Chapter VI. Graduate Programs

Dreeben School of Education

EDUCATION (EDUC)

The Dreeben School of Education offers three degrees in Education: the Master of Arts (M.A.), the Master of Education (M.Ed.), and the Master of Arts in Teaching (M.A.T.). These degrees are designed for persons who wish to develop or increase academic and professional competence through graduate study. The programs are designed with the working professional in mind with all coursework scheduled in the evening and/or week-ends.

The graduate programs in Education are designed to facilitate students’ attainment of these outcomes:

Prospective candidates for a Master’s degree in Education must meet all University criteria for admission to the graduate program and demonstrate competence in oral and written expression. In addition, the Dreeben School of Education requires:

Transfer credit: No more than nine (9) semester hours may be transferred toward the master’s degrees in the Dreeben School of Education.

Master of Arts (M.A.)

The Master of Arts degree in the Dreeben School of Education requires completion of 36 semester hours, 24 of which must be in Education. This degree is appropriate for students who want to take some courses in their degree outside the School of Education.

Requirements for the Master of Arts in Education:
Core Courses (12 semester hours)
EDUC 6301—Introduction to Educational Research
EDUC 6306—Philosophical Foundations in Education
EDUC 6304—Theories of Learning
EDUC 63CS1—Capstone in Education, or another capstone course approved by
the Program Advisor.

Area of Concentration within Education (12-15 semester hours)

Elective Area outside Education (9-12 semester hours)

Master of Education (M.Ed.)

This degree is for persons who wish to do all their work in the Dreeben School of Education. The degree is awarded upon completion of at least 36 semester hours.

Requirements for the Master of Education
Core Courses (12 semester hours)
EDUC 6301—Introduction to Educational Research
EDUC 6306—Philosophical Foundations in Education
EDUC 6304—Theories of Learning
EDUC 63CS1—Capstone in Education, or another capstone course approved by
the Program Advisor.

Areas of Concentration within Education (24 semester hours)

There are eight areas of concentration for the M.A. and the M. Ed. in Education: Adult Education, Diversity Education, Early Childhood, Instructional Technology (online), Kinesiology, Organizational Leadership and Learning, Organizational Learning, Reading, and Special Education, each offering separate fields of expertise. Students interested in Professional Certifications in addition to their master’s degrees must seek admission to the Teacher Certification program prior to beginning coursework in the certification sequence. This admission procedure is separate from and follows full acceptance into the Graduate School at UIW.

Master of Arts or Master of Education for General Education

This degree is for students who want to concentrate their core work in Education but with a general group of courses either from the Dreeben School of Education as a whole, or from another School/College. If the majority of the work is from Education, the degree will be the M.Ed. If more than several courses come from other Schools/Colleges, the M.A. will be awarded. This open-ended degree plan allows students to select up to six (6) courses that will best suit their needs within a focus of Education.

Core Courses (12 semester hours)
EDUC 6301—Introduction to Educational Research
EDUC 6306—Philosophical Foundations in Education
EDUC 6304—Theories of Learning
EDUC 63CS1—Capstone in Education, or another capstone course approved by
the Program Advisor.

Other courses from Education: at least two (6 hours)

Courses from other disciplines OR from Education: up to six (18 semester hours)


Master of Arts in Teaching (M.A.T.)

The University of the Incarnate Word is ranked in the first quartile of Teacher Preparation programs in Texas with a 97% pass rate on the TExES. All Teacher Education programs at UIW are approved and overseen by the State Board for Educator Certification of Texas.

The M.A.T. degree offers an opportunity for students to become certified as either Secondary or Elementary teachers while working towards the master’s degree. The M.A.T. degree requires 36-42 hours of coursework, (depending upon the area of specialization), completion of all teaching practicum requirements, and a satisfactory Student Apprenticeship experience or the completion of a one-year internship with a satisfactory evaluation.

Admission to the M.A.T. requires the following:

Note: Continuation in this program requires that students remain in good standing with the Graduate School, that the GPA does not fall below 3.00, that the course work is taken in sequence with the Program Advisor’s approval, and that the student passes an examination over the content area of certification prior to registration for the 4th graduate course (i.e., after 9 hours). Students who are conditionally admitted to the M.A.T. must complete all admissions requirements prior to registration for more than 9 hours; this includes passing the examination in the content area.

Core courses in the M.A.T. (12 or 15 semester hours)
EDUC 6301—Introduction to Educational Research
EDUC 6304—Theories of Learning
EDUC 6306—Philosophical Foundations of Education
EDUC 66CS—Teacher Internship OR EDUC 63CS—Teacher Apprenticeship

Areas of Concentration within Education:
Elementary Concentration: 27 hours
Secondary Concentration: 18 plus 3/6 hours of electives

Certification by the State of Texas is awarded upon completion of the M.A.T. AND successful completion of passing scores on the ExCET/TExES exams required by the State Board of Educator Certification.

Note: Graduate and undergraduate students seeking Texas Teacher Certification from the University of the Incarnate Word program will be subject to any additional or new requirements that may be set forth by legislative mandates or the State Board for Educator Certification.

Secondary Teaching (Grades 8-12)
Requirements in the major (18 hours)
EDUC 6305—Multicultural Concepts in Education
EDSP 6363—Survey of Exceptionalities
EDRD 6396—Literacy across the Curriculum
EDUC 6325—Pedagogy in the Secondary School
EDUC 6327—Integrative Pedagogy for the Secondary School
EDUC 6310—Technology in Education
Electives (3/6 hours)

Elementary Teaching (Early Childhood -Grade 4)
Requirements in the major (27 hours)
EDUC 6305—Multicultural Concepts in Education
EDSP 6363—Survey of Exceptionalities
EDRD 6391—Theories of Literacy Appropriations
EDRD 6393—Approaches to Reading Assessment & Instruction
EDEC 6393—Emergent Literacy
EDEC 6339—Play and Play Environments
EDUC 6313—Teachers of Young Children I
EDUC 6315— Assessment in the Classroom
EDUC 6317—Teachers of Young Children II

Accelerated Certification Program

The Accelerated Certification program is a secondary teacher certification program for post-baccalaureate students who have a teaching field in place (English Language Arts, Spanish, Mathematics, Life Science, Physical Science, History, Physical Education, Art, Music, or Theater). At the completion of this program and successful scores on the TExES exams, students will be eligible for secondary certification (grades 8-12) or all-level certification (grades K-12). All courses in the accelerated certification program will apply to the Masters of Arts in Teaching degree.

The following requirements must be met prior to acceptance the program:

  1. A cumulative grade point average of 2.75 or greater at the time of application
  2. All three sections of the THEA (Texas Higher Education Assessment) have been successfully completed with a score of 230 or higher or 400 on the Quantitative and Verbal sections of the GRE and a 3.5 or above on the Analytical section of the GRE.
  3. Acceptable performance on the application interview
  4. Score of 3 or higher (on a 6 point scale) on the departmental writing sample
  5. Score of 80 or above on the Content “Practice TExES”
  6. 40 hours of observation must be completed prior to internship

Requirements for the Accelerated Program in Secondary Certification
EDUC 6304 Theories of Learning
EDUC 6325 Pedagogy in the Secondary School
EDUC 6327 Integrative Pedagogy in the Secondary School
EDUC 6629 Teacher Apprenticeship
EDUC 6320 Equity and Excellence for All

Requirements for the Accelerated Program in All-Level Certification
EDUC 6304 Theories of Learning
EDUC 6325 Pedagogy in Secondary School
EDUC 6327 Integrative Pedagogy in the Secondary School
EDUC 6629 Teacher Apprenticeship
EDUC 6339 Play and Play Environments
EDUC 6320 Equity and Excellence for All

CONCENTRATIONS WITHIN THE M.A. and M.Ed. DEGREES

Adult Education (ADED)

This degree, with a concentration in Adult Education, is designed to provide professional preparation for administrators/supervisors of adult education activities, persons working in human resource and staff development, continuing and community education personnel, and teachers of adults in a variety of institutions and settings.

Students are exposed to the principles of Adult Education with special emphasis on the changes occurring in adult life as they affect the teaching-learning process. Educational, institutional, administrative and programmatic implications are stressed. Some areas of specialization that can be arranged by the advisor are: adult literacy, human resource development, adult religious education, or instructional technology.

Requirements for the Master’s degree with a concentration in Adult Education:
Core Courses (12 hours; see M.Ed. and M.A. degrees)

Requirements in the major (18 semester hours)
ADED 6381—Adult Learning and Development
EDUC 6305—Multicultural Concepts in Education
ADED 6382—Adult Literacy Ed ADED 6384—Contemporary Issues in Adult Ed
ADED 6385—Methods & Strategies in Adult Ed ADED 6386—Educational Gerontology
ADED 6387—Program Development in Adult Ed ADED 6388—Effective Teams and Groups
ADED 6390—Practicum in Adult Learning Environments
Electives (6 semester hours)

Diversity Education

The concentration in Diversity Education addresses the challenges presented not only by the complex diversities present in American society and reproduced in U.S. educational programs, but by the ever growing trend toward global interaction. The program includes both the theoretical bases and the practical implications for understanding, valuing and interacting effectively with individuals diverse in race, language, ethnicity, culture, social origin, religion, gender, age, ability and sexual orientation, among others.

Requirements for the Master’s degree with a concentration in Diversity Education:
Core Courses (12 hours)
EDUC 6301—Introduction to Educational Research
EDUC 6306—Philosophical Foundations in Education
EDUC 6307—Critical Theory in Education
EDUC 63CS1—Capstone in Education

Area of Concentration (12 semester hours-select 4 of 5)
EDEC 6370—Language Development
EDUC 6304—Theories of Learning
EDUC 6305—Multicultural Concepts in Education
EDUC 6335—Introduction to Belief Systems
EDUC 6347—Multicultural Education in the Classroom

Electives in Education (12 semester hours)
ADED 6381—Adult Learning and Development
ADED 6384—Contemporary Issues in Adult Education
EDEC 6337—School and Family
EDIT 6343—Foundations of Instructional Technology OR any Instructional Technology course with consent of Program Advisor
EDUC 6320—Equity and Excellence for All
EDRD 6391—Theories of Literacy Appropriation
EDRD 6393—Approaches to Reading Assessment and Instruction
EDEC 6335—Emergent Literacy
EDUC 6315—Assessment in the Classroom
EDUC 6355—Cross Cultural Communication in Other Countries
EDUC 6360—Methods and Materials of Teaching English as a Foreign Language
EDUC 6366—The Inclusive Classroom and Community
EDUC 6363—Survey of Exceptionalities

Early Childhood (EDEC)

The concentration in early childhood is designed for teachers, directors, and other educators working as professionals in the various early childhood settings (birth through age eight). The program includes emphasis on play theory, play environments, early literacy, child development and the role of the family, school, and community in the various early childhood programs. While this degree does not carry initial teacher certification, it is designed to enhance the professional preparation for persons previously mentioned.

Requirements for the Master’s degree with a concentration in Early Childhood Education:
Core Courses (12 hours; see M.Ed. and M.A. degrees)

Requirements in the Major (18 hours)
EDEC 6340—Infant/Child Development/Parent Training
EDEC 6370—Language Development
EDEC 6337—School and The Family
EDEC 6339—Play and Play Environments
EDEC 6334—Developmentally Appropriate Curriculum for Early Childhood
EDEC 6335—Emergent Literacy
Electives (6 hours). Two courses chosen with the approval of the Program Advisor.

Instructional Technology (EDIT) Online

Individuals who have a master’s degree with a concentration in Instructional Technology find work in business and industry, government and education as trainers, instructional designers, curriculum developers, managers of technology resources and producers of instructional media. The degree has a strong education base because the field requires a knowledge of learning theory, instructional systems design, and instructional strategies in addition to knowledge of various technologies.

The program is designed to allow students the flexibility to follow their own interests. Students take foundation and core courses in Education and Instructional Technology. However, up to 6 hours of electives may be taken in related disciplines such as Communication Arts, Organizational Development, Administration and Adult Education. The Masters of Education with a concentration in Instructional Technology combines on-campus classes in the Education core with the online Instructional Technology curriculum.

Requirements for the Master’s degree with a concentration in Instructional Technology:
Core Courses (12 hours; see M.Ed. and M.A. degrees)

Area of Concentration (18 semester hours)
EDIT 6343—Foundations of Instructional Technology (1st course)
EDIT 6344—Instructional System Design
EDIT 6345—Multimedia Authoring
EDIT 6346—Information Technologies: Internet and the Web
EDIT 6347—Distance Learning
EDIT 6348—Management of Learning Environments
Electives (6 semester hours)

Note: All Instructional Technology courses are taught as a part of the Universe Online programs.

Kinesiology (EDKE)

The Kinesiology program is designed for those students who are interested in working in a business related area, teaching Physical Education on the college level, or in adding a Physical Education teaching specialty to their teaching credential at the K-12 level. (NOTE: this degree does not carry initial teacher certification.)

Requirements for the Master’s degree with a concentration in Kinesiology:
Core Courses (12 hours; see M.Ed. and M.A. degrees)

Requirements in the Major (18 hours)
EDKE 6377—Instructional Development in Physical Education
EDKE 6378—Biomechanics in Human Performance
EDKE 6379—Adapted Physical Education and Sport
SMGT 6380—Sport Management
EDKE 6381—Topics in Exercise Physiology and Fitness
EDEC 6339—Play and Play Environments
Elective Courses (6 hours)

Organizational Leadership and Learning

The Organizational Leadership and Learning concentration is designed for people who are interested in working in leadership positions in education institutions, corporate environments, government, or service institutions of various types. Students take 18 hours of courses that provide them with a foundation in leadership, adult learning, organizational development, instructional design, and research. Following the basic requirements, the students, in consultation with their academic advisor, will tailor a plan of study to meet individual needs. Coursework may come from organizational leadership, adult education, organizational behavior, or K-12 education. This program does not lead to a certificate in Educational Administration.

Requirements for the Master’s degree with a concentration in Organizational Leadership and Learning:
Core Courses (12 hours; see M.Ed. and M.A. degrees)

Concentration Requirements: (12 hours)
EDUC 6337—Leadership for Organizational Learning Environments
EDUC 6346—Organizational Theory and Development
ADED 6388—Effective Teams and Groups
EDUC 6342—Law and Policy for Organizational Leadership
Elective courses (12 hours chosen, with advisor approval, to meet individual needs of the student)

Organizational Learning

The Organizational Learning program is designed for people who are interested in and/or responsible for training in corporate, government, or service environments. Students take 18 hours of courses that provide them with a foundation in adult learning, organizational development, instructional design, and research. Then, depending upon their career goals and personal aspirations, students select an additional 18 hours of course work in three content areas: Instructional Technology, Adult Education, and Organizational Development. This selection is done in consultation with the Program Advisor so the program is tailor made for the student. It is important to note that Instructional Technology courses are taught only online.

Requirements for the Master’s degree with a concentration in Organizational Learning:
Core Courses (12 hours; see M.Ed. and M.A. degrees)

Supporting Requirements
ADED 6381—Adult Learning and Development* (Substitute for EDUC 6304 in core)
ADED 6388—Effective Teams and Groups*
ORGD 6351—Foundations of Organizational Development*
EDIT 6344—Instructional Systems Design

Concentration Requirements:
(18 hours; students may choose courses from only one of the three concentrations, or from any of the three concentrations, as deemed appropriate by the specific needs of the student.)

Adult Education

ADED 6382—Adult Literacy Education
ADED 6348—Contemporary Issues in Adult Education
ADED 6385—Methods and Strategies in Adult Education
ADED 6386—Educational Gerontology
ADED 6387—Program Development in Adult Education

Organizational Development

ADMN 6320—Strategic Planning and Policy*
ORGD 6350—Organizational Behavior and Learning*
ORGD 6352—Organizational Development-Interventions & Practices*
*These six courses qualify student for the Organizational Development Certificate from UIW.
Instructional Technology Online
EDIT 6343—Foundations of Instructional Technology
EDIT 6345—Multimedia Authoring
EDIT 6346—Information Technology: Internet and the Web
EDIT 6347—Distance Learning
EDIT 6348—Management of Learning Environments
Note: All Instructional Technology courses are taught as part of the Universe Online program.

Reading Education (EDRD)

A student may earn the master’s degree in Reading with no prior experience in schools. For the Reading Specialist Professional Certification, the student must have completed requirements for elementary or secondary certification and two years of successful teaching in an accredited school prior to acceptance into the program. Please contact the Certification Officer in the Teacher Education program for further information.

Requirements for the Master’s degree with a concentration in Reading:
Core Requirements (12 hours; see M.Ed. and M.A. degrees)

Requirements in the Major (18 hours)
EDRD 6391—Theories of Literacy Appropriation
EDEC 6335—-Emergent Literacy
EDRD 6393—Approaches to Reading Assessment and Instruction
EDRD 6385—Curriculum and Supervision of Reading Programs
EDRD 6395—Practicum in Reading
EDRD 6396—Literacy Across the Curriculum

Resource Courses (6 hours)
EDRD 6392—Literacy workshop
EDUC 6305—Multicultural Concepts in Education OR
Any elective approved by the advisor

Students wishing to pursue the Texas Professional Certification for Reading Specialist must meet the admission requirements for Certification, be a certified teacher in the State of Texas, and have a minimum of two (2) years teaching experience prior to admission to the program. They must also meet with the Director of Teacher Education prior to beginning their program. The courses required for this Professional Certification are not necessarily the same as those cited above, depending upon state requirements that are subject to change.

Special Education (EDSP)

This program is designed to meet specific interests in Special Education. It is intended for students who wish to prepare for teaching in adult educational settings, in any support field that services learners with exceptionalities, or in adding a teaching specialty to their K-12 teaching credential. (NOTE: this degree does not carry initial teacher certification.)

Requirements for the Master’s degree with a concentration in Special Education:
Core Courses (12 hours; see M.Ed. and M.A. degrees)

Requirements in the Major (18 hours)
EDSP 6363—Survey of Exceptionalities
EDUC 6326—Behavior Management
EDSP 6364—Testing for Teaching
EDSP 6366—Inclusive Classrooms and Communities
EDSP 6365—Accommodating Students with High Incidence Disabilities
EDSP 6367—Accommodating Students with Low Incidence Disabilities
Electives (6 hours), preferably concentrated in one area such as Adult Education, Reading, Early Childhood, etc.

Certificates

The Dreeben School of Education offers certificates in the areas of Adult Education, and Teaching of English as a Foreign Language (TEFL/TESL). These UIW certificates acknowledge that the student has completed 15 hours in the specified field of study. Students interested in one of these certificates must be admitted to UIW as a non-degree seeking student, or admitted into the graduate degree program in the Dreeben School of Education.

The certificate program at UIW is not applicable to Texas Teaching Certification or any State Professional Certification program.

Adult Education
(15 semester hours)
ADED 6381—Adult Learning and Development
ADED 6388—Effective Teams and Groups
ADED 6385—Methods and Strategies of Adult Education
ADED 6387—Program Development in Adult Education
And one elective from the offerings in ADED

Teaching of English as a Foreign Language (TEFL/TESL)
(15 semester hours)

EDUC 6355—Cross Cultural Communication in Other Countries (named each offering)
EDUC 6360—Methods and Materials of Teaching English as a Foreign Language
EDUC 6373—Acquisition of a Second Language
EDUC 6376—Linguistics for the Classroom Teacher
EDUC 6380—Practicum in TEFL/TESL

When the coursework is completed for the certificate, students must file a request, along with a copy of the transcript, with the Dean of the Dreeben School of Education for the certificate. Courses taken for the certificate may be accepted as work toward a master’s degree if the student is accepted into a master’s degree program in the UIW Graduate School and the Dreeben School of Education (see requirements on page 49).

Course Descriptions

ADULT EDUCATION (ADED)

6381—Adult Learning and Development
The study of how adults learn in a variety of institutional settings and in learning at their own initiative. Includes theories of learning, development, and participation and the social, political, and ethical concerns of making learning available to all adults who seek it.

6382—Adult Literacy Education
Pertinent literacy programs in the United States. Social implications and responsibilities of educators/employers.

6384—Contemporary Issues in Adult Education
Some important contemporary and controversial issues facing adult educators and the search for their appropriate resolution. Will vary in topic as issues develop.

6385—Methods and Strategies in Adult Education
An examination of the various methods and strategies that can be used in the teaching-learning process of adults. .

6386—Educational Gerontology (Education of the Older Adult)
Older Adults as a unique group of learners—their specific needs and the consequent implications for current practice and programs. Prerequisite: 6381.

6387—Program Development in Adult Education
Addresses those necessary conceptual tools needed to develop educational programs and materials for a variety of settings. Examination of concepts of planning, implementing, and evaluating, from a curriculum and instruction perspective stressed. Prerequisite: 6381.

6388—Effective Teams and Groups
An examination of and the consequent development of those skills necessary for facilitating learning in order to increase productivity in task-oriented groups of adults. Issues, problems, and concepts frequently encountered are addressed, as well as possible solutions.

6390—Practicum in Adult Learning Environments
Practical experience in planning and evaluating programs and in teaching adults. Seminar discussion of ethical, leadership, and professional issues facing adult education professionals. Prerequisite: Approval of program advisor.

EARLY CHILDHOOD EDUCATION (EDEC)

6334—Developmentally Appropriate Curriculum for Early Childhood Education
A study of developmental curriculum for children ages 3-8.

6335—Emergent Literacy
Examines the concept of emergent literacy as it impacts insights on literacy learning and implications for teaching young children.

6337—The School and the Family
The nature and role of the family and the school within the community as applied to the child with emphasis on parents and teachers as partners in the education of the child, and the school’s role in parent education.

6339—Play and Play Environments
The nature of children’s play, contemporary issues in play, studying play environments, the evolution of the American playground, fundamentals of playground development and playground safety, the role of adults in children’s play, and the social context of play in the development of the young child.

6340—Infant/Child Development/Parent Training
Sequence of normal language, cognitive, motor, and socio-emotional development during the early years. Training programs and practices, which facilitate development in disabled infants and children.

6370—Language Development
Major cognitive approaches to the acquisition of language. Identification of academic challenges facing language and/or hearing impaired students in school and community settings.

GENERAL EDUCATION (EDUC)

6301—Introduction to Educational Research
An overview of the common methodological procedures underlying research projects across disciplines; this course is interdisciplinary in scope. Content includes the epistemology of research decisions, knowledge of sources, methods of collecting data, writing, presenting, and criticizing research studies.

6304—Theories of Learning
Introduces the various theories of human learning: behaviorist, cognitive, social, and constructivist. The field of learning is ever dynamic and changing and will influence course content.

6305—Multicultural Concepts in Education
This course provides a theoretical framework for multiculturalism focusing on the divergent American cultural communities including the past, present, and future education of each. The attitudes, values, traditions, and customs effecting education will be examined.

6306—Philosophical Foundations in Education
An examination of the philosophical and theoretical foundations of learning and education from the classical era to contemporary authors.

6307—Critical Theory in Education
This course focuses on change theory and human behavior-both individual behavior and behavior within the dynamics of educational systems. Concepts of oppression, praxis and hegemony can best be understood against this theoretical background.

6310—Technology in Education
An introduction to the application and adaptation of technology to classroom teaching. Development of technology skills that enable teachers to develop effective instructional materials. Fall and Spring

63CS1—Capstone in Education
A capstone course that brings together the several experiences mastered by the graduate student. The course examines contemporary issues of leadership, ethics, and issues of professionalism facing the educators of tomorrow. Prerequisite: EDUC 6301; must be taken in last six hours of graduate program and requires permission of Program Advisor.

6313—Teachers of Young Children I
Developmentally appropriate curriculum practices in early childhood education (EC-4th Grade), classroom teaching skills, management and guidance techniques; models of teaching, the lesson planning process, and instructional planning for both small and large groups. Supervised and directed participation in an EC-4 school setting will be a major component. Prerequisite: Admission to Teacher Certification Program.

6315—Assessment in the Classroom
Provides opportunities for the analysis, interpretation and application of a variety of assessment procedures. Emphasis on the interrelationship of curriculum, instruction, and assessment in classroom situations. Prerequisite: EDUC 6304.

6317—Teachers of Young Children II
An examination of the total early childhood (EC-4th grade) classroom, best practice and the variety of approaches to implementing best practice including providing choices and integrating the curriculum. Supervised and directed participation in an EC-4 school setting will be a major component. Prerequisite: Teachers of Young Children I.

6320—Equity and Excellence for All
This course surveys diversity among students including cultural and linguistic factors as well as exceptionalities. Includes adaptive and sheltered English strategies for literacy development.

6325—Pedagogy in the Secondary School
A professional preparation course for prospective secondary teachers that encompasses various categories of knowledge related to professional skills, values, and decision-making. Prerequisite: EDUC 6304 and acceptance into the Teacher Certification Program.

6326—Behavior Management
Current research concerning major approaches to behavior management in a variety of settings; special attention to meeting the needs of individuals with emotional, social, and behavior problems.

6327—Integrative Pedagogy for the Secondary School
A synthesis of learning theory, curriculum development and teaching techniques. This course will provide the participant with a perspective of how the schools, the curriculum, and the pedagogy actually work in today’s secondary schools. Prerequisite: 6325.

63CS—Teacher Apprenticeship
This course is the last course in the Professional Development sequence required for Texas teacher certification. It requires a full time commitment by a prospective teacher during the normal school day and takes place ON SITE in an approved school. Part of course requirement is mandatory attendance at the weekly Teaching Seminars on campus at UIW. Serves as Capstone course in the M.A.T. degree. Prerequisites: 6325 and 6327 and permission of the Program Advisor.

66CS—Internship in Teacher Education
This course is the last course in the Professional Development sequence required for Texas teacher certification. This course replaces 6329CS for students who will spend one year teaching in approved schools with a mentor teacher and working with the UIW Teacher Education program to complete requirements for the Elementary or Secondary Teaching certificate. Part of course requirement is mandatory attendance at the weekly Teaching Seminars on campus at UIW. Serves as Capstone course in the M.A.T. degree. Prerequisites: 6325 and 6327 and permission of the Program Advisor

6330—Comparative Education
Students will examine the philosophies and structures of formal/national systems of education, providing an overview of how the various cultures systematize their education. The major focus will be to identify commonalties and differences in those systems and to better understand how students and faculty might move freely in and out of systems. Prerequisite: Six semester hours of Education courses and permission of Program Advisor.

6335—Introduction to Belief Systems
Students will examine the traditions, beliefs, and mores that shape the cultural practices of a people the major focus will be to provide insight into other cultures in order for students to interact with those cultures in a positive and sensitive manner. Prerequisite: Six semester hours of Education courses and permission of Program Advisor.

6337—Leadership for Organizational Learning Environments
The focus of this seminar is the exploration of the philosophical bases of leadership, the context of leadership as a relationship process, and historic and futuristic views of leadership. As a forum for self-assessment and personal development, faculty and students will establish working groups that facilitate discussion of related topics. The outcome of this course is for the student to conceptualize new leadership paradigms and personal implications for change.

6340—Law in Education
A study of legal concepts and issues relating to professionals in the field of education. Designed to develop a knowledge base in the origin and types of law that operate within schools as well as in institutions of higher education. Special emphasis is placed on the application and impact of the law as it relates to the profession of education in Texas.

6342—Law and Policy for Organizational Leadership
A study of legal concepts and policy issues relating to professionals in Organizational Leadership. This course is designed to develop a knowledge base in the basic laws and policies that operate within common schools, higher education, and other organizations. Special emphasis is placed upon the application and impact of the law and organizational policy as it relates to human resource management and other commonalities among organizations for legal, ethical, and effective operation.

6345—Theories of Change
Applies findings from social systems theory and the theories of chaos and complexity as applied to the processes of change in organizations. Students are introduced to chaos theory, the principles of self-organization, and an understanding of complexity and uncertainly as concepts facing the exercise of leadership in organizations and groups. The course will introduce ways of dealing with diversity, dis-equilibrium and change in order to explore new possibilities for leadership in a global society.

6346—Organizational Theory and Development
This course uses both a seminar approach and experiential activities to facilitate learning of (a) classical and contemporary organization theory, (b) the importance of culture in influencing organizational effectiveness and efficiency, (c) variables that affect organizational development, (d) organization structure and its relation to organizational culture and organizational development, (e) leadership roles and responsibilities related to effective organizational development and operation. This course may be taken in part through an off-campus learning format to illustrate key concepts. It will provide both theoretical comprehension and skill development.

6347—Multicultural Education in the Classroom
This course is designed to enhance the pedagogical development of graduate students in the area of diversity education or education for diverse groups. It concentrates on examining the practical applications of multicultural/diversity education, while helping in the acquisition of expertise in developing/engaging in classroom activities that demonstrate theoretical, methodological and pedagogical knowledge in the area.

6350—Lifespan Development
The process of human growth and development and the behavioral changes of persons from conception through old age. Stages of cognitive, physical, and moral development will be included.

6355—Cross-Cultural Communication: Teaching in Other Countries
This course introduces the field of intercultural communication, enhances the development of intercultural competence (in the participants and indirectly in their students), and explores implications and applications for the teaching and learning of EFL/ESL. The course examines theoretical perspectives of language, culture, and worldviews. Specific countries of study will be noted in the course schedule as offered.

6360—Methods and Materials of Teaching English as a Foreign Language
Provides an overview of modern ESL teaching methods and the current state of our knowledge about second language acquisition (SLA). Students will learn about contemporary ideas of second language teaching, and will review contemporary ESL/EFL texts and materials. Observation and tutoring of ESL students is part of the course requirement.

6380—Practicum in TEFL/TESL
Provides guidance in applying theory and methodology, as well as observation, in order to gain insights into the needs of second language learners and to develop strategies to facilitate their learning. Fieldwork, regular class meetings and journals will be required.

INSTRUCTIONAL TECHNOLOGY (EDIT) ONLINE

6343—Foundations of Instructional Technology
Introduction to the Instructional Technology profession. Course defines field, provides historical overview, and introduces research, practices, current trends and issues in the field. Summer

6344—Instructional System Design
Introduction to the major components of instructional design with a focus on the functions of systems models in planning, developing, and evaluating instruction. Participants, working individually and in groups, apply instructional design practices to the production of instructional materials. Fall

6345—Multimedia Authoring
Application of instructional systems design, research findings and design criteria to the production of computer-based and computer-generated instructional materials using various multimedia authoring tools. Skills in writing, graphic design, interface design, scripting, prototyping, editing and field-testing are introduced. Prerequisite: EDIT 6344 Instructional Systems Design or permission of Program Advisor. Summer

6346—Information Technologies: Internet and the Web
Exploration of the educational implications of Internet and the World Wide Web. Application of instructional systems design, research findings and design criteria to the production of an educational web site using hypertext markup language. Prerequisite: well-developed computer skills, not for computer novices. Spring

6347—Distance Learning
Introduction to the types of technologies, delivery systems and methods used in teaching students at a distance. Overview of history and research in distance learning technologies, including radio, audiotape, computer-based instruction, television, teleconferencing and video conferencing. Fall

6348—Management of Learning Environments
An introduction to management concepts for individuals who supervise personnel, materials and technology in learning environments ranging from school media centers to computer centers. Participants plan a technological learning environment, including preparing a budget, selecting technology resources, developing a floor plan and preparing job descriptions. Prerequisite: 6 hours of Instructional Technology or permission of Program Advisor. Spring

6399—Selected Topics in Instructional Technology: Topics may vary.

KINESIOLOGY (EDKE)

6377—Instructional Development in Physical Education
Development of curriculum design and instructional methods to meet the developmental needs of learners from preschool through high school.

6378—Biomechanics in Human Performance
An overview of the laws and principles of human motion. Emphasis on analysis of sports movement with an application to the teaching and learning of motor skills.

6379—Adapted Physical Education and Sport
Physical education, motor and fitness development, and athletics for atypical individuals. Particular attention to the home, school, sports center, and organized sports and athletics.

6381—Topics in Exercise Physiology and Fitness
Current issues concerning exercise physiology, fitness, and overall wellness. Attention to student assessment, motivation, and prescription.

READING EDUCATION (EDRD)

6380—Reading for Students with Diverse Needs
Explores strategies appropriate for developing reading skills in students who are second language learners as well as those who are struggling readers. Prerequisite: EDRD 6391 or EDEC 6335.

6385--Curriculum and Supervision of Reading
An examination of the curricular framework for language arts instruction in Texas, the Texas Essential Knowledge and Skills, and well as various approaches to reading instruction and their relationship to this framework. Components of school reading programs and various methods of organizing them will be explored. Evaluation of reading programs through informal and formal assessment strategies will be studied.

6390—Literacy in a Multicultural Society
Examines literacy, culture, and their multiple functions and forms within the multicultural setting of U.S. society.

6391—Theories of Literacy Appropriation
Examines the major theories of literacy appropriation and their implications for classroom contexts. Models of reading and writing, recent research findings will be explored. Emphasis will be on reading theory and practice and their relationships to child development. This is the first course in the Reading program and should be taken prior to EDRD 6393.

6392—Literacy Workshop
An investigation of the relationships between reading and writing. Reading and analysis of important studies in this area and active participation in a reading/writing workshop are key components of this course.

6393—Approaches to Reading Assessment and Instruction
Study of miscue analysis to explore the reading process, reading research, and to evaluate readers, applications to reading strategies and curriculum with a focus on comprehension. Several other reading inventory approaches will be surveyed. Fee. Prerequisite: 6391 or permission of the Program Advisor.

6494—Socio-Psycholinguistics
Examines current issues in sociolinguistics, psycholinguistics, and critical theory. Reading as a socio-cultural event and discourses as ideological issues are further topics.

6395—Practicum in Reading
Individualized prescriptive teaching under supervision in a field-based setting using varied approaches and techniques. Project is the case study of one student, supported with appropriate library research. Comprehensive exam required for course completion. Prerequisites: completion of all Reading courses required for degree.

6396—Literacy Across the Curriculum
Application of theory and methodology for integrating language and literacy in content fields. Will include examination of curricula theory and organization, text analysis, and how to connect the reading and writing processes with content learning.

6397—Seminar in Reading
Problem solving approaches to instructional, management, and research problems related to the field of reading. Possibilities for research and development/implementation of theories. Prerequisites: EDRD 6391,6393.

SPECIAL EDUCATION (EDSP)

6357—Neuropsychological Aspects of Learning Disabilities
Basic information about neuropsychology and the basic functional units of the human brain; this course includes assessment of neuropsychological dysfunction. Fee.

6359—Methods of Teaching Students with Disabilities
Models and approaches to meeting the needs of students with disabilities in a variety of instructional settings, specific instructional methods and techniques, locating, evaluating, selecting adapting and/or creating instructional materials and technology. Prerequisites: EDSP 6363.

6363—Survey of Exceptionalities
The types and characteristics of potentially disabling conditions including causative factors, models of service delivery, investigation of all federal and state laws and regulations affecting special education. This is the first course in Special Education at the graduate level and should be taken at the beginning of the program.

6364—Testing for Teaching
Curriculum-based assessment. Alternatives for assessing status in academic subjects and adaptive functioning. Intervention strategies for remediation of academic and adaptive functioning. Norm-referenced and informal testing. Prerequisite: EDSP 6363 and EDUC 6304.

6366—Inclusive Classrooms and Communities
Philosophical and practical approaches to meet diverse needs in classrooms and communities in order to enable all students to be effectively included.

6368—Seminar in Learning Disabilities
Study of individuals identified as learning disabled, history of the field, investigation of various intervention approaches and current research in the field. Prerequisite: EDSP 6363.

6375—Vocational Assessment and Training
Approaches to assessment and planning at the secondary level for maximum post-secondary vocational and living independence. Special attention to designing Individual Transition Plans in cooperation with appropriate agencies. Prerequisite: EDSP 6363.

6365—Accommodating Students with High Incidence Disabilities
Models and approaches to meeting the needs of students with high incidence disabilities in a variety of instructional settings. Specific instructional materials and techniques; locating, evaluating, selecting, creating and/or adapting instructional materials and technology.

6367—Accommodating Students with Low Incidence Disabilities
Models and approaches to meeting the needs of students with low incidence disabilities, often served in settings outside the regular classroom. Specific attention is paid to adaptive behavior, life skills, and vocational curricula for students of all ages. Critical emphasis on making appropriate decisions regarding the level of support needed, LRE placement decisions, adaptive technology, and transition into the community.

DOCTOR OF PHILOSOPHY IN EDUCATION

The Doctor of Philosophy (Ph.D.) degree in the School of Education has three concentrations: International Education and Entrepreneurship, Mathematics Education, and Organizational Leadership. Each concentration in the doctoral program reflects the institution’s mission to combine education with service. The curriculum for each concentration has been designed to meet the needs of the communities served by the University. The program is built on the following common core and combines scholarly research with application, fostering the integration of theory and practice.

Core Courses
INDR 7310—Concepts of Leadership
INDR 7330—Belief Systems: A Cross-Cultural Perspective
INDR 7350—Research Methods and Tools
INDR 7370—Ethics for the Profession
EDUC 6363—Research Statistics
One course in advanced qualitative or quantitative research

Admission Requirements:

Applicants for admission to the Doctoral Program must fulfill the admission requirements listed on page 28 in this Bulletin. There may be additional admission requirements for each concentration which can be found in the following sections.

Criteria for Continuation and Graduation

General criteria are listed on page 28 of this Bulletin.

Program of Study

The Doctoral Program of Study specifies 57 semester hours of course work, 18 of which are the common core, a qualifying Examination and a minimum of 9 semester hours of Dissertation Writing. In support of the dissertation process, the following research courses are offered from which students must take a minimum of 6 semester hours. Additional research courses offered are
INEE 7325—Research in Comparative Educational Systems of the World
INEE 7350—Research in Entrepreneurship
INEE 7355—Cultural Aspects of Research
EDUC 6364—Advanced Quantitative Research
EDUC 7350—Constructing Research Design
EDUC 7355—Qualitative Research Methods

The curriculum also includes core and elective courses in the fields of Leadership Studies, Organizational Studies, Education, and Business. In addition, there are unique opportunities for domestic and international internships.

Required Courses, depending upon the Concentration, include:
INEE 7320—Analysis of Education Systems of the World
INEE 7340—Entrepreneurship
INEE 7345—International Organizations
INEE 7360—Contemporary International Issues
INEE 7688—Domestic Internship (9 weeks)
INEE 7687/INEE 7387—International Internship (6 months)
MATH 6370—Mathematical Content and Pedagogy, K-5
MATH 6372—Integration of Mathematics and Science, K-5
MATH 6375—Mathematical Content and Pedagogy, 6-8
MATH 6376—Integration of Mathematics and Science, 6-8
MATH 6380—Mathematical Content and Pedagogy, 9-12
MATH 6381—Integration of Mathematics and Science, 9-12
MATH 6385—Instructional Technology in Mathematics Education
MATH 7320—Readings in Mathematics Education
MATH 7325—Research and Development of Mathematics Programs
ORGL 7360—Organizational Theory and Culture
ORGL 7371—Practicum in Organizational Leadership
ORGL 73CS—Capstone in Organizational Leadership
ADED 6390—Practicum in Adult Learning Environments

CONCENTRATION IN INTERNATIONAL EDUCATION AND ENTREPRENEURSHIP

The International Education and Entrepreneurship (IE&E) concentration enables students to develop enterprises of a cultural, educational, humanitarian, or business nature that show a full understanding of the host culture and its relation in theory and practice with Western culture. It allows theoretical study with a practical impulse that involves an awareness of business and educational systems and their development in existing, new, and emerging arenas.

The foundation courses combine comparative study of the educational and cultural systems of the world with experiential learning in entrepreneurship. The grasp of a nation’s outlook revealed by its education provides the key to understanding its intellectual and managerial endeavors; the practical skill of entrepreneurship suggests new ways of applying existing resources and encourages the development of new ideas in all fields. This concentration achieves its aim through a blend of theoretical study and practical engagement. Practical application and experience are achieved by each student in two internships: a nine week internship in the student’s home country, and a six month internship in a country other than the home country.

In addition to the Admission Requirements listed on page 28 of this Bulletin, applicants for admission to the International Education and Entrepreneurship Concentration must also fulfill the following requirements:
Minimum of six hours of education and six hours of business background courses as pre-requisites (undergraduate or graduate)

The Concentration in International Education and Entrepreneurship Program of Study includes:
Common Core, 18 hours minimum
Additional Research Courses, 6 hours minimum
Required Courses, 30 hours minimum
Electives, 3 hours minimum
Dissertation, 9 hours minimum
Oral and written proficiency in a foreign language as an exit requirement.

CONCENTRATION IN MATHEMATICS EDUCATION

The Ph.D. with a concentration in Mathematics Education is designed to produce leaders in teaching and research in mathematics education. Graduates with this concentration in the doctoral program will be well versed in both the content and pedagogy of mathematics at all levels and across the curriculum. They will be capable of teaching at the university level through calculus and in at least one of the traditional sub-disciplines, as well as at the graduate level in mathematics education.

This concentration has been designed to improve mathematics education in the community and to support disciplines and careers that require a solid foundation in mathematics. UIW’s Concentration in Mathematics Education seeks to increase the number of women and minorities in mathematics and related disciplines such as science and engineering.

In the program, the content and pedagogy of mathematics teaching and learning is investigated from kindergarten through college levels with emphasis on the integration of mathematics with other disciplines. Students are provided training and experience in research in mathematics education. Core courses include experience in leadership, ethics, and insight into international arenas of business and education. Graduates will be equipped to take national and international roles of leadership in mathematics teaching and learning and the supporting research.

The Concentration in Mathematics Education Program of Study includes:
Common Core, 18 hours minimum
Additional Research Courses, 6 hours minimum
Required Courses, 21 hours minimum (Required Vertical Specializations must be discussed with the Program Advisor)
Electives, 12 hours minimum
Dissertation, 9 hours minimum
24 hours graduate level mathematics as an exit requirement

CONCENTRATION IN ORGANIZATIONAL LEADERSHIP

This concentration is designed to prepare graduates for positions of leadership in education, business, public and social agencies with the knowledge and capacity to understand organizations and to facilitate organizational change. It strives to impart an ethic of leadership that recognizes the global dimension of social concerns and works for understanding and justice in diverse societies. The interdisciplinary nature of the program grounds the students both in theory and in the tools and methodology of research and technology so that they can contribute to academic inquiry and apply theory to issues facing organizations, institutions, and communities.

With an emphasis on collaborative learning, the concentration incorporates collegiality among students, among faculty, and between faculty and students. Within the program of study, flexibility is provided for students to take electives in line with their area of interest and career objectives. Opportunity is also available for learning through teaching and organizational practicums as well as directed consultation and research. In addition to the Admission Requirements listed on page 28 of this Bulletin, applicants for admission to the Organizational Leadership Concentration must also fulfill the following requirements:

The Concentration in Organizational Leadership Program of Study includes:

Course Descriptions

INTERDISCIPLINARY DOCTORATE (INDR)

INDR 7310—Concepts of Leadership
The focus of this course is the exploration of the philosophical bases of leadership, the context of leadership as a relationship process, and historic and futuristic views of leadership. The outcome of this course is for the student to conceptualize new leadership paradigms and personal implications for change.

INDR 7330—Belief Systems: A Cross-Cultural Perspective
This course explores the relationships between beliefs and knowledge that shape cultural practices. This examination will help students become aware of the limitations that may result from unexamined assumptions about other cultures. Critical examination of these issues allows students to view the cultural context of education and leadership with respect and empathy.

INDR 7340—Interdisciplinary Seminar
This course brings together students from all doctoral programs to discuss in an interdisciplinary and wide-ranging manner important intellectual and social issues that impinge upon them, this country, and the world as a whole. Pre-requisites: Concepts of Leadership

INDR 7350—Research Methods
This course will provide an overview of prevailing systematic planned investigation, including quantitative and qualitative methodologies, along with development of skills for critique of professional literature and internet searches. Students will be introduced to theories of epistemology and fundamentals of research design: data gathering, analysis and interpretation.

INDR 7360—Trends and Issues in Technology
The course gives students the opportunities to develop and apply technology skills as they research issues and trends in technology as it is used in business and education. Issues addressed include management of technology, the creation of technology-based work and learning environments, the societal impacts of technology and the legal implications of its use.

INDR 7370—Ethics for the Professions
This course explores theories of ethics and ethical decision-making with a focus on social justice in a global community with examination of moral issues and practical application in such areas as leadership, education and science.

INDR 8300 – Dissertation Writing

EDUCATION (EDUC)

EDUC 7350—Constructing Research Design
This course explores qualitative and quantitative research methods in depth through evaluation and proposal writing techniques used in social science; includes nature of scientific inquiry in the social sciences; planning, evaluation of social science research, sampling, measurement; commonly used research designs, methods and includes the construction of the methodology chapter of a research prospectus.

EDUC 7355—Advanced Qualitative Research
This course develops the understanding of the concepts and methods of qualitative analysis and explores the practical issues related to designing, using and evaluating the qualitative methodology. Students study the philosophical assumptions underlying qualitative research, apply theory to an observed event, evaluate qualitative research articles and develop a qualitative proposal. Pre-requisite: Research Methods

EDUC 7385—Practicum in Teaching Adult Learners
This course serves as a professional teaching preparation for doctoral students that encompass categories of knowledge related to teaching in post-secondary environments such as junior colleges, university settings, and corporate settings where training is required. Students concentrate on skills, values, and decision making required for working with adults in a context for learning. Pre-requisite: 3 hours in Adult Learning Theory

INTERNATIONAL EDUCATION AND ENTREPRENEURSHIP (INEE)

INEE 7320—Analysis of Education Systems of the World
This course examines the philosophies and structures of formal/national systems of education, providing an overview of how the various cultures systematize their education. Its major focus is to identify commonalities and differences in those systems and to better understand how students and faculty might move freely in and out of one another’s systems.

INEE 7325—Research in Education Systems of the World
This course builds on the content of Comparative Survey of Educational Systems of the World and focuses on the educational systems of two countries as viewed through the experiences of individual enrolled in those systems. Students self select the countries based on their plans for future internships.

INEE 7335—Analysis of Belief Systems
This course expands the study of other cultures and value systems focusing on the country in which they intend to develop greatest expertise. The course combines the individuality of an independent study with the group support of a seminar.

INEE 7340—Entrepreneurship
This course prepares students to develop or support entrepreneurial endeavors in other countries where they may be guests or consultants. The course addresses the basic components of developing a business plan in the context of such an endeavor, including analysis of need, analysis of existing resources, funding potential, and awareness of cultural issues which impact the plan.
INEE 7345—International Organizations
This course is designed to help the student become acquainted with various international organizations as well as to develop an understanding of their working relationships with one another. Special emphasis is given to the goals and support bases of the various organizations, especially those functioning in developing countries.

INEE 7350—Research in Entrepreneurship
This course is designed to further develop research skills needed for an entrepreneurial endeavor through interaction with practicing entrepreneurs. Existing research and research designs in the field will also be addressed.

INEE 7355—Cultural Aspects of Research
The emphasis of this course is the exploration of relevant cultural factors which influence the meaning and content of research participants’ responses and how these relate to a researcher’s theoretical, methodological and ethical concerns.

INEE 7360 -- Contemporary International Issues
This course will focus on exploring a single or several inter-related contemporary issues to stimulate a more critical understanding of our ever-changing world as the context of international education and entrepreneurship. Students will be encouraged to analyze a variety of perspectives that a leader in the 21st Century should be aware of,serving as guidelines for the ethically and socially conscious professional. While focusing on geographical divisions, topics will vary as issues become relevant.

INEE 7687/ INEE 7387—International Internship
Students, with their academic advisor, will locate and arrange a six-month internship in a country of special interest other than their own. Although goals will vary with each student’s interests and needs, it is expected that the internships will be six consecutive months in which the student becomes familiar with the host culture through immersion in the community and an entrepreneurial, business, education, or agency placement (paid or unpaid).

INEE 7688/INEE 7388—Domestic Internship
Each student must spend a minimum of nine weeks attached to a school, business, or international agency within their home country and take part in its planning and operations at the most immediate level. This internship seeks to offer balance between educational and business experiences of the individual. As far as possible, internships are developed to ensure that the experience and interests of the individual student are put to the most effective use, and to ensure that both students and host gain the maximum practical value from the endeavor.

MATHEMATICS (MATH)

MATH 7320—Readings in Mathematics Education
This course is designed to introduce the student to the current literature in mathematics education research. The major tools used in research in the field will be explored.

MATH 7325 Research and Development of Mathematics Programs
This is a three-hour course whose purpose is to prepare leaders in mathematics education to support the research and development of mathematics programs in K-12 education.

ORGANIZATIONAL LEADERSHIP (ORGL)

ORGL 7340—Organizational Policy Analysis & Design
A study of organizational policy construction, analysis and design issues related to executive (CEO) duties and responsibilities. This course is designed to develop a knowledge base in the analysis, design, and research in organizational policy and related issues. Special emphasis is on skills required by organizational leaders to facilitate policy construction.

ORGL 7360—Organizational Theory and Culture:
This course explores the importance of culture in influencing organizational effectiveness and efficiency; variables impacting and included within organizational culture; organizational structure and its relationship to its culture; and the leadership role and responsibilities related to organizational culture.

ORGL 7371—Practicum in Organizational Leadership
This course identifies various types of contemporary organizations and the characteristics of effective organizational leadership. Prerequisite: Concepts of Leadership

ORGL 73CS—Capstone in Organizational Leadership
This course is the culminating seminar for the program and directly precedes the Qualifying Examination.

ORGL 7370—Organizational Assessment & Survey Administration
This course focuses on human relations and organizational theories and philosophies. A major thrust of this course will be the integration, synthesis and evaluation of theory, research, philosophy and practical application in organizational environments.

ORGL 7399—Selected Topics