2014-2015 Walden University Catalog (December 2014) 
    
    Dec 04, 2020  
2014-2015 Walden University Catalog (December 2014) [ARCHIVED CATALOG]

Course Descriptions


 
  
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    EDAD 8141 - Applied Research in Education


    (6 sem. cr.) In this course, educators develop a broad understanding of theoretical frameworks and the appropriate use of qualitative and quantitative methods. Educators focus on methods designed specifically for studying human development and how individuals learn. They explore these methods through the examination of the philosophy of research and particular research strategies, review of literature in the field, and research and analysis of additional literature relating to individual interests. Additionally, educators reflect on and discuss ways in which research can lead to the promotion of social change on the job or in their community.
  
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    EDAD 8142 - Leading to Promote Learning


    (6 sem. cr.) Research has considerably expanded the knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, educators advance their understanding of research methods as they examine literature about design and assessment. They also apply research-based principles, through technological means, to collect, analyze, and present data with the goal of solving a learning problem in their school or district.
  
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    EDAD 8143 - Leading Professional Learning Communities


    (6 sem. cr.) Through this course, educators explore how the role of leadership expands beyond the classroom and school to the larger educational community. Educators work toward developing the knowledge, abilities, and dispositions required of an effective leadership role to participate in sustainable education reform. They explore a variety of topics, including creating professional partnerships, participating in collegial study teams, facilitating professional development of other educators, and adeptly using collegial and collaborative processes, such as coaching and mentoring educators and other leaders. An additional focus is the relationship between school and community stakeholders. Educators also investigate the legal, business, and/or political perspectives implications of these educational issues.
  
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    EDAD 8144 - School Leadership: Trends, Issues, Global Perspectives


    (6 sem. cr.) Invariable advances in research and technology continue to change our current state of knowledge; therefore, it is necessary to function as lifelong learners. In this course, educators examine intriguing and potentially critical directions in adult learning, including brain research, new technologies, and the impact of globalization. Educators also have the opportunity to examine and reflect on the effects of these trends on their own areas of interest.
  
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    EDAD 8145 - Research in Practice


    (6 sem. cr.) In this course, educators build on their knowledge of and experience with research design and methodology through a hands-on, in-depth study of specific data collection and analysis skills, which they need to become effective producers of research. Educators apply concepts and practice skills in research design, data collection, data analysis, and presentation of results. They complete practical exercises and engage in discussions that emphasize qualitative and quantitative research methods.
  
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    EDUC 1001 - Introduction to Education♦


    (5 cr.) This course is an overview of the field of early care and education. Education professionals engage in assignments that emphasize the elements of high-quality programs, governing standards and regulations, and historical perspectives. They engage in peer discussions on a range of topics, such as the nature of infant care and education, learning through play, quality education and teaching, the definition of education, and current issues affecting education. Education professionals gain further insight into the profession of teaching and working with children through interviews with teachers of various age groups. Additionally, education professionals explore career options and consider what it means to be a professional in the field of early care and education.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 1002 - Pioneers and Philosophies of Education♦


    (5 cr.) Current perspectives on education and methods of teaching are rooted in history and philosophy as far back as the ancient Greeks. In this course, education professionals explore thinkers, philosophies, and educational programs that have influenced current ideas about effective practices in teaching, including tapping into different forms of intelligence and applying new methods for assessment. Education professionals critically examine educational philosophies and methods in light of current social, political, and economic forces impacting children, families, and the field. Through coursework and discussions, education professionals begin to develop a reasoned, coherent personal philosophy of education as a basis for ethical and professional practice and decision making.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 1003 - Educational Psychology♦


    (5 cr.) How might social class, ethnicity, and gender impact children’s learning? Education professionals in this course have the opportunity to answer such questions through the exploration of psychological concepts and theories as they relate to the field of early care and education. Education professionals examine behavioral, cognitive, social, and constructivist views of learning. They engage in conceptual and applied assignments that emphasize research-based principles as well as implications of these principles on child development, learning, teaching, and assessment. Moreover, they share perspectives and delve deeper into content through weekly discussions on a variety of topics, such as helping children develop and learn, defining intelligence, fostering resilience, analyzing learning experiences, and using motivation theories and principles.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 1004 - Child Development♦


    (5 cr.) This course provides education professionals with an overview of physical, cognitive/language, and social and emotional development in children from birth through adolescence. Education professionals explore prevailing philosophies and theories of child development and form their own child development philosophy. Through an exploration across various developmental domains and stages, education professionals investigate the latest research and thinking in regard to conditions that affect children’s learning and development, such as risk factors, developmental variations, temperament, rate of maturation, innate abilities, culture, family, community, and societal influences.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 1005 - Child Health, Safety, and Nutrition♦


    (5 cr.) Growth and development in young children are influenced by many factors, including nutrition, safety, and health. Education professionals in this course learn about these factors and examine the professional’s role in supporting children’s healthy development within the context of early childhood care and education as well as in family and community settings. They also assess and discuss the prevention of health problems common to young children, methods of promoting wellness and fitness, child safety, emergency preparedness and procedures, and child mental health.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 1006 - Child, Family, and Community Relationships♦


    (5 cr.) Complex events, such as divorce, child abuse and neglect, and illness and death of family members, are common occurrences in today’s society. This course provides a survey of the ways in which professionals and families work together in supporting child and family resiliency within the context of these complex issues. Education professionals explore formal and informal communication strategies; family participation in group settings; family education; advocacy for families; and the impact of family, culture, and community on children’s development and learning within early childhood programs. Through this course, education professionals have the opportunity to gain the communication and conflict-management skills needed to prepare for future professional challenges in the field of education.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 1011 - Making Connections: The Early Childhood Field


    (2 cr.) In this course, education professionals explore the early childhood field and related themes, issues, and controversies. Education professionals make connections between key topics and their own personal experiences, interests, and aspirations; coursework; current research; real-world early childhood settings; and future trends, challenges, and possibilities within the field of early care and education. They investigate professional organizations and research information on early childhood career opportunities. They also reflect on prior knowledge as well as knowledge gained throughout the course in regard to what it means to be a professional in the field of early education.
     
  
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    EDUC 1012 - Making Connections: The Developing Child


    (2 cr.) Education professionals in this course focus on the themes, issues, and controversies related to child development. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, challenges, and possibilities related to the developing child. Education professionals research and analyze information on brain development, which they use to develop a presentation that could be used to inform stakeholders, such as parents and colleagues. Through this and other assignments designed to provide practical application of content, they summarize their understanding of the developing child, including areas in which they hope to learn more.
     
  
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    EDUC 1013 - Making Connections: The Well-Being of Children


    (2 cr.) Children’s overall well-being is related not only to their health and safety but also to quality relationships among early childhood professionals, family, and community members. In this course, education professionals examine themes, issues, and challenges related to the fostering of children’s overall well-being. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, developments, and possibilities related to healthy growth and development within early childhood, family, and community settings. Additionally, education professionals assess and discuss resources in the area of early childhood education to further their professional development.
     
  
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    EDUC 1014 - Understanding Today’s Instructional Environments♦


    (5 cr.) Learning in the 21st century can take place anytime and anywhere. This course provides an overview of the various settings in which teaching and learning occur. Education professionals explore the dynamics of traditional face-to-face, hybrid, and online instructional environments found in such areas as corporate training, higher education, K–12 education, government, healthcare, and nonprofit organizations. Applying course concepts and theories, education professionals construct a concept map of important categories and characteristics of learners. They also compare components of various learning environments and structure them for effective learning and engagement.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 1015 - How People Learn♦


    (5 cr.) Humans are complex and the ways in which they learn are influenced by many factors. In this course, education professionals examine the major theories of how humans learn, including behaviorism, constructivism, and emerging theories based on brain research. They also explore the concepts of multiple intelligences and learning styles, as well as the influences of emotion, culture, and motivation on the learning process. Employing course concepts and principles, education professionals apply learning theories to learning experiences and analyze themselves as adult learners. They also discuss a variety of topics, such as the learning process, social learning theories and online learning, factors that affect online learning and adult learners and online learning.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 1016 - Foundations of Educational Studies♦


    (5 cr.) Education is a core value in our society. The types of educational opportunities available, the manner in which they are made available, and the ways in which people participate have changed drastically over time. In this course, education professionals explore the structure and history of educational systems in the United States, the wide variety of settings in which learning occurs, and how the role of education in society has changed over time. They also explore the multiple career paths available to them in the field of education.



    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.

  
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    EDUC 2001 - Language Development♦


    (5 cr.) This course focuses on the theories of language acquisition and language development of young children from infancy through preschool. Education professionals explore how children acquire and develop language, and they gain an understanding of emergent reading and writing. They engage in coursework that emphasizes bilingualism, atypical speech and language development, and the impact of culture and environment on language. Additionally, education professionals make connections between course concepts and share ideas and perspectives though weekly discussions on a range of topics, such as language and the brain, adult roles in language development, early literacy, and challenges for second-language learners, among others.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 2002 - Children’s Literature♦


    (5 cr.) Children’s literature can delight and inspire young readers as well as promote respect for diversity. In this survey course, education professionals focus on the power and quality of children’s literature from birth through adolescence. Education professionals explore a wide variety of genres and learn the characteristics of high-quality literature. They gain practical experience critically evaluating and selecting books from various genres for specific age groups. They also learn about prominent authors, illustrators, and book awards.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 2003 - Human Development♦


    (5 cr.) To fully appreciate and understand ourselves and others, we must have a basic understanding of human cognitive, emotional, and social development. In this course, education professionals examine the basic developmental stages that all humans undergo throughout their lifespan, from infancy to adulthood. They explore these topics with consideration to issues of gender, ethnicity, social class, and culture. Applying course concepts and theories, education professionals engage in an integrative project through which they create a character for whom they map human development and progress benchmarks from infancy through early adulthood. Through this project, they gain a deeper understanding of life-span development and major theories used to view human development.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 2004 - Literacy in the 21st Century♦


    (5 cr.) The technology-centered and information-rich world in which we live and work requires an expanded definition of what it means to be literate. Education professionals in this course examine the skills and strategies necessary for success in a digital information society. They explore multimedia and Internet technologies that enhance learning by facilitating collaboration, communication, and problem solving. Education professionals apply 21st-century literacy skills through a collaborative project in which they research a topic within the current field of literacy; they communicate their findings in a multimedia presentation.
      (Prerequisite(s): EDUC 1014.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 2011 - Making Connections: The Foundations of Literacy


    (2 cr.) Education professionals in this course explore the themes, issues, and developments in the foundations of literacy. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, challenges, and possibilities within the fields of language development and children’s literature. Demonstrating knowledge of key concepts and theories, education professionals engage in written assignments designed to provide practical application of course content on a variety of topics, such as the benefits and impact of literacy, how literacy serves as a tool of social equity, and strategies to support family literacy and literacy programs.
     
  
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    EDUC 2012 - Understanding and Valuing Creativity♦


    (5 cr.) Innovating and risk taking, critical thinking and problem-solving, and communicating and collaborating—all of these are essential skills for the 21st century, and all are intrinsically linked to creativity. Education professionals in this course explore the abundant meanings, value, and applications of creativity as they pertain to learning and life. They consider how encouraging and celebrating creativity in themselves, their colleagues, and today’s learners can benefit society. They achieve understanding through an integrative, collaborative wiki project through which they develop a definition of creativity based on theories and philosophical viewpoints, determine how creativity develops throughout the lifespan, describe how to foster creativity in others, and develop creative techniques to solve problems and promote critical thinking.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3003 - Observation and Assessment of the Young Child♦


    (5 cr.) In this course, education professionals explore developmentally appropriate formal and informal assessments, including observational techniques for assessing young children’s development and learning. Education professionals learn how to use specific tools and the data generated from them to inform effective decision making and instructional planning. They also consider and discuss ethical and legal considerations as well as other related issues and controversies. Applying course concepts, education professionals participate in an integrative child observation project through which they gain a deeper understanding of the process of assessment, the role of observation, and the importance of considering children as individuals.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3004 - Curriculum Design♦


    (5 cr.) This course provides education professionals with the opportunity to gain the fundamental skills needed for planning, designing, and delivering engaging learning experiences. They examine the elements of effective curriculum design, learn how to write measurable learning objectives, and explore tools, technologies, and resources for developing curriculum. They share perspectives and gain practical insight on course concepts through discussions on various topics, such as instructional designer responsibilities in creating effective curriculum, learning objective analysis, assessment formats, and curriculum design proposals. Additionally, education professionals reflect on learning and consider how they can use knowledge gained throughout the course in future personal, academic, and professional future endeavors.
      (Prerequisite(s): EDUC 1014.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3005 - Evaluation and Assessment♦


    (5 cr.) Program evaluation and learner assessment are fundamental components to the process of designing effective learning experiences. In this course, education professionals investigate major concepts, principles, and methodologies related to evaluation and assessment. They explore the selection of assessment tools, measurement of learning outcomes, and performance evaluation. Education professionals learn how to use information gained from assessments as a tool for improving learning.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3006 - Designing Curriculum♦


    (5 cr.) This course provides education professionals with the opportunity to gain the fundamental skills needed for planning, designing, and delivering effective learning experiences. They examine the elements of effective curriculum design, and they explore tools, technologies, and resources for developing curriculum. They also discuss the role of instructional designers, course goals and objectives, assessment techniques, and emerging issues in the field. Moreover, education professionals gain practical experience in applying Bloom and Fink taxonomies as well as writing goals and objectives, congruent assessments, learning plans, and instructional steps.
      (Prerequisite(s): EDUC 1014.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3007 - Assessment and Evaluation♦


    (5 cr.) Assessment and evaluation are fundamental to the process of designing effective learning experiences. In this course, education professionals investigate major concepts, principles, and methodologies related to evaluation and assessment. They explore the selection of assessment tools, measurement of learning outcomes, and evaluation of performance. Additionally, education professionals learn how to use information gained from assessments as a tool for improving practice.
      (Prerequisite(s): EDUC 1015.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3008 - Diversity in Education♦


    (5 cr.) People have different backgrounds, perspectives, and values; similarly, they have different approaches to learning. Individuals who work in educational environments and serve as agents of social change must recognize and honor these differences. Education professionals in this course examine how the need to serve people of differing social groups, cultures, and abilities offers challenges and opportunities in today’s learning environments. They reflect on their attitudes, beliefs, and biases regarding diversity and learn approaches to help ensure equitable access and meaningful learning in a variety of educational settings.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3009 - Technology and Education♦


    (5 cr.) Technology is becoming a central aspect of our everyday lives and has a profound impact on the way we work, play, and learn. In this course, education professionals explore and discuss how our technology-rich world influences different generations of learners and their learning preferences. Through conceptual and application-based assignments, they also learn how to integrate technology into teaching and learning processes to meet the needs of diverse learners as well as how to harness Internet technologies to enhance the work of students by facilitating collaboration, communication, and problem solving.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3010 - 21st-Century Learning♦


    (5 cr.) Professionals in all areas of education, such as teaching, workforce training, and policy making, must be cognizant of the knowledge and skills required to adapt to 21st-century-specific change. In this course, education professionals explore the proficiencies essential to navigating the 21st-century learning landscape to position themselves for professional flexibility and success. They examine how the nature of knowledge, literacy, and learning is changing as a result of new technology. Education professionals gain a practical understanding of ways to learn and function effectively in this new, evolving environment through investigations and discussions on emerging research on learning.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3011 - Making Connections: Managing and Leading Early Childhood Programs♦


    (2 cr.) Managing child development centers in the 21st century requires a complex array of leadership skills and dispositions. In this course, education professionals explore the various types, purposes, and theoretical foundations of child development programs, and they examine the National Association for the Education of Young Children (NAEYC) core competencies for directors. They engage in discussions and assignments that emphasize the leader’s role in managing the organization as a whole, including overseeing regulatory and business concerns, establishing policies and procedures, and implementing the organization’s mission and vision.


    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3012 - Making Connections: Fiscal and Personnel Management of Child Development Centers and Programs


    (2 cr.) A child development center is a business like any other; it must be operated and staffed with precision. This course prepares child development center directors and managers for the financial and human relations aspects of the job. Topics covered include constructing and managing a budget, maintaining accurate financial reports, fundraising, staffing, personnel management, and professional development.
  
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    EDUC 3101 - Professionalism and Advocacy in the Early Childhood Field♦


    (5 cr.) The landscape of early care and education is constantly changing. Education professionals in this course examine these changes, focusing on the roles and responsibilities of the early childhood teaching professional in infant/toddler and preschool settings. Education professionals explore the complexities of developmentally appropriate practice and learn what it means to be an advocate for children, their families, and the profession itself. They engage in discussions and assignments that emphasize the importance of keeping up with current research in the field and engaging in professional activities and organizations to ensure continual professional growth and learning.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3103 - Guiding Young Children’s Behavior♦


    (5 cr.) Proactive guidance and positive, safe learning environments promote healthy child development and learning. Education professionals in this course focus on understanding and fostering social and emotional development in preschool-age children, and they learn strategies for establishing classroom communities in which all children feel safe, valued, and respected. They explore a range of topics, including teaching social skills, routines, and procedures; collaborating with families; preventing and working with challenging behaviors; developing problem-solving abilities; and organizing the classroom setting to support learning, cooperation, and social and emotional growth.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3111 - Making Connections: Foundations of Preschool Teaching


    (2 cr.) Professionalism, advocacy, and preschool education provide the focus of the themes, issues, and challenges that education professionals examine in this course. Education professionals make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, controversies, and possibilities related to working in the early childhood field with preschool-age children and their families. Applying course concepts, education professionals consider and explain the role and benefits of play for children and adults, and they summarize their thinking in regard to cultivating healthy development and learning in children through connections with nature.
     
  
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    EDUC 3112 - Making Connections: Effective Learning Environments


    (2 cr.) The development of optimal preschool learning environments and related themes, issues, and challenges provide the framework for this course. Education professionals make connections between the topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, controversies, and possibilities associated with establishing effective preschool learning environments. Through a case study scenario, they apply their knowledge of preschool children as well as concepts learned in the course to describe components that they believe are essential to optimal preschool environments. They also consider and summarize the importance of creativity, how creativity has affected their own lives, and how they would go about fostering creativity in the learning environment.
     
  
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    EDUC 3202 - Quality Programs for Infants and Toddlers♦


    (5 cr.) This course provides education professionals with the opportunity to focus on the breadth and depth of the field of infant/toddler care and education, emphasizing characteristics of quality infant/toddler programs. Education professionals learn the foundations of infant/toddler development, the integral role of the infant/toddler professional in fostering children’s growth and ensuring family involvement, and theoretical frameworks key to quality programs. They also explore the components of high-quality environments and what it means to be an advocate for young children, their families, and the profession.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3203 - Infant/Toddler Mental Health♦


    (5 cr.) Positive developmental progress in infants/toddlers depends on many factors, including the overall promotion of mental health, prevention of occurrence or escalation of mental health problems, and the effective treatment of mental health needs. Education professionals in this course explore current research in the field of infant/toddler mental health, through which they gain practical insight on protective and risk factors in family environments; social and emotional developmental challenges; developmentally appropriate infant/toddler screening and assessment; diagnostic classification systems for infant/toddler mental health; effective intervention strategies; and collaborative services approaches. Moreover, education professionals apply course concepts through practical assignments, such as the development of a fact sheet designed to educate child development professionals about the importance of the field of infant/toddler mental health.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3204 - Family Cultures of Infants and Toddlers♦


    (5 cr.) This course provides an overview of the way culture impacts typical conceptions of infant/toddler development and interactions. Education professionals focus on the ability to form healthy working relationships and respectful partnerships with the families of infants and toddlers across a range of cultures. They investigate the meaning of various child-rearing behaviors and how they relate to family expectations and cultural traditions, with the goal of developing culturally appropriate practices. Education professionals also make connections and share perspectives through discussions on related topics, such as cultural differences in care-giving practices, attachment and separation, perspectives on play, and effective communication, among others.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 3211 - Making Connections: Foundations of Infant/Toddler Care and Education


    (2 cr.) An important role of the child development professional is to understand how to use support services and programs to aid the healthy development and learning of young children and their families. In this course, education professionals examine themes, issues, and controversies central to the field of infant/toddler care and education, and they critically analyze ways to support the healthy development and learning of infants and toddlers through food and nutrition programs, vaccinations, and early intervention services. Education professionals make connections between the topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, challenges, and possibilities that infant/toddler professionals must understand.
     
  
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    EDUC 3212 - Making Connections: Healthy Infant/Toddler Growth and Development


    (2 cr.) Education professionals in this course focus on healthy infant/toddler growth and development as well as related themes, issues, and challenges. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, controversies, and possibilities associated with the overall well-being of very young children. Applying course concepts and gaining deeper insight on topics, education professionals also engage in practical writing activities, such as the development of a resource sheet for child development professionals that includes information on factors promoting healthy growth and development.
     
    (Co-requisites: EDUC 3203 - Infant/Toddler Mental Health and EDUC 3204 - Family Cultures of Infants and Toddlers.)
  
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    EDUC 3301 - School-Age and Adolescent Development♦


    (5 cr.) Education professionals in this course gain a fundamental understanding of how school-age children and adolescents develop and learn. They examine typical and atypical cognitive, physical, and social-emotional development as well as the relationship among these developmental domains. They also compare theories of development; develop a presentation that identifies and explains specific strategies, methods, or activities for the promotion of health and well-being in middle childhood; engage in a field study to gain real-world insight on the affective and social development of children between the ages of 6 and 12; and complete an integrative research paper on critical, topical issues related to school-age and adolescent development.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
  •  

    EDUC 3302 - Making Connections: Professions in the Field of School-Age and Adolescent Development


    (2 cr.) This course provides education professionals with an overview of the practices and professions in the field of school-age and adolescent development, including such topics as careers; interpersonal and professional skills; and ethical/legal guidelines needed for working with school-age children and adolescents, families, and other professionals. Education professionals explore a variety of organizations that are devoted to fostering the healthy development of school-age children and adolescents. They also have the opportunity to investigate a profession of their choice to learn the responsibilities and tasks it entails. Additionally, education professionals describe what they perceive to be the professional relationship between ethical and legal obligations as well as the significance of law and ethics in the field of school-age and adolescent development.
     
  
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    EDUC 3303 - Motivating and Guiding School-Age Children and Adolescents♦


    (5 cr.) Educators have a responsibility to guide and motivate as well as to foster self-esteem and resilience in school-age children and adolescents. Education professionals in this course address a continuum of effective strategies needed for working with school-age children and adolescents in group and classroom settings. Such strategies include effective communication, positive guidance, modeling/mentoring, intrinsic and extrinsic motivation, fostering self-esteem, promoting resilience, and problem-solving and conflict-resolution skills. They learn to apply theory to practice as they critically analyze several theoretical constructs and consider their implications for working with school-age children and adolescents in group and/or classroom settings.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
  •  

    EDUC 3304 - Making Connections: Effective Learning Environments for School-Age Children and Adolescents


    (2 cr.) Often times, the setting in which learning occurs is equally important as the material taught and method of teaching. In this course, education professionals examine effective learning environments for school-age children and adolescents. They make connections between key topics and their personal experiences, interests, and aspirations; other coursework; current research; real-world settings; and future trends, challenges, and possibilities related to the healthy development and learning of school-age children and adolescents. Demonstrating knowledge and applying concepts, education professionals consider and describe how their definition of an effective learning environment has changed as a result of their learning. They also gain real-world insight into how to design effective learning environments by interviewing a professional in the field.
     
  
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    EDUC 4001 - Capstone


    (7 cr.) This course provides education professionals the opportunity to integrate theories of child development, principles of effective early childhood practice, and methods of working with young children and their families. Education professionals engage in projects that demonstrate synthesis and application of this knowledge. Through these projects, they consider the knowledge and skills gained throughout the program and how they can apply them to future work in the early childhood/child development field. They also have the opportunity to research a position in early education, interview a professional in the field, develop a resume and cover letter, and reflect on professional competencies and areas for professional growth.
      (Prerequisite(s): Completion of all other required coursework.)
  
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    EDUC 4004 - Children With Special Needs♦


    (5 cr.) Educators understand that all individuals are unique with varying abilities and needs. This course provides education professionals with an overview of exceptionalities in children from birth through adolescence. They engage in coursework that highlights early identification, referral, intervention, inclusion, and the related psychosocial needs of children and their families. They discuss complexities related to labeling children, inclusion, and challenging myths and stereotypes. In addition, education professionals explore federal and state legislation that guides educational requirements.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4005 - Cultural and Linguistic Diversity♦


    (5 cr.) This course emphasizes the importance of being responsive to the languages and cultures of individual children and their families and communities to effectively support learning and development. Education professionals broaden their understanding of culture as a framework that includes not only language and ethnicity but also gender, socioeconomic status, exceptionalities, family configuration, sexual orientation, personal interests, and many other aspects of one’s individuality. In addition, education professionals reflect on their own cultural frameworks and examine personal attitudes and beliefs.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4006 - Making Connections: Operating Child Development Centers and Programs


    (2 cr.) Operating a child development center requires the wearing of multiple hats. This course focuses on the day-to-day operational duties managers and directors must perform in order to keep the facility running safely and smoothly. Topics include marketing and public relations; facilities management to ensure proper health, nutrition, and safety conditions; and family communication and support. Legal and ethical issues in working with children and families are also explored.
  
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    EDUC 4011 - Making Connections: The Individuality of Children


    (2 cr.) In this course, education professionals address themes, issues, and controversies related to the special needs and individuality of children. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, challenges, and possibilities associated with understanding and meeting the needs of individual children and their families. Through written assignments designed to provide practical application of content, education professionals analyze topical sources focused on disability culture and autism and then make connections, describe how their thinking has changed as a result of their analysis, and summarize new perspectives.
     
  
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    EDUC 4012 - Making Connections: Living in a Diverse World


    (2 cr.) Education professionals in this course examine themes, issues, and challenges specific to living in a diverse society. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research and controversies; real-world early childhood settings; and future trends and possibilities related to the areas of social responsibility and cultural and linguistic diversity. They delve deeper into content and share ideas and perspectives through discussions on a range of topics, such as methods to strengthen communities and strategies and challenges of international adoption.
     
  
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    EDUC 4013 - Motivation and Learning♦


    (5 cr.) Motivation is an important precursor to learning; yet, what motivates people of different ages and different backgrounds to participate and persist in learning opportunities varies widely. In this course, education professionals explore foundational theories of motivation and how these impact learning. They investigate applications of theories of motivation to understand what occurs in different learning environments. They also explore how to use these theories to help those who work in educational environments make effective decisions about their practice.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4014 - Legal and Ethical Issues in Education♦


    (5 cr.) An understanding of legal and ethical issues that impact the lives and interests of learners is critical to those who work in all types of educational settings. In this course, education professionals examine issues surrounding state and national educational policy; constitutional issues concerning equal opportunity, privacy, and access; and the legal requirements of working with children and adults from different backgrounds. Through activities and discussions, education professionals practice ethical decision making and consider their own beliefs and biases about ethical issues in education.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4015 - Educational Studies Capstone


    (5 cr.) The capstone experience provides education professionals the opportunity to integrate their understanding of educational concepts and processes learned throughout the program. They complete an integrative project that demonstrates their ability to apply this knowledge to the real world. Education professionals identify professional opportunities in the field of education and make connections between program learning outcomes and their job of interest, thus demonstrating how fulfilling learning outcomes provided them the skills, knowledge, and qualifications required for the position.
      (Prerequisite(s): Completion of all other program coursework.)
  
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    EDUC 4102 - Play and Learning for the Preschool Child♦


    (5 cr.) In this course, education professionals address an essential question in early childhood education: Why is play integral to children’s development and learning? They learn the theory, methods, and materials needed to support and enhance children’s play and learning in preschool settings, and they gain an understanding of the vital role of play in fostering growth in each of the developmental domains. They also explore how to arrange developmentally appropriate environments; provide opportunities for high-quality, productive play, and learning experiences; and assess development and learning through observation of play-based activities and learning experiences.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4104 - Inclusive Practices in Classroom Communities♦


    (5 cr.) All children have the right to develop and learn in classroom communities that support diverse, individual needs. In this course, education professionals explore the ways in which preschool teachers can build inclusive environments that exemplify developmentally appropriate practice. Education professionals learn strategies that support inclusion, meet identified needs, and foster a sense of classroom community. They also engage in coursework focused on observation and assessment, partnership development with families, collaboration with support resources, legal regulations and issues, and the roles of reflection and evidence-based decision making.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4105 - Early Literacy♦


    (5 cr.) In this course, education professionals explore current research on the most effective methods of promoting literacy development in preschool children. Using the “five pillars” of reading—phonemic awareness, phonics, fluency, vocabulary, and comprehension—as an organizational framework, education professionals explore the characteristics of emergent readers and writers. They also learn about developmentally appropriate assessments, materials, and strategies for instruction, including developing literacy through play and effectively using current technologies. They also engage in coursework that highlights the integral role of literacy across the curriculum.
     

     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.

  
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    EDUC 4106 - Teaching Across Content Areas in Preschool♦


    (5 cr.) Teaching within and across specific content areas in the preschool curriculum requires practices that are engaging, meaningful, and developmentally appropriate. Education professionals in this course learn how to develop significant and enduring early childhood learning experiences in mathematics, social studies, science, language and literacy, health and physical education, and the visual and performing arts. They engage in practical applications and discussions on planning and implementing child-centered, age-appropriate curriculum and assessment as well as strategies for integrating content areas, including the project approach.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4112 - Making Connections: Interdisciplinary Teaching and Learning


    (2 cr.) In this course, education professionals examine the themes, issues, and challenges related to developmentally appropriate teaching and learning at the preschool level. Education professionals make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, controversies, and possibilities associated with interdisciplinary preschool teaching and learning. Using a case study scenario, education professionals demonstrate their understandings of the project approach by developing a short overview explaining its function as well as how it represents developmentally appropriate practice. They also assess examples of project-based learning and evaluate what children can learn from such experiences.
     
  
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    EDUC 4205 - Developmentally Appropriate Practices in Infant Settings♦


    (5 cr.) Through this course, education professionals engage in an in-depth exploration of infant growth and development. They examine the role of the caregiver; components of high-quality caregiver-child relationships; and strategies for ensuring developmentally appropriate, individually appropriate, and culturally appropriate practice. They also explore methods to understand and work with families, observation skills, attachment, separation, continuity of care, brain development, and the creation of nurturing environments for very young children and their families. Demonstrating their understanding of course content, education professionals apply concepts through practical assignments, such as the development of a newsletter that provides information on the influence of infant settings on supporting young children and their families.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4206 - Developmentally Appropriate Practices in Toddler Settings♦


    (5 cr.) Education professionals in this course engage in an in-depth exploration of toddler growth and development. They explore the role of the toddler caregiver/teacher; the components of high-quality adult-child relationships; and strategies for ensuring developmentally appropriate, individually appropriate, and culturally appropriate practice. Education professionals engage in readings and course assignments focused on observation skills, attachment, separation, working with families, and creating inspiring and supportive environments for young children and their families. They also share perspectives and make connections through discussions on related topics, such as cultural values and beliefs, separations and reunions, play and the environment, and identity formation and cultural responsiveness, among others.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4211 - Making Connections: Effective Programs for Infants and Toddlers


    (2 cr.) In this course, education professionals focus on themes and issues related to the challenge of developing and maintaining high-quality infant/toddler settings. They make connections between key topics and their own personal experiences, interests, and aspirations; other coursework; current research; real-world early childhood settings; and future trends, controversies, and possibilities related to effective programs for infants and toddlers. Through practical exercises, they describe how infants and toddlers exhibit prosocial behavior as well as why it is important for infant/toddler programs to foster such behavior. Education professionals also compose an article conveying the importance of applying brain research to policies, programs, and/or families to foster lifelong healthy development and learning.
     
  
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    EDUC 4301 - School-Age Children and Adolescence in a Multicultural Society♦


    (5 cr.) In today’s multicultural society, educators must be cognizant of the ways in which they teach culturally diverse values and social attitudes to school-age children and adolescents. Education professionals in this course examine these values and attitudes as well as ways to transmit such concepts in the classroom. They explore topics of ethnicity, language, gender, sexual orientation, and socioeconomic status. They also examine how each of these areas of diversity affects school-age children and adolescents as well as how they relate to stereotyping and bias.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4302 - Home, School, and Community♦


    (5 cr.) Education professionals in this course explore the spheres of influence on school-age children and adolescents and the techniques needed to facilitate positive relationships among homes, schools, and communities to foster healthy development and learning. They explore and discuss the definition of home, school, and community; research on the benefits of partnerships; home visits and shared decision making; expectations and accountability; volunteer screening; and examples of successful educational partnerships. Applying course concepts, education professionals engage in an integrative project through which they develop a handbook of best practices for forming home, school, and community partnerships, including challenges, strategies, and potential legal and ethical issues.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4303 - Trends and Issues in School-Age Children♦


    (5 cr.) By understanding the relationship between children’s health, culture, and socioeconomic status, in addition to related trends and issues, professionals who work with school-age children are in a better position to address and respond to these issues and related challenges effectively. Education professionals in this course critically examine selected issues and trends related to school-age children, such as technology/media, bullying, gender, abuse prevention, drugs/alcohol, obesity/eating disorders, stress, peer relationships, and school success. They demonstrate their understanding of course concepts through various applications, including the creation of an informative brochure for the purpose of explaining topical issues on health and wellness to parents and other stakeholders.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4304 - Trends and Issues in Adolescence♦


    (5 cr.) Physical changes and social pressures make adolescence a challenging time for many teens; therefore, it is important for professionals to be aware of current trends and critical issues that affect the mental and physical well-being of this age group. Education professionals in this course examine and discuss selected issues and trends related to adolescents, such as technology/media, cyber bullying, gender, sexual orientation, drugs/alcohol, obesity/eating disorders, depression, self-injury, suicide, teenage pregnancy, and school success. Applying course concepts, education professionals engage in practical exercises, such as research analyses through which they explore the connections between topical issues and the larger world as they affect adolescents and their transition into adulthood.
     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 4305 - Making Connections: The Role of the Professional


    (2 cr.) In this course, education professionals explore the role of the professional as advocate, interventionist, family liaison, and public policymaker. They make connections between key topics and their personal experiences, interests, and aspirations; other coursework; current research; real-world settings; and future trends, challenges, and possibilities related to the development of the whole child. They engage in various discussions and activities related to the responsibilities of educators, such as the development of action plans detailing how they would organize and participate in interventions in response to specific situations. Education professionals also consider how they might engage in advocacy as part of their current or future profession.
     
  
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    EDUC 4500 - Capstone


    (7 cr.) This course provides education professionals with the opportunity to integrate knowledge of child development; principles and methods of working with school-age children and adolescents; and current research, issues, and trends that affect this age group. They create an integrative project that demonstrates synthesis and application of this knowledge. They consider professional goals while reflecting on research, issues, and trends explored throughout the program. Education professionals research a variety of positions in the field based on interests gained from learning experiences, and they develop a resume and cover letter to distinguish themselves competitively. Additionally, they complete a professional development plan through which they set goals and consider areas for further professional development.
      (Prerequisite(s): Completion of all other required coursework.)
  
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    EDUC 5005 - Foundations: Early Childhood Studies


    (5 cr.) This course focuses on the study of leadership and professionalism in the early childhood field, examining current research, ethical considerations, and multiple theories of child development, teaching, and learning. Students will be introduced to the foundation of evidence-based research and decision making, which will be interwoven throughout the program. This course will also build student understanding of the philosophy, requirements, and community of Walden University, the Richard W. Riley College of Education and Leadership, and the master’s in Early Childhood Studies.
  
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    EDUC 5105 - Organizations, Innovation, and Change


    (5 cr.)  

    Understanding the fundamentals of organizational behavior and change management are essential for facilitating innovation in any organization. In this course, students examine the role the instructional designer can play in managing change within an organization. Students evaluate leadership qualities and practices that foster and sustain innovation in settings such as corporations, higher education, K–12 education, government, healthcare, and nonprofit organizations. Topics include the resistance to change and barriers to innovation, as well as problem-solving techniques that promote competitive advantage.

  
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    EDUC 5115 - Learning Theories and Instruction


    (5 cr.)  

    Effective instructional design begins with an understanding of the learning process. This course examines behaviorist, cognitive, constructivist, and social learning theories, and their relationship to instructional practices and course design. Factors that influence learning, such as learning styles, motivation, and engagement, are also explored. (Prerequisite(s): EDUC 5105).

  
  •  

    EDUC 5160 - Early Childhood Development


    (5 cr.)  

     

    This course looks closely at typical and atypical physical, cognitive/language, and social and emotional development. Attention will be paid to the powerful and important role cultural and linguistic diversity play in the development of children prenatal through age 8. Students will observe children in a variety of settings, learn how adults can support healthy development, and study new findings related to the factors that foster and impede healthy development and learning.

      (Prerequisite(s): EDUC 5005).

  
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    EDUC 5161 - Effective Programs and Practices


    (5 cr.)  

    Research states that long-term benefits from early childhood programs result only when the programs are of high quality. This course focuses on the components essential to program effectiveness, including planning for, improving, and evaluating program quality. Students will learn research-based, effective practices for promoting learning and development across developmental domains and subject matter areas from birth through age 8. (Prerequisite(s): EDUC 5160).

  
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    EDUC 5162 - Issues and Trends in the Early Childhood Field


    (5 cr.) Leaders in the early childhood field must have in-depth understanding of the critical issues and trends affecting young children, their families, and the field. Students will study such topics as the impact of changing demographics; the influence of politics and economics on programmatic funding streams; current debates related to school success, the achievement gap, and effective assessment; and the impact of brain research on early development, care, and education from both a historical and current perspective. (Prerequisite(s): EDUC 5161).
  
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    EDUC 6000 - Success Strategies in the Online Environment


    (3 sem. cr.) Education professionals are introduced to Walden University and to the requirements and skills needed for successful participation in an online curriculum, such as the use of Internet tools, e-mail, electronic mailing lists, Web browsers, and other critical tools in this course. Education professionals work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. They explore resources used throughout the program, and they engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence.
  
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    EDUC 6002 - Foundations: Educational Leadership and Administration


    (3 sem. cr.) This course begins by building candidates understanding of the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Leadership, and the program. Candidates complete a pre-assessment, and develop an individual learning plan.

    Following this essential introductory work, candidates begin their study of school leadership by focusing on the structures of school organizations and leadership styles.

  
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    EDUC 6005 - Foundations: Early Childhood Studies


    (3 sem. cr.) In this course, education professionals focus on leadership and professionalism in the early childhood field; analysis of current research; ethical considerations; and multiple theories of child development, teaching, and learning. Education professionals are introduced to the foundation of evidence-based research and decision making, which is interwoven throughout the program. Education professionals also build understanding of the philosophy, requirements, and community of Walden University, the Richard W. Riley College of Education and Leadership, and the M.S. in Early Childhood Studies program.
  
  •  

    EDUC 6105 - Organizations, Innovation, and Change♦


    (3 sem. cr.) Understanding the fundamentals of organizational behavior and change management are essential for facilitating innovation in any organization. In this course, education professionals examine the role of instructional designers in managing change within an organization. They evaluate leadership qualities and practices that foster and sustain innovation in various settings, such as corporations, higher education, K–12 education, government, healthcare, and nonprofit organizations. They also explore the resistance to change and barriers to innovation as well as problem-solving techniques that promote competitive advantage.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
  •  

    EDUC 6115 - Learning Theories and Instruction♦


    (3 sem. cr.) Effective instructional design begins with an understanding of the learning process. The behaviorist, cognitive, constructivist, and social learning theories and their relationship to instructional practices and course design are also examined. Factors that influence learning, such as learning styles, motivation, and engagement, are also explored.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6125 - Foundations of Research♦


    (3 sem. cr.) An introduction to the principles and processes of research is provided in this course. Education professionals explore the various steps and considerations of the research process. They develop an understanding of basic research methodologies and statistical analyses, learn how to formulate research problems and questions, conduct a literature review, and critique and evaluate research. Additionally, they consider the ethical responsibilities of the researcher.



    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6135 - Distance Learning♦


    (3 sem. cr.) Online education could be the driving force that transforms education and training practices in the 21st century. Through this lens, education professionals explore the current trends impacting the field of distance education and their implications for the design and development of distance-learning programs. They examine the different models, theories, and technologies used in the development and delivery of online education and training programs. They also explore the implications and considerations of designing instruction for blended, fully online, instructor-led, and self-paced learning environments.



    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6145 - Project Management in Education and Training♦


    (3 sem. cr.) Purposeful and careful planning is a key element to the success of any program. In this course, education professionals explore the systematic approaches to project management. Education professionals learn to use various project management tools, procedures, and methodologies, which they apply to projects in a real-world education or training environment. They also analyze the interrelated nature of the triple constraints of time, cost, and scope as well as their influence on the overall quality of the project.



    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6155 - Understanding Higher Education


    (3 sem. cr.) Historical perspectives on the development of higher education are useful in understanding the characteristics of our current system and future trends. The social, political, and economic context in which 4-year colleges, community colleges, and universities operate is introduced in this course. Education professionals explore how institutions of higher education apply business principles to renew their commitment to student learning and achieve their mission and goals effectively. They also become familiar with the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Leadership, and the M.S. in Higher Education program.
  
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    EDUC 6156 - Understanding Students: Learning, Development, and Diversity♦


    (3 sem. cr.) The success of any business is tied directly to its ability to serve its customers effectively. In higher education, those customers are students. In this course, education professionals examine fundamental principles of student learning and development as well as the implications of these principles for adult learners from a variety of backgrounds who have diverse needs and are in different stages of the educational process. They investigate and discuss factors affecting students’ educational goals and aspirations, their ability to stay in college, and the impact of their educational experiences on their learning and development; through this exploration and discussion, education professionals gain a better understanding of the ways leaders can improve these outcomes.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6157 - Understanding Institutions: Organizational Behavior and Culture♦


    (3 sem. cr.) Effective leadership within colleges and universities depends on the ability to identify important aspects of an organization’s structure and culture as well as to adapt one’s behavior to that culture. In this course, education professionals examine patterns of organization, governance, and culture in higher education, and they assess strategies for working effectively within governance structures and organizational cultures to achieve desired goals. They engage in readings and assignments that emphasize the organization’s ability to learn and change in response to internal and external factors, including the ever-changing use of technology in academic programs and services.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
  •  

    EDUC 6158 - Using Research and Data to Drive Decision Making♦


    (3 sem. cr.) Making good decisions in higher education requires the effective use of an array of information sources. In this course, education professionals investigate strategies for implementing data-informed, decision-making processes, including critiquing and evaluating research findings, locating and interpreting appropriate data sources and making credible arguments based on current industry trends and institutional data. They also complete learning activities through which they focus on determining the implications of research and data for key institutional issues and using this knowledge to drive quality improvement.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
  •  

    EDUC 6160 - Early Childhood Development


    (3 sem. cr.) Education professionals in this course critically examine typical and atypical physical, cognitive/language, and social and emotional development. They examine the powerful and important influence of cultural and linguistic diversity on the development of children from the prenatal stage through age 8. They also examine new findings related to the factors that foster and impede healthy development and learning, and they explore how adults can support healthy development. Additionally, education professionals have the opportunity to observe children in a variety of settings to gain practical insight on the developing child in the real world.
  
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    EDUC 6161 - Effective Programs and Practices♦


    (3 sem. cr.) Researchers indicate that long-term benefits from early childhood programs result only when the programs are of high quality. In this course, education professionals explore the components essential to program effectiveness, including planning for, improving, and evaluating program quality. They learn research-based, effective practices for promoting learning and development across developmental domains and subject matter areas in children from birth through age 8. Education professionals transfer new knowledge and skills to an authentic context through practical assignments, such as reflective blog posts and real-world observations of professionals in the field.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6162 - Issues and Trends in the Early Childhood Field♦


    (3 sem. cr.) Leaders in the early childhood field must have in-depth understanding of the critical issues and trends affecting young children, their families, and the field. Education professionals in this course explore changing demographics; political and economic influence on programmatic funding streams; current debates related to school success, effective assessment and the achievement gap; and brain research influence on early development, care, and education from a historical and current perspective. Sharing perspectives and making connections with the professional world, educational professionals post blogs to establish contacts with early childhood professionals; reach out to international contacts in the field to gain an understanding poverty issues in different regions, issues related to excellence at the forefront of professional discussions, and insight on further development opportunities; and share Web resources, such as websites and e-newsletters. 
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6163 - Building Research Competencies♦


    (3 sem. cr.) Nearly all professionals benefit from the ability to understand, evaluate, and use research effectively. In this course, education professionals prepare to be knowledgeable consumers of research, understand the language of research, and apply research and inquiry skills to the early childhood field. They engage in a variety of conceptual and application-based assignments focused on building skills in analyzing trends, critically assessing emerging knowledge, and using a variety of tools to access and evaluate research. They also have the opportunity to practice and apply course concepts and theories through research on early childhood research topics of personal or professional interest.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6164 - Perspectives on Diversity and Equity♦


    (3 sem. cr.) Understanding and respecting the diversity and individuality of every child and family is central to effective practice and at the heart of the early childhood field. Education professionals in this course examine family cultures and their impact on children and programs, and they investigate issues related to access, equity, and social justice. Through assignments designed to provide practical application of content, they also work toward developing an in-depth understanding of the intricacies of diversity, scrutinizing their own biases to effectively work with and advocate for all children and families.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6165 - Communicating and Collaborating in the Early Childhood Field♦


    (3 sem. cr.) Professionals in the field of early childhood education must engage often with other colleagues, families, agencies, and government officials; therefore, communication and collaboration skills are essential to effective and productive work in the field. Education professionals in this course explore the use of tools and strategies to collaborate with others, such as building relationships, teaming, negotiating, problem-solving, resolving conflicts, and building consensus. They engage in coursework that emphasizes effective practices for working with diverse families, collaboration with colleagues to improve programs and services for children and families, and communication skills needed to advocate and work effectively with agencies and government officials. Through this course, education professionals learn and practice techniques essential to effective one-on-one interactions and group work while deepening their understanding of how cultural responsiveness influences successful communication and collaboration.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6166 - Developing People and Leading Teams♦


    (3 sem. cr.) The success of any manager is largely dependent on the leadership they provide their staff. This course explores the roles and responsibilities of directors and/or administrators in effectively managing individuals and leading teams for early childhood programs. Education professionals in this course will focus on staff recruitment, evaluation, and development and identify the skills and knowledge required to create positive environments and achieve individual, as well as organizational goals. This course will challenge the educator to consider the ethical, legal, and cultural implications of working with a diverse staff, with emphasis given to the importance of effective communication in maintaining productive relationships.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6167 - Budgeting and Allocating Resources♦


    (3 sem. cr.)

    Administrators of early childhood programs must be able to effectively budget and allocate resources. Education professionals in this course explore the role of the administrator in budgeting and handling resource allocation for early childhood programs. They examine processes for effectively managing budgets and explore strategies designed to help them understand and communicate budgets to stakeholders. Education professionals also explore the various sources of funding and plan a budget for an early childhood education program.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.

  
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    EDUC 6168 - Planning and Managing Early Childhood Programs♦


    (3 sem. cr.) Effective early childhood directors/administrators are responsible for planning, implementing, and evaluating programs to ensure quality experiences for the children and families they serve. This course focuses on the wide range of roles in which effective administrators must excel, including developing and maintaining the program’s mission and vision, understanding regulatory and accreditation requirements, marketing, and providing all children proper nutrition and safety while in their care. Education professionals in this course will also examine the importance of engaging in meaningful communication with parents, families, and communities.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6170 - Dynamics of Adult Teaching and Learning♦


    (3 sem. cr.) The field of adult learning is multifaceted; adult learners are also complex, bringing diverse backgrounds, experiences, and perspectives into the classroom. This course is a foundation for understanding this dynamic field. Education professionals examine what it means to be a leader in a fast-paced, changing environment. They explore and discuss key topics, including the conceptual base of the field, adult learner motivation, settings and contexts of practice, forms and processes of adult learning, best practices that support adult learning, and major issues and controversies in the field today. Applying course concepts, education professionals develop a personal philosophy of adult education to use as a guide in their current or future practice as an adult educator. They also become familiar with the philosophy, requirements, and community of Walden University, The Richard W. Riley College of Education and Leadership, and the M.S. in Adult Learning program.



    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6171 - Theories and Frameworks for Adult Learning♦


    (3 sem. cr.) To understand adult learning, one must ask and answer complex questions: Who is the adult learner? What is the social context of learning? What motivates adult learners? In this course, education professionals explore the theories and frameworks that inform the field of adult learning today. They identify, compare, and contrast foundational and emerging perspectives on adult learning with the aim of transforming theory into practice. They engage in an integrative course project through which they synthesize and apply various theories to real-world situations, including their own development; summarize how the idea of wisdom impacts their experiences as adult learners; interview an adult learner; and assess various perspectives in regard to educating diverse learners.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6172 - Cultural Diversity and Motivation♦


    (3 sem. cr.) Today’s diverse, multicultural world dictates that adult learners are not treated as a homogenous group but rather as distinct individuals, each with his or her own intrinsic motivations. Education professionals in this course learn the importance of culturally responsive teaching methods that promote respect, relevance, engagement, and academic success. They engage in readings and assignments focused on inclusive approaches that promote cross-cultural communication, and they explore and discuss a range of topics, such as race, ethnicity, gender, sexual orientation, nontraditional learners, and linguistic diversity.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    EDUC 6173 - Building Research Competencies in Adult Education♦


    (3 sem. cr.) Understanding, evaluating, and using research effectively are critical skills for adult learning professionals. In this course, education professionals work toward gaining the knowledge required to be critical consumers of research, understand the language of research, and apply research and inquiry skills to the field of adult learning. Through various conceptual and practical course assignments, they build competence in analyzing trends, assess emerging knowledge, and learn to use a variety of tools to access and evaluate quantitative and qualitative research.

    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
 

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