This course is a study of the causes of reading and writing difficulties , diagnostic procedures and methods for correction. It is designed to provide graduate students with instruction and experience in diagnosing reading and writing performance then prescribing and implementing teaching strategies that will remediate weaknesses and encourage an appreciation for reading and writing as means of personal growth, enjoyment, and lifelong learning in a diverse and constantly changing world. Graduate students will be required to assess and conduct whole class/small group intervention, and to assess and develop a tutoring plan for an elementary (1 - 6 grade) student . (3 semester hours)

Provides an introduction to theories of learning, the mental process of knowing, and ways for structuring information - delivery so that instruction is enhanced in the classroom. Explores current neurological research on pattern - recognition, memory, concept formation, knowledge, imagery, language, decision - making, problem - solving, and creativity. 3 semester hours credit.

Provides knowledge of methods of assessing student achievement, aptitude, and performance. Emphasis is placed on formative and summative assessments, as well as the use of informal to standardized assessments to engage in data based decision making. Statistical terms and methods are also studied.

Prepares practitioners to meet the literacy needs of diverse populations. Examines social, cultural, ethnic, socioeconomic, religious, age, gender, and linguistic diversity in order to gain a better understanding, to identify risks related to learning, and to plan provisions for student success. 3 semester hours credit.

Develops pre-service elementary teachers' understanding of the content, processes, pedagogy, and differentiated instruction needed for teaching mathematics to culturally diverse students. Focuses on theories of cognitive development as applied to mathematics and best practices in the process of problem solving, number sense, algebra, geometry, measurement, data and technology as applied to mathematics.

Examines methods and materials for reading instruction for emerging and developing readers with emphasis on the reading process, reading strategies, and assessing reading progress. Presents and applies approaches to reading in phonemic awareness, phonics, comprehension, vocabulary, and fluency.

Focus on the theoretical models, instructional methods, curriculum designs, and self-reflective practices that promote student learning and development in the secondary content classroom area. Students complete modules specific to their content area specialty: Art, Music, Physical Education, Science, Mathematics, Business, English, and Social Sciences. Three graduate credit hours.

Field experience ( 40 clock hours) for students desiring early childhood, elementary , or secondary certification.

Considers ethical practices and behaviors from the perspective of the leader as it relates to decision making, planning, moral dilemmas , and the ability to lead. A biblical worldview will be the foundation and basis on which the ethical though t of values, morality, and ethical practices considerations will be formulated. The concept of ethical leadership power will also be considered.

Provides a comprehensive perspective and practice of organizational theory, purpose, design, redesign and implementation in effective organizations. Assimilate the links between managing dynamic processes including SWOT analysis, balanced scorecard and strategic planning into organizational development. Offers the purposeful integration of a Biblical world view through faith and actions in organizational development.