A minimum of 525 hours of field experience required. Prerequisites: ESE 500, ESE 505, ESE 510, ESE 515, ESE 520, ESE 525, ESE 580.
Ed.D. in Educational Leadership
STRATEGIC PLANNING AND ASSESSMENT FOR EDUCATIONAL SYSTEMS
Elements of strategic planning for innovation in educational systems: Environmental scanning, SWOT analysis, renewing the organizational mission, goals and objectives to address new needs. The course will address the defining roles and levels of strategy for each institutional unit/subunit in implementing and assuring the strategic control is both informed and responsive.
INTRODUCTION: LEADERSHIP, POLICY AND CONTEXT
The course systematically examines the structure and function of educational policies and problems of research in a political context.
This course provides an introduction and overview of the methods of conducting program evaluations in educational settings. Students will learn strategies for critiquing written program evaluations, as well as methods for designing and conducting evaluations of educational programs in their own settings and contexts.
PROBLEM-BASED INQUIRY SEMINAR I
HARTWICK INTERDISCIPLINARY SEMINARS
The Hartwick interdisciplinary seminars foster the development of knowledge, skills, and dispositions that will enable educational leaders to ensure that diverse students reach challenging learning goals. The course seeks to develop educational leaders who are committed to using their knowledge of central concepts of leadership theory, policy, and context to ensure learning and success for all students.
This course provides an introduction and overview to the process of conducting action research in schools. Students will learn strategies for developing action research plans and for conducting action research studies, including the collection and analysis of data, in their own settings and contexts. The major focus is on the cyclical nature of action research and its potential impact to improve educational practice.
PROBLEM-BASED INQUIRY: FIELD-BASED CLASS I
EDUCATIONAL REFORM IN A METROPOLITAN CONTEXT
This problem-based inquiry (PBI) course fosters application of knowledge and recognizes that a laboratory of practice is critical to applying prior and new knowledge gained from these experiences. PBI also develops problem-solving skills, the implementation of solutions, and collaboration and self-directed learning which support methods of inquiry and practical application throughout the program.
RESEARCH DESIGN AND ANALYSIS
This course provides an overview of the methods used in designing and conducting qualitative and quantitative research studies in educational settings. Focus is placed primarily on the design of qualitative, quantitative, and mixed-methods research studies, as well as on the analysis of data collected during the conduct of these types of educational research studies.
PROBLEM-BASED INQUIRY: FIELD-BASED CLASS II
LEADERSHIP IN A METROPOLITAN CONTEXT
This second problem-based inquiry (PBI) field course furthers the application of knowledge gained in PBI field based class I. The course supports candidate’s development of problem-solving skills, the implementation of solutions and collaboration as well as self-directed learning which support methods of inquiry and practical application throughout the program.
CRITIQUING AND REVIEWING LITERATURE
This course provides and overview and exposure to the process and skills required in the analysis and critique of published research literature. In addition, students gain experience in the development of a written review and analysis of research literature on a topic of interest to them.
PROBLEM-BASED INQUIRY: FIELD-BASED CLASS III
SOCIAL, PSYCHOLOGICAL AND PHILOSOPHICAL ISSUES IN EDUCATION
The third problem based inquiry (PBI) course again furthers the study of and application of knowledge gained in PBI field based class I/II. The course surveys trends on educational sociology and the politics of schooling; key issues of educational psychology with respect to the impact of culture, class, race and gender; and undergirding philosophy of education policy. The course supports student’s development of problem solving skills, reflection, implementation of solutions, collaboration and self-directed learning which support methods of inquiry and practical application throughout the program.
PROBLEM-BASED INQUIRY SEMINAR II
GLOBAL PERSPECTIVES ON EDUCATION REFORM
The second problem-based inquiry seminar is an introduction to the field of comparative education (educational philosophies, methods, patterns of control, financing, organization, and relationship within the larger society in selected countries of the world). A comprehensive social science methodology is utilized which examines historical, political, economic and social factors that serve as the foundation for educational systems of nations. The course enables students to identify strengths and limitations of international comparative research, and to learn about relevant studies and scholars dealing with methodological and conceptual issues of comparative education. A special emphasis is placed on policy borrowing and lending, and globalization studies. Through examination of cases, students are expected to learn multiple aspects of issues in educational change and to develop analytical and critical thinking.
INSTRUCTIONAL & CURRICULUM LEADERSHIP
This course presents curriculum and instruction from a leadership perspective within the contexts of K-12 schools, national and state colleges. Candidates examine contemporary issues in school curriculum, including policy initiatives and reform efforts affecting curricular decision-making. The course prepares candidates to analyze and design appropriate strategies for implementing and evaluating curricula and to investigate the implications of curricula for educational programming. Candidates also learn specific foundations and procedures for professional development that have well-documented effects on student achievement.
PUBLIC SCHOOL LAW
This course examines key legal issues that govern daily and long-range decisions of educational leaders focusing specifically on understanding Florida and federal codes, case law, policies and significant precedents and will emphasize analysis of key legal concepts and application of law to major areas including finance, personnel, risk management, curriculum, student services, teacher rights, torts, student’s rights, and access. Candidates will examine trends in law and the initiation and influence of educational law to positively influence educational institutions.
STUDENT MOTIVATION AND COGNITION
The course focuses on research of student cognition and motivation. Candidates will examine different learning and motivation theories and research. Particular emphasis will be placed on how findings from different studies apply to practical educational problems.
PLANNING AND MANAGEMENT IN SCHOOL
FUNDING AND FACILITIES
A study of the historical development, design and management, of school facilities, and systems of financing education. Topics include forecasting need, potential sources of revenue, state and local systems of finance, financial management, budget development and construction management. Selected state models for funding education will be examined for managing. Specialization courses will be determined by the student at the end of the first year of study.
THE NATURE AND FUNCTION OF HIGHER EDUCATION
This course is an introduction to the history of higher education, its development in the United States, and its current structure. The course provides a survey of the functional areas of higher education, in both academic affairs and student affairs, as well as an overview of the various types of colleges and universities in the United States.
THEORY AND PRACTICE OF HIGHER EDUCATION
This course focuses on the student development theory and adult learning theory. Emphasis lies on the critical examination of the theories and the application of theory to successful practice. Topics include psychosocial identity development, college impact theories, and cognitive structural theories.
THE LAW AND ETHICS OF HIGHER EDUCATION
This course examines key legal and ethical issues in higher education. The course emphasizes the application of constitutional, statutory, and contract law. Topics include FERPA, the Clearly Act, academic freedom, liability and risk management, and current trends in higher education law.
FINANCE AND MANAGEMENT IN HIGHER EDUCATION
This course focuses on development of an understanding of the finance and management of higher education institutions. Topics include profit versus non-profit budgeting, financing issues at the state and federal levels, financial aid and equity of access, and strategic planning.
CAPSTONE PART I: THE PROBLEM
The capstone is student-centered, student-directed and requires the command, analysis and synthesis of knowledge and skills. The first capstone course enables a candidate to verify his or her ability to develop a problem of inquiry and examine the profile of local issues to form opinions about, and develop research that addresses a problem.
CAPSTONE PART II: THE GATHERING OF EVIDENCE
The second capstone course is concerned with a candidate’s ability to research and gather significant documentation, data and evidence that forms a review of the literature on an identified problem that is a comprehensive analysis of the research.
CAPSTONE PART III: FINDING/REPORT/OUTCOMES
The third capstone course provides a method of summative evaluation in which the candidate is given an opportunity to demonstrate integrated knowledge and growth in the program through the oral presentation of the capstone, dissertation of practice, the executive report and the portfolio.