Mar 28, 2024  
Graduate Catalog 2019-2020 
    
Graduate Catalog 2019-2020 [ARCHIVED CATALOG]

Course Descriptions


 

Church Music

  
  • MUCH 536 Church Music VI

    An inclusive week of “hands on” study in the field of church music in which the participants plan, prepare and participate in a wide variety of church services. Hymns as theological statements and advanced choral conducting are the special emphases. Individual research resulting in a term paper, or the equivalent, is required. Credit(s): 3

  
  • MUCH 595 Special Topics

    Investigation of a specialized area of knowledge in a class setting. Credit(s): 1, 2 or 3 dependent upon topic.

  
  • MUCH 599 Individual Directed Research

    A private instruction setting for individual projects in Church Music. May be used to fulfill electives only. Project must be approved by the associate dean for faculty and academic affairs prior to registration. Credit(s): 1, 2 or 3 dependent upon topic.


Conducting

  
  • MUCO 563 Advanced Choral Conducting

    Study and interpretation of the standard choral repertoire. Credit(s): 2

  
  • MUCO 564 Advanced Instrumental Conducting

    Baton technique and critical examination of large form works; rehearsal and interpretive problems. Credit(s): 2

  
  • MUCO 567 Choral Conducting for Church Musicians I

    Advanced choral technique, rehearsal techniques and examination of repertoire in the church setting. Credit(s): 1

  
  • MUCO 568 Choral Conducting for Church Musicians II

    Continuation of MUCO 567 . Advanced choral technique, rehearsal techniques and examination of repertoire in the church setting. Credit(s): 1

    Prerequisite(s): MUCO 567 
  
  • MUCO 595 Special Topics

    Investigation of a specialized area of knowledge in a class setting. Credit(s): 1, 2 or 3 dependent upon topic.

  
  • MUCO 599 Individual Directed Research

    A private instruction setting for individual projects in conducting. May be used to fulfill electives only. Project proposal must be approved by the associate dean for faculty and academic affairs prior to registration. Credit(s): 1, 2 or 3 dependent upon topic.

  
  • MUCO 795 Special Topics

    Investigation of a specialized area of knowledge in a class setting. Credit(s): 1, 2 or 3 dependent upon topic.

  
  • MUCO 799 Individual Directed Research

    A private instruction setting for individual projects in conducting. May be used to fulfill DMA electives only. Project proposal must be approved by the associate dean for graduate studies and the division chair prior to registration. Credit(s): 1, 2 or 3 dependent upon topic.


Conservatory Research

  
  • CONR 590 Music Therapy Research I: Contemporary Overview

    In this course, students develop an understanding of qualitative, quantitative and mixed methods research, including epistemological and methodological foundations, methods for evaluating quality and current applications in music therapy research. Credit(s): 2

  
  • CONR 595 Music Therapy Research II: Topic Development

    Through lectures and workshops, students identify a research topic, explore the related literature and develop at least one way of researching their topic. The basic purpose and/or research questions are identified and informed by an understanding of the research literature. An outline of a proposed method and data analysis is also completed. Credit(s): 2

    Prerequisite(s): CONR 590 
  
  • CONR 600 Music Therapy Research III: Colloquium

    Through a series of lectures and workshops, students further develop their research topic, with a particular emphasis on the quality of the research questions, method and data analysis procedures. A clear purpose statement and research questions, well-defined method and data analysis, and a timeline for data collection are completed through this process. Credit(s): 2

    Prerequisite(s): CONR 595 
  
  • CONR 601 Bibliography and Research

    Methods and sources for research in music and arts-related subjects. The purpose of this course is to develop a foundation for continued professional growth through the study of research. Students interpret, report and conduct research in assigned topics and in individual areas of interest. Credit(s): 3

  
  • CONR 602 Arts Management Research and Writing

    This course is designed to develop the problem-based, applied research and writing skills of the arts management student. Students will research an approved topic leading to the creation of a culminating project proposal. Credit(s): 2

  
  • CONR 689 Arts Management Culminating Project

    This course is designed as a capstone to the Master of Science in Performing Arts Leadership and Management. In this course, the student applies the research, topic creation and proposal writing work undertaken in CONR 602 Arts Management Research and Writing  to the creation of an arts management culminating project document. Credit(s): 1, 2 or 3

    Prerequisite(s): CONR 602  
  
  • CONR 691 Demonstration Project

    Individual design and implementation of pre-service education, in-service training, or continuing education for targeted groups on the practical application of a music therapy method or combination of methods. Outcomes include a formal presentation totaling five clock hours, audio-video recording of the presentation, handout materials in support of learning, and a narrative outline of the actual content sufficient for replication. Processes include proposal approval, external agency support, HSRB approval, needs assessment, implementation, evaluation, oral defense and final report. Continuous enrollment for at least one credit required in fall and spring semesters after initial registration. May be repeated for credit, but a maximum of four credits fulfills degree requirements. Credit(s): 1, 2 or 3

    Prerequisite(s): CONR 601 
  
  • CONR 692 Clinical Project

    Individual design and application of innovative approaches to music therapy practice for a particular population group. Specific methods, strategies, techniques and/or materials are designed, implemented and evaluated in comparison to current practice. Outcomes sufficient for replication include an in-depth narrative description of each stage of the project and may include accompanying audio/visual recordings and supplemental materials. Processes include proposal approval, external agency support, HSRB approval, oral defense and final report. Continuous enrollment for at least one credit required in the fall and spring semesters after initial registration. May be repeated for credit, but a maximum of four credits fulfills degree requirements. Credit(s): 1, 2 or 3

    Prerequisite(s): CONR 601 
  
  • CONR 694 Culminating Project

    A private instruction setting for the preparation of a culminating project or creative work. Open to graduate students in composition only. Continuous enrollment for at least one credit required in fall and spring semesters after initial registration. May be repeated for credit but a maximum of four credits fulfills degree requirements. Credit(s): 1, 2 or 3

    Prerequisite(s): CONR 601 
  
  • CONR 696 Arts Management Research

    Course is designed to develop the problem-based, applied research skills of the student. In this course, the student develops the knowledge and skills necessary to effectively write a research proposal suitable for execution with an existing arts organization. Additionally, the student develops the knowledge and skills necessary to effectively conduct research and write a research report as it is related to an approved proposal for problem-based research within an applied arts management organization. Continuous enrollment for at least one credit required in fall and spring semesters after initial registration. May be repeated for credit but a maximum of four credits fulfills degree requirements. Credit(s): 1, 2 or 3

    Prerequisite(s): CONR 601 
  
  • CONR 698 Research/Teaching Project

    Individual research with practical application is conducted under the direction of members of the music education faculty. A written proposal, formal lesson plans and a formal research paper that outlines theoretical foundation, similar research studies and the outcomes, teaching presentation and oral defense is required. Continuous registration is required in the fall and spring semesters after initial registration. May be repeated for credit, but a maximum of four credits fulfills degree requirements. Credit(s): 1, 2 or 3

    Prerequisite(s): CONR 601 
  
  • CONR 699 Thesis

    Individual research under the direction of members of the graduate faculty includes a written proposal, research document that outlines literature review, current research and outcomes. An oral defense is required. Continuous registration is required in fall and spring semesters after initial registration. The course may be repeated for credit, but a maximum of four credits fulfills degree requirements. Credit(s): 1, 2 or 3

    Prerequisite(s): CONR 601 
  
  • CONR 701 Advanced Research and Writing

    Course is designed to further develop research and scholarly writing skills as a means of communicating information. Students interpret, report and conduct research. Credit(s): 3

    Prerequisite(s): CONR 601 
  
  • CONR 799 Independent Research

    A scholarly, written research document, or equivalent project, designed in conjunction with the professor offering this instruction. Topic or project proposal must be approved by the associate dean for faculty and academic affairs. Credit(s): 1, 2 or 3

  
  • CONR 893 Lecture Recital Document

    Preparation and presentation of a document supporting a recital of related music. Continuous enrollment for at least one credit required in fall and spring semesters after initial registration. May be repeated for credit but a maximum of two credits fulfills degree requirements. Credit(s): 1, 2 or 3

    Prerequisite(s): Successful completion of all comprehensive examinations and CONR 601 
  
  • CONR 899 Dissertation

    The culminating research document of the Doctor of Musical Arts program is designed to allow the demonstration of advanced scholarly research and writing skills. The study, formulation and application of education issues and theory are detailed in a formal written document. Beyond the research document, students are asked to demonstrate their ideas in a practical teaching setting. An oral defense is required. Continuous registration is required in the fall and spring semesters after initial registration. This course may be repeated for credit, but a maximum of nine credits fulfills degree requirements. Credit(s): 1, 2 or 3

    Prerequisite(s): CONR 701 

Economics

  
  • ECN 501 Foundations of Economics

    This course is an introduction to economic principles starting with a survey of market structures and consumer theory, and leading to the study of macroeconomic models. The course is designed to review economic relationships, problems and institutions in preparation for a systematic study of the organization (the business firm and social enterprise) within its economic environment. This course is waived if the student has completed the equivalent of Principles of Macro and Microeconomics. Credit(s): 3

  
  • ECN 513 Managerial Economics

    This course develops the theoretical and analytical tools of economics with emphasis upon their application to business decision-making. Case studies of managerial situations are examined with reference to consumer behavior, market structure, price determination, income, employment, economic growth and economic forecasting. Credit(s): 3

    Prerequisite(s): QM 504 
  
  • ECN 516 Global Economics

    This course surveys international trade theory and trade policy, the balance of
    payments, international capital flow and migration, exchange rates under fixed and
    floating rate regimes, exchange rate risk, international financial crisis, and
    development economics. Diversity, geopolitics, innovation and sustainability in the
    context of the global economy are also examined.  Credit(s): 3

    Prerequisite(s): ECN 501
  
  • ECN 521 Topics in Global Economy

    This course offers an in-depth analysis of various topics concerning the economic and global aspects of business decision making. Such issues may be covered as area studies of major U.S. trading partners, analysis of international trade, commercial policy and trade barriers, economic development policy and challenges, comparative analysis of contemporary exchange rate regimes, foreign exchange risk and policy, cultural dimensions and environmental concerns. Class discussion integrates current issues and country studies to examine vital issues for decision makers. Credit(s): 3

    Prerequisite(s): ECN 514 
  
  • ECN 571 Topics in Healthcare Economics

    The purpose of this course is 1) to provide an overview of the economic analysis for decision making related to healthcare issues and 2) to discuss the contemporary challenges facing the American healthcare sector. This course is designed for students with sufficient knowledge in price and cost theories. Building atop these economic foundations, the course intends to examine the efficiency of healthcare delivery and its financing, demand for healthcare and insurance, government intervention and healthcare reform. At issue of this course is how healthcare markets contrast with other markets in the economy and economic analysis of the Patient Protection and Affordable Care Act (PPACA). Credit(s): 3

    Prerequisite(s): ECN 501 

Education

  
  • EDU 503 Topics in Education

    Selected topics related to teaching. English, reading, mathematics, computer, the sciences, history or topical education issues. Students may take the course more than one time, but no more than six credits of this class may be counted in a graduate degree program. Credit(s): 1, 2 or 3

  
  • EDU 510 The Teaching Profession

    This course helps students understand the historical, social and philosophical foundations underlying the role, development and organization of U.S. public education and instructional design based on assessment data. The legal status of teachers and students including federal and state laws and regulations, school as an organizational culture and contemporary issues in education are addressed. In practica, students observe and participate in limited ways in the activities of the school. Credit(s): 3

  
  • EDU 560 Field Placement

    This course provides the required field experiences for students enrolled in the elementary/middle or secondary teacher licensure program and helps meet the Virginia Department of Education requirement for field experiences in a variety of settings, at different grade levels in the area of licensure sought. The course consists of six modules for elementary/middle school candidates and five modules for secondary school licensure candidates. The course is required for all candidates who enroll in the Professional Studies Certificate Program with Initial Teacher Licensure. Credit(s): 3

  
  • EDU 561 Methods of Teaching Social Studies

    This course presents effective elementary and middle school teaching of social studies methods and management strategies for improving achievement, aligned with Virginia’s Standards of Learning. This course examines research-based best practices for large group, small group or individualized instruction, and including students with diverse and/or special needs. This research-based course includes field placement in area elementary/middle school.  Credit(s): 3

    Prerequisite(s): EDU 510  and acceptance into the education program
  
  • EDU 580 Collaboration in Teaching, Learning and Literacy

    Students will examine their own teaching and learning experiences, as well as research-based best practices for PreK-12 literacy education. Through collaborative activities and assignments, students will examine and assess the impact of collaboration on literacy teaching and learning. Credit(s): 3

  
  • EDU 581 Issues in Literacy Education

    Students will investigate and critique major issues in current literacy publications and curricula. Students will identify research interests in literacy education and conduct in-depth inquiries in order to propose action plans for the targeted problems. Credit(s): 3

  
  • EDU 584 Classroom Management/School Climate

    A comprehensive review of classroom management theories, designs, and strategies that produce positive learning environments, coupled with the study of ways to engineer effective school climates. Individual research resulting in a term paper or the equivalent is required. This course is one of the required courses for teacher licensure in Virginia. Course includes field placement in area elementary/middle/ secondary school. Credit(s): 3

  
  • EDU 585 Educational Technology Applications

    The course enables individuals to meet the Technology Standards for Instructional Personnel from the Virginia Department of Education and the National Educational Standards for Teachers (NETS-T) from the International Society for Technology in Education (ISTE). Emphasis will be on digital literacy, collaboration and technical productivity to improve teaching, learning and assessment practices. Adaptive, administrative and instructional applications of a variety of web-based resources will prepare students to design, deliver and assess meaningful experiences that promote self-directed learning. Credit(s): 3

  
  • EDU 595 Best Practices in Higher Education Online Teaching

    This course provides an in-depth examination of modern distance education practices in higher education. Students will demonstrate competency in using distance education-related technologies to create learning activities. The class will emphasize strategies and technologies that allow students to develop rich learning activities to achieve deeper learning. Credit(s): 3

    Prerequisite(s): EDU 585 
  
  • EDU 596 Best Practices in K-12 Online Teaching

    This course provides in-depth examination of modern distance education practices in K-12 teaching. Students will investigate the populations that will benefit from online learning and their needs. Students will demonstrate competency in using distance education-related technologies and assessment techniques. The class will emphasize strategies and technologies that allow students to develop rich learning activities to achieve deeper learning. Credit(s): 3

    Prerequisite(s): EDU 585 
  
  • EDU 599 Independent Study

    A private instruction setting for individual projects in pedagogy, research or discipline area study. Projects must be approved by the dean of the College of Arts & Sciences and the student’s advisor prior to registration. Credit(s): 1, 2 or 3

  
  • EDU 613 Management and Mentorship I

    This is one of two courses designed for provisionally licensed teachers to take during their Professional Studies Program. This course has two components: a seminar conducted by the university faculty supervisor several times during the semester and nine supervisory visits (1 - set up, 6 - observations, 2 - evaluations) to the provisional teacher’s classroom by the university supervisor/seminar leader. Course content for the seminar covers teaching methods, appropriate assessments, classroom management and teaching skills for initial success and continual improvement. Current issues will also be included as relevant. Supervisory classroom visits reinforce seminar lessons; seminar discussions focus on classroom applications and analyses of feedback and assessments. Individual lesson feedback will be given in timely manner via conferences and written materials. Credit(s): 3

    Prerequisite(s): Admission to teacher licensure program or permission of the director of teacher licensure
  
  • EDU 614 Management and Mentorship II

    This is one of two courses designed for provisionally licensed teachers to take during their Professional Studies Program. This course has two components: a seminar conducted by the university faculty supervisor several times during the semester and nine supervisory visits (1 - set up, 6 - observations, 2 - evaluations) to the provisional teacher’s classroom by the university supervisor/seminar leader. Course content for the seminar covers teaching methods, appropriate assessments, classroom management and teaching skills for initial success and continual improvement. Credit(s): 3

    Prerequisite(s): Admission to teacher licensure program or permission of the director of teacher licensure
  
  • EDU 633 Integrated Language Arts

    This course is an overview of curriculum and instruction in the elementary and middle school language arts programs. This course integrates current theory and research in language development, reading methods and diagnostic procedures with specific methods for teaching reading, writing, spelling, grammar, listening and speech in PreK-6 and 6-8 classrooms. Skills in this area are designed to impart a thorough understanding of the complex nature of language acquisition and reading, to include phonemic awareness, phonics, fluency, vocabulary development and comprehension strategies for elementary and adolescent learners. Credit(s): 3

  
  • EDU 636 Writing and Learning Across the Curriculum

    This course assists instructors in learning research-based strategies and best practices for using writing as a valuable instructional and assessment tool across the curriculum. As teacher-writers, participants will work on their own writing in mentorship sessions instructed by Shenandoah Valley Writing Project (SVWP) Teacher Consultants. Participants should be practicing teachers. Credit(s): 3

  
  • EDU 637 Intensive Writing Workshop

    This course brings together up to 25 distinguished local teachers from public and private schools, K-University levels, who have been invited by their institutions to participate in this four-week intensive summer experience to become Shenandoah Valley Writing Project (SVWP) Teacher Consultants. Students will examine issues in the teaching of writing; compare theories and research studies in the field; compose analytical and persuasive papers; and design, develop and present lessons demonstrating best practices. Participants are required to provide in-service workshops to their individual institutions for course completion. Course participation is by invitation only. Credit(s): 6

  
  • EDU 638 Advanced Workshop in Writing with English Language Learners

    This elective course is designed to advance practicing National Writing Project (NWP) Teacher Consultants in their development of strong instructional practice that improves learning by engaging students who are English Language Learners (ELLs). NWP Teacher Consultants will be prepared to share lessons and adaptations in their classroom practice with peers in their schools and across districts. Participant status as Shenandoah Valley Writing Project (SVWP) Teacher Consultant with Demonstration Lesson or position equivalent from another NWP site is required. Credit(s): 1

  
  • EDU 639 Assessment Of and For Learning PreK-6

    This course focuses on the best practices of evaluating all learners’ performance, including the relationships among assessment, instruction, monitoring student progress and adapting assessments for diverse learners in PreK-6 classrooms. This course includes field practicum in an area school and meets the requirements for PreK-6 initial teacher licensure as outlined by the Virginia Department of Education. Credit(s): 3

  
  • EDU 640 Assessment Of and For Learning Middle/Secondary

    This course focuses on the best practices of evaluating all learners’ performance, including the relationships among assessment, instruction, monitoring student progress and adapting assessments for diverse learners in middle/ secondary classrooms. Course includes field practicum in an area school and meets the requirements for middle and secondary initial teacher licensure as outlined by the Virginia Department of Education. Credit(s): 3

  
  • EDU 642 Philosophy of Education

    A critical study of the American educational philosophy as it compares to those of specific foreign countries. Although emphasis is given to theory, history and current trends in education, attention is also directed to the individual educator’s rationale for designing curricula within a philosophy and developing ways of working with students. Credit(s): 3

  
  • EDU 646 International Education

    The course is designed to contrast and compare educational programs in other countries with education in the United States. Special attention is given to administrative leadership, curriculum, faculty and student composition, legal structure and facilities. Credit(s): 3

  
  • EDU 647 Projects in Curriculum and Instruction

    This course is designed to create an appropriate and successful partnership project related to curriculum and instruction that meets the needs of children, parents, individual schools and school districts. The successful project would involve the development, implementation and successful evaluation of an initiative that includes activities and programs that enrich parent-school partnerships by creating an ongoing home-school connection designed to improve communication and collaboration between educators and the families they serve. Credit(s): 3

  
  • EDU 648 Curriculum and Instruction PreK-6

    This course focuses on principles of learning, application of pedagogical skills in PreK-6 settings and selection and use of materials including technology. Research-based best practices for large group, small group, individualized instruction and students with diverse and/or special needs are discussed. This course includes practicum placement in an area school. This course meets the requirements for PreK-6 initial teacher licensure as outlined by the Virginia Department of Education. Credit(s): 3

  
  • EDU 649 Curriculum and Instruction Middle/Secondary

    This course focuses on principles of learning, application of pedagogical skills in middle and secondary settings and selection and use of materials including technology. Research-based best practices for large group, small group, individualized instruction and students with diverse and/or special needs are discussed. This course includes field practicum in an area school and meets the requirements for middle/secondary initial teacher licensure as outlined by the Virginia Department of Education. Credit(s): 3

  
  • EDU 650 Major Issues in Education

    Issues related to the current needs evident in elementary and secondary programs. This course may be taken no more than twice (under different course titles for different issues). Credit(s): 3

  
  • EDU 651 Methods of Instruction

    Research and recent developments in curriculum, instruction, methods and materials in elementary, middle or secondary schools. Emphasis is on practical application and integration of developments. Course offered at one or more levels: elementary, middle or secondary. Credit(s): 3

  
  • EDU 652 The Professional Teacher: Teaching and Learning

    This course is intended for teachers who are current candidates for National Board Certification or for teachers who wish to understand the certification process prior to applying for National Board Certification. The course is one of two elective courses that provide in-depth, practical-based study of the process of National Board Certification. Teachers will use the National Board for Professional Teaching Standards (NBPTS) certification process as a vehicle to examine their practice and to direct further professional growth. Teachers will have opportunities to practice analyzing student work and their teaching practices, and to develop and participate in peer review of videotaping exercises and lesson planning as required for National Board Certification. Credit(s): 3

  
  • EDU 653 The Professional Teacher: Professional Portfolio Development

    This course is intended for teachers who are current candidates for National Board Certification or for teachers who wish to understand the National Board of Professional Teaching Standards (NBPTS) process for assembling a Portfolio of Teaching Practice. The course offers opportunities for teachers to examine NBPTS standards, the portfolio process, and the assessment center process, and to collaborate with others who are undergoing or with to undergo the process of board certification. The focus of the course will be the application of NBPTS standards and portfolio expectations to the teacher’s own knowledge and practice. Teachers will work collaboratively to analyze student work and videotapes of teaching, to draft and review written commentaries, to analyze their practice in light of student achievement, and to increase their knowledge base in their discipline in order to prepare for the NBPTS assessment center. Credit(s): 3

  
  • EDU 661 Internship in Elementary/Middle/Secondary Education in Endorsement Field

    Full-time practice teaching experience with observations and direct teaching activities at the PreK-12 level in the area of licensure sought. Assignments to specific schools made by Shenandoah University faculty in cooperation with the administrators of the school systems. Credit(s): 6

    Prerequisite(s): Permission of the director of teacher licensure
  
  • EDU 690 Internship in Elementary/Middle Education in Endorsement Field

    Full-time practice teaching experience with observations and direct teaching activities at the level of endorsement. Assignments to specific schools made by Shenandoah University faculty in cooperation with the administrators of the school systems. Credit(s): 6

    Prerequisite(s): EDU 643
  
  • EDU 692 Internship in Middle/Secondary Education in Endorsement Field

    Full-time practice teaching experience with observations and direct teaching activities at the level of endorsement. Assignments to specific schools made by Shenandoah University faculty in cooperation with the administrators of the school systems. Credit(s): 6

    Prerequisite(s): EDU 645
  
  • EDU 795 Independent Study

    A private instruction setting for individual applied projects (not research) in administration, curriculum and supervision, leadership studies or related areas for Ed.D. students, offering opportunities to explore their particular areas of interest. Projects must be approved by the dean of the College of Arts & Sciences and the student’s advisor prior to registration. Credit(s): 3


Education Administration

  
  • ADM 621 Introduction to Administration

    This course is an analysis of the role of the building-level administrator with participation in self-assessment activities and simulations designed to provide information about and insight into effective leadership in schools. This three credit hour course introduces the student to the Interstate School Leaders Licensure Consortium Standards for School Leaders (ISLLIC Standards) and relate those standards to today’s school, political and cultural environments. Credit(s): 3

  
  • ADM 622 Schools and Communities

    An examination of the role of the principal with regard to the development and practice of effective school and community relations. Emphasis is on taking a systematic approach to communicating with targeted audiences and on developing personal communication and public relations skills. It includes an examination of successful practices in the interpretation of public attitudes, identification and shaping of public policies, organizing involvement activities and dissemination of information. Particular attention given to working with the news media and elected/ appointed public officials. Credit(s): 3

  
  • ADM 623 School Law

    Legal context within which the public schools operate. Rights and responsibilities of teachers and administrators and student rights and restrictions. General principles of school law are supplemented with pertinent provisions of the Virginia statutes and rulings in case law. Credit(s): 3

  
  • ADM 624 School Finance Theory and Practice

    Basic school finance theory and practice. Historical development, current trends, future expectations, involvement of various governmental agencies and major problems and constraints of local, state and federal financial support. Special attention is given to building-level financial planning and budget formulation. Credit(s): 3

  
  • ADM 625 Seminar in School Leadership

    Current topics and issues are addressed and evaluated as they relate to school settings. Trends in school leadership and implications for current practices are assessed. Credit(s): 3

  
  • ADM 626 Practicum in Educational Leadership

    This course provides clinical field experience under the supervision of a
    practicing school administrator and a university professor. Students are expected to
    complete a minimum of 320 clock hours total (107 clock hours per credit earned) of
    a deliberately structured supervised internship that provides exposure to multiple
    sites (elementary, middle, high, central office, and agency) with diverse student
    populations. Must be approved by the student’s advisor. Offered in increments of
    one, two and three credits. Credit(s): 1, 2, or 3

  
  • ADM 640 Curriculum Development and Evaluation

    The study of American school curricular foundations and trends leads to the design and evaluation of proposed and current curricula. Discussion topics include basic determinants, valid objectives, experiential design, organizational processes, evaluation procedures and systems for changes or improvements. Credit(s): 3

  
  • ADM 641 Supervision and Evaluation of Instruction

    This course presents the study of supervision as an effective leadership mechanism to improve instruction. Topics include collaborative problem-solving, supervisory processes, cooperative supervision and methods for improving instruments and techniques of evaluation. The course deals with the challenge of assisting and assessing educational personnel in the conduct of providing effective classroom management and instruction. Students develop an action research proposal as a requirement of this course. Credit(s): 3

  
  • ADM 730 Human Resources

    This course investigates the origins, evolution and utilization of the merit concept in public employment systems. The benefits, limitations, opportunities and contradiction of the merit system will be explored, with the intention of developing an understanding of and the ability to apply useful elements of this system in specific organizational settings. Working independently, students also investigate merit applications in a current public personnel system. Credit(s): 3


Finance

  
  • FIN 502 Foundations of Finance

    This course is an introduction to all aspects of finance, including the role of finance in a business organization; the role of financial markets and institutions; interpretation, analysis and forecasting of financial statements; time value of money; financing and investment decisions; the various instruments of debt and equity; and valuation methods. The class meets three hours per week for seven weeks. Credit(s): 1.5

    Corequisite(s): ACCT 501  and QM 502  
  
  • FIN 513 Investment and Portfolio Management

    This course reviews the valuation of stocks,
    bonds, futures, options, real estate and other
    real and financial assets; risk, return and
    liquidity and diversification in modern portfolio
    theory; the efficient markets hypothesis; direct
    versus indirect investing through mutual funds,
    banks, insurance companies and pensions; the
    securities industry; institutional considerations
    facing trust managers and others. Not open to
    students who took BA 420. Prerequisite: BAFI 517.
    Three credits. Credit(s): 3

    Prerequisite(s): FIN 517
  
  • FIN 517 Financial Management

    This course is an analysis of issues surrounding business financial management, working capital policy, capital budgeting, financing with debt and equity, dividend policy valuation, project finance and mergers and acquisitions. This course makes extensive use of the case method. Credit(s): 3

    Prerequisite(s): MBA Foundation

Gender and Women’s Studies

  
  • GWST 500 Graduate Seminar in Women’s Studies

    This course provides an in-depth introduction to feminist theory and methodology. It is a comprehensive and critical survey of the major theoretical perspectives in feminist thought encompassing both humanities and the sciences. The course emphasizes the diversity and multiplicity of feminist theories and the challenges feminist theories pose to traditional paradigms and research methods. Credit(s): 3

  
  • GWST 600 Special Topics in Gender and Women’s Studies

    This course provides opportunity for critical reading, discussion and analysis of a selected topic in gender and women’s studies. The course meets three hours each week with students arriving in class prepared to discuss readings and other assigned learned activities. Topics vary depending on the instructor. Credit(s): 3

    Prerequisite(s): GWST 500 

Gifted Teacher Education

  
  • GTD 611 Understanding and Education of the Gifted Learner

    This course provides candidates with an understanding for meeting the needs of children identified for services through gifted and talented programs. The course provides an overview of current and historical issues in the field, including those related to the intellectual and social-emotional development of gifted students, and research-based educational practices recommended as service options that meet the cognitive and affective needs of identified students. Candidates will continue to build a foundation for understanding the field of gifted education and the varied needs of gifted learners. Credit(s): 3

  
  • GTD 612 Curriculum Development for Gifted Students

    This course examines curriculum issues for gifted learners in the classroom. The primary emphasis will be on content organization and presentation in a manner that ensures that students encounter and explore depth and complexity within the disciplines and understand theories and principles differentiating curriculum. Theories of learning will also be examined as they relate to curriculum, particularly Constructivism. Credit(s): 3

  
  • GTD 613 Social and Emotional Issues of Gifted Children

    This course will explore current research and discuss best practices to be used in schools to address the unique social-emotional needs of gifted learners. Affective characteristics, personality traits, growth and adjustment of gifted children, and relevant instructional needs will be discussed. Topics include: Characteristics and Specific Development Traits; Guidance Needs; Underachievement; Special Populations: Asynchronous Development; Twice Exceptional Students; and Perfectionism. Many classroom activities and techniques designed to enhance the social, emotional, and affective development of gifted students will be provided. Of particular interest will be how the gifted child constructs an understanding of “self” within what is often the very turbulent and difficult context of society. Special issues of underachievement, gender, and cultural differences will also be explored. Credit(s): 3

  
  • GTD 615 Strategies for Gifted Learners

    Effective strategies for gifted learners are offered through this course. A variety of research-based strategies that are brain-compatible and brain-friendly, and that help differentiate instruction for gifted students, are examined and practiced. Specific techniques will be studied that will provide a basis for identifying gifted students through the use of diagnostic and prescriptive approaches of assessment, including multiple assessment instruments and identification strategies through a review of portfolios or performance, or both. Credit(s): 3


Health Professions

  
  • HP 501 Cultural Competency and Health Care

    This course facilitates development of knowledge, skills, values, meanings and experiences related to delivering competent cultural care to the clients. Emphasis is also on developing mindful interaction skills with other health care workers through deep exploration of self and interaction with individuals and groups with diverse backgrounds. Credit(s): 3

  
  • HP 502 Cross Cultural Communication for the Health Care Professional

    This course combines beginning language instruction with the study of cultural norms in order to facilitate interaction between health care providers and their non-English-speaking patients. Of primary concern is the real-life application of conversation, understanding non-verbal behavior to enhance the development of effective therapeutic relationships and fostering of cultural sensitivity. Enrollment is limited to graduate students in the School of Health Professions programs. It is recommended that students have successfully completed at least one college level course in the appropriate language or the equivalent. Credit(s): 3

  
  • HP 503 Chronic Disease Care: Evaluation and Improvement

    This course is designed to increase health profession students’ understanding of chronic illness in the U.S., address a variety of problems around chronic illness (e.g., burden on population health, caregiver burden, etc.) and give them the skills to improve the quality of care delivered to patients with chronic illness. The course will emphasize epidemiology, population trends, evidence-based models of care, policy and social-behavioral aspects of chronic disease. Credit(s): 3

  
  • HP 512 Care of Vulnerable Populations

    This course is an exploration of issues, policies and politics that impact the health and welfare of individuals, families and communities. There is a special emphasis on potential roles healthcare providers can play to impact the health status of vulnerable populations and remediation of health disparities in the United States. Enrollment is limited to graduate students in the School of Health Professions. Credit(s): 3

  
  • HP 550 International Interdisciplinary Health Care

    This course provides students with the opportunity to discuss knowledge, skills, values and meanings associated with international health care and professional team building. The focus is on health care problems, health care delivery systems, and multidisciplinary teams in a selected country. Students will identify health care problems and discuss approaches to meeting health needs for various populations in that country and around the world. Students will become familiar with how governments are developing policy and providing health care within political, economic, social and cultural contexts. The role of the health care team in promoting health and providing health care in the international community will be explored. This is an experiential course utilizing discussion, inquiry and exploration of international health care and delivery systems. Students will be expected to examine a targeted country and global health care problems. Credit(s): 3

  
  • HP 551 Bioethics for the Health Care Professionals

    This course introduces the student to the history, theory, principles, and decision-making frameworks found in the field of bioethics. The course addresses current ethical issues that challenge healthcare professionals and allows the student to use learned ethical theory and principles in analyzing discipline-specific situations in an open dialogue format. Credit(s): 3

  
  • HP 576 Substance and Relationship Abuse

    This interdisciplinary course is designed to offer and assist students in the health care professions in recognition and beginning-level interventions in populations at risk for substance dependence and/or abusive relationships. Emphasis is placed on providing interventions that are congruent with age, health status, culture, occupation and legal-ethical concerns. Credit(s): 3

  
  • HP 581 Women’s Health

    This course is designed to explore women’s health issues and the role of nursing in women’s health care delivery. Women’s development, including special problems and health concerns of women at each stage of the life cycle; images and roles of women, including women as caretakers; and alternatives to patriarchal systems of women’s health care will be explored. Credit(s): 3

  
  • HP 601 Digital Citizenship in Health Sciences

    This course provides in-depth, hands-on learning to promote effective application of social media tools for health-related purposes. The course explores professional expectations and behaviors regarding social media tools and healthcare. This course explores the practical and ethical implications of the blurred lines of personal and professional life online for healthcare professionals. Credit(s): 1.5

  
  • HP 612 Interprofessional Education for Healthcare Providers

    This course provides an opportunity for learners to acquire the knowledge, skills, values, meanings and experiences associated with working in interprofessional healthcare teams. Learning activities are disseminated through the online Shenandoah University Virtual Interprofessional Education (VIPE) Learning Center. The learner will access learning activities on the management of Rural Healthy People 2020 priority health conditions utilizing the “Interprofessional Education Collaborative” and “Institute of Medicine” competencies. Instructional contact hours may be accumulated over more than one semester. Students are advised to enroll in this course in the semester when the requirements will be completed. Credit(s): 3

  
  • HP 617 Spirituality in Patient Care

    This interdisciplinary course is intended to give the graduate students in the School of Health Professions and the School of Pharmacy an overview of spirituality as it relates to healthcare and provide applications in the patient care arena. Students will explore the ever expanding body of knowledge linking spirituality and patient care outcomes. Emphasis will be placed on the knowledge, skills, values, meanings and of the spiritual experiences of patient, family and the health care team. Credit(s): 3

  
  • HP 633 Caring: Theory, Science and Application

    The purpose of this course is to assist students in advancing knowledge, skills, values and meanings associated with the theory, science and the practice of caring. Credit(s): 3

  
  • HP 634 Sexuality and Health: The Human Perspective

    This course is designed to provide the health professional with a basis for understanding the sociocultural, biological, and behavioral aspects of human sexuality across the life span, with an emphasis on assessment, risk reduction counseling and prevention education. Credit(s): 3

  
  • HP 645 Contraception Pharmacology and Counseling

    This course is designed to provide health professional students with a basis for understanding the physiology and pathophysiology of reproduction and the mechanisms and pharmacologies of contraceptives. The students will learn the many considerations important for effective contraceptive counseling; these areas include cultural aspects, lifestyle choices, mechanism of action, side effects, efficacy, protection from STDs, risks, cost and non-contraceptive benefits. Credit(s): 3


Health Systems Leadership

  
  • HSL 740 Healthcare Quality Measurements and Methods

    This course allows learners to advance their knowledge and experiences associated with quality measures and methods in healthcare services and delivery. The focus is on the health systems leadership roles of the nurse executive, healthcare executive and lead administrators to assess and analyze needs in patient care delivery to implement and be engaged in quality measures to improve patient care and deliver safe and effective targeted healthcare. Credit(s): 3

  
  • HSL 758 Supply Chain and Logistics Management for Healthcare Systems

    This course is designed to provide learners from a variety of disciplines with an overview of general concepts in service supply operation in the healthcare marketplace. Concentration is on the supply chain and logistics of procurement, the purchasing processes, development of strategic sources and the related contracting. Contributing concepts are forecasting for short-range and long-range supply chain logistics including capital budgeting and finance. There is an emphasis on inventory management and developing operations metrics for the healthcare system and units using technology and resources for distribution to the point of service. Specialty units include the surgical suites, emergency department suite, diagnostic suites, nursing care units, the hospital pharmacy and community-based ambulatory care settings. Throughout, the focus includes quality processes, customer service and expectations, and management of variances. Included will be supply chain considerations in planning for emergency preparedness and disaster responses. Global and international supply operations for large organizations are considered. Credit(s): 3

  
  • HSL 760 Health Systems Leadership in High-performance Organizations

    This course provides the learner with advanced knowledge and skills associated with health systems leadership to transform care delivery for optimal patient care experience and to lead in building a reliable high-performance organization (HPO). The focus is on the health systems leadership roles of the nurse executive, healthcare executive and administrator in leading and creating quality patient care services, collaborating with multiple stakeholders and professionals, embracing cultural diversity, care coordination, influencing legislation, ethical and legal dimensions of care service, data collection and analysis, and the use of outcomes data to improve patient care. Credit(s): 3

  
  • HSL 768 Negotiations Mediation and Conflict Resolution in Healthcare

    This course provides learners advanced knowledge and skills associated with the principles and theories of conflict management. Emphasis includes the application of the negotiation processes across and among employees and professionals that result in enhanced positive culture and healthy work environments in healthcare settings. The healthcare leaders will integrate principles from human resources, ethical and legal aspects throughout the processes. Credit(s): 3

 

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