Course Descriptions

ACCT	BPST	COMM	CTEC	EDCI
EDEL	EDLS	EDSE	INDS	ITEC
LRSP	MBUS	MAED	TESL

Accounting (ACCT)

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ACCT 301 Intermediate Accounting I (3 credits)
Prerequisite: LRSP 302 or equivalent

This is a comprehensive study of financial accounting principles focusing on the measurement and reporting of accounting information on published financial statements. This course concentrates on current and non-current assets, current liabilities, intangibles and present value concepts. Students will use the traditional textbook, professional
pronouncements and current literature.

ACCT 302 Intermediate Accounting II (3 credits)
Prerequisite: ACCT 301 or equivalent

Continuation of a comprehensive study of financial accounting emphasizing generally accepted accounting principles and FASB pronouncements. The course will concentrate on equity accounts, long-term liabilities and investments, cash flow statements and analysis, income determination and valuation of stockholder’s equity, correction of accounting errors, financial statement analysis, and other current accounting topics. Students will use the traditional textbook, professional pronouncements and current literature.

ACCT 303 Business Law for Accountants (3 credits)

This is an in-depth study of business law issues for accountants. Topics covered are sales and lease contracts, negotiable instruments, creditors’ rights and bankruptcy, agency and employment law, business organizations, and government regulation. Ethics are incorporated into every aspect of this course. (Credit is not given for both BPST 314 and ACCT 303.)

ACCT 304 Cost Accounting (3 credits)
Prerequisite: LRSP 302 or equivalent

This is a study of cost accounting principles and procedures. The focus is on cost behavior, standard costing, activity-based costing, flexible budgeting, cost allocation, performance measurement, and analysis for decision making and control.

ACCT 460 Auditing (3 credits)
Prerequisites: ACCT 302 or equivalent, and BPST 316 or equivalent

Covers generally accepted auditing standards as they apply to the study of audit preparation and procedures, creating working papers, and audit write-up. Also the course covers internal and external audit procedures and a comprehensive study of professional auditing ethics and professional responsibilities. (Partially duplicates MBUS 560. Credit will not be given for both ACCT 460 and MBUS 560.)

ACCT 461 Advanced Accounting (3 credits)
Prerequisite: ACCT 302 or equivalent

This course applies financial accounting principles to the preparation of consolidated financial statements, segment disclosures, foreign currency adjustments and translations, partnership accounting, reorganizations and liquidations, and mergers and acquisitions. (Partially duplicates MBUS 561. Credit will not be given for both ACCT 461 and MBUS
561.)

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Bachelor of Professional Studies (BPST)

BPST 311 Critical Thinking, Research, and Presentation (3 credits)
Prerequisite: English Composition 101 or equivalent, and BPST 313
ATC Designation: Writing Intensive and Speaking Intensive

This course focuses on academic writing, scholarship, and presentation. Critical thinking and research skills as they apply to academic discourse will be stressed. Further, students will study argument with a focus on Aristotle, as well as Toulmin and Rogerian logic. Students will apply their critical analysis, research, and argumentative skills in the production of a number of written documents such as literature reviews, abstracts, white papers, and case studies. In addition to individual writing and speaking assignments students will take part in a collaborative written project and presentation. Throughout the course, students will be using and becoming increasingly familiar with resource materials within their academic discipline and will perform a significant amount of secondary research using professional and academic journals.

BPST 312 Technical and Business Communication (3 credits)
Prerequisite: English Composition 101 or equivalent, and BPST 313
ATC Designation: Writing Intensive and Speaking Intensive

Students will be able to delineate the importance of effective professional written and oral communications skills. Students will analyze examples of workplace writing, including memos, letters, technical/professional documents, reports, and proposals, and develop skills in understanding, editing, revising, and creating appropriate written materials. Students will also learn the elements of conceptualizing, researching, and writing an academic paper, including appropriate use of the American Psychological Association (APA) format. Students will study the importance of effective oral communication and will be able to delineate the impact of power, position, age, ethnicity, culture, and gender on interpersonal, group, and organizational communications. Students will also demonstrate proficiency in the development of individual and group oral presentations employing presentation graphics software.

BPST 313 Professional Assessment and Business Ethics (3 credits)

This course provides students with opportunities to investigate professional career options and to develop an academic plan for degree completion. Ongoing interactions with academic and career advisors, faculty, and peers are vital parts of the communications used in this course to encourage discussions about the linkages between personal proficiencies and professional goals. The course will also aid students in gaining an awareness of, and appreciation for, the principled aspects of leadership and decision making, with particular attention placed on the many ethical issues individuals may face during their professional careers. An electronic portfolio for learning is the culminating product of the course, emphasizing students’ self-reflections of academic and professional goals in relation to their unique skill sets.

BPST 314 Business Legal Environment (3 credits)
Prerequisite: English Composition 101 or equivalent
ATC Designation: Writing Intensive and Speaking Intensive

Students will examine a broad spectrum of legal principles as they relate to business organizations. Students will study the critical nexus between law and the environment in which business operates. Students will analyze the creation of rights, liabilities, and regulations under the law as expressions of societal forces. The course addresses the legal aspects of business agreements and relationships. Subjects covered include constitutional law, dispute resolution, contracts, torts, product liability and property issues. Students will study the different forms of business organizations available and the fiduciary duties of officers, directors and shareholders. The legal aspects of the employment relationship as they relate to protection of trade secrets, agency, discrimination, and wrongful termination will also be covered. Students will analyze relevant legal cases and statutes to learn the impact of law on organizations. (Credit is not granted for both BPST 314 and ACCT 303.)

BPST 316 Statistics for Managers (3 credits)

Statistical methods employed in the collection and analysis of data to assist management decision-making. Topics include, but are not limited to, probability distributions, sampling, hypothesis testing, analysis of variance, simple regression analysis, and correlation. Spreadsheet software will be used. A basic knowledge of algebra and spreadsheets is assumed.

BPST 471 Special Topics (3-6 credits)
Prerequisite: topic dependent

Selected topics that reflect faculty specialization or program needs. Topics may include areas related to BPS core topics. May be repeated for credit with a change in topic.

BPST 491 Directed Study (3-6 credits)

This is an individual study under faculty direction on a topic of relevance to the BPS core area.

BPST 499 Internship (3-6 credits)

The Professional Experiences and Networking Program at CGPS offers students opportunities to experience various fields of employment while working with a variety of organizations on important and challenging projects. These experiences augment classroom learning while allowing on-the-job training.

Communication (COMM)

COMM 310 Communication and Information Technology (6 credits)

This course introduces students to the terms and theories central to an understanding of communication and information technology. Quantitative and qualitative methods of scholarly research in communication theory such as experiments, surveys, and data collection will be studied as well as emerging communication technologies. Students will be asked to analyze and critique such technologies in light of current communication theory.

COMM 311 Strategic Communications (6 credits)

This course emphasizes communication in organizations with a specific focus on persuasive communication, negative news delivery, conflict management, and crisis resolution. Students will learn effective communication strategies for dealing with conflicts between individuals, personnel, and management. The course stresses conflict identification and intervention strategies and underscores the importance of consensus building, negotiation, mediation, and arbitration.

Computer Information Systems (CTEC)

CTEC 299 Information Systems Concepts and Applications (3 credits)

This course provides a foundational knowledge base for students in computer information systems. Topics include file structures, pseudocode, algorithms, and basics in procedural and object-oriented programming. The operating systems component includes reviews of popular operating systems, file management, and computer hardware. The Internet component introduces infrastructure of the Internet, electronic mail, FTP, creating web pages using HTML, and basics of e-business and e-commerce.

CTEC 301A Open Operating System Platforms and the Internet (6 credits)
Prerequisite: CTEC 299 or equivalent

This course covers fundamental and advanced concepts in the multi-user, multitasking operating system environment such as UNIX/Linux. It includes system administration, effective use of operating system commands, network support, productive software development environment, and a rapidly expanding set of end-user applications. Other topics include advanced operating system commands, program execution and control. Additionally, this course covers the use of the latest Web technologies providing secure effective interfaces to the Internet. Through demonstrations, discussions, and hands-on exercises, students are exposed to sample software solutions in order to gain an understanding of what tools, code, and designs work best in today’s Internet business environment. The course is intended for students with previous operating system and programming experience.

CTEC 302 Visual Programming (6 credits)
Prerequisite: CTEC 299 or equivalent. Completion of BPST 311 preferred.

Students write programs from stated problems or specifications, applying structured programming methods to produce required results. Commercial tools are used to teach students to modify and maintain existing programs, and to develop, configure and implement graphical user interfaces. The course focuses on the fundamentals of the language, introducing object-oriented programming concepts and event driven programming methods. This comprehensive introduction covers GUI design, controls and associated methods, variable data types, control structures, functions and procedures, arrays, strings, and sequential file processing. Advanced topics covered include database programming, multimedia and graphics, and Web application development.

CTEC 303A Data Structures and Object Oriented Programming (6 credits)
Prerequisite: CTEC 299 or equivalent. Completion of BPST 311 preferred.

Students will be introduced to object-oriented programming (OOP), objectoriented design (OOD) and techniques for applying OOP fundamentals in real-world programming. This course provides programming experience using common data structures such as records, files, stacks, queues, binary search trees, a variety of linked lists, hash tables and hash functions. Additionally, this course addresses applications and applets, methods, variable types and declaration, control structures, objects and classes, arrays and strings, and class inheritance. Students gain experience in creating user interfaces, handling exceptions, and addressing input and output, as well as multithreading issues. Students will be introduced to contemporary advanced topics such as object-oriented interfaces to relational databases, distributed objects and networking. Knowledge of the concepts and material presented in this course will give students the practical know-how necessary to write powerful programs typically used in real-world situations.

CTEC 325 Information Systems Security (6 credits)
Prerequisite: completion of an operating systems course or current working knowledge of an operating system such as Windows 2000, Windows XP or UNIX.

This course equips students with a sound knowledge of the underlying principles of information security and provides them with the skills needed to analyze and evaluate information security problems, especially in the areas of the Internet, World Wide Web and networks. Students explore security policies and models, basic cryptography, security in computer networks and distributed systems, and control and prevention of viruses, firewalls, physical security policies, disaster recovery techniques, and managing troubleshooting. An emphasis will be placed on current issues, future directions, and research areas.

CTEC 401A Database Management Systems (6 credits)
Prerequisite: CTEC 299 or equivalent. Completion of BPST 311 preferred.

The course provides an understanding of the basic principles and issues associated with database design, structure, applications, and management. Topics covered include system modeling, data normalization, access methods, query processing and optimization, and transaction processing to include the challenges of implementation in a distributed database environment. The course provides a foundation in the principles and techniques of database design, with an emphasis on relational database management systems addressed from the standpoint of query optimization, database security, transaction management, concurrency control, and recovery. The course includes a discussion of modern database applications such as data mining, data warehousing, webbased databases, and object-relational databases. The objective of this course is to give an advanced introduction to the concepts for modeling, designing, querying, and managing large databases.

CTEC 404A Networking and Data Communication (6 credits)
Prerequisite: CTEC 299 or equivalent. Completion of BPST 311 preferred.

This course introduces fundamental concepts in the design and implementation of computer communication networks and their protocols. Topics discussed include the following areas: fundamental concepts of computer network architecture and topologies, analysis of transport protocol specification, network program interface, network management, and emerging computer network applications. An emphasis will be placed on the protocols used in the Internet, network standards that determine how data are transferred, routing/switching hardware, security, distributed client/server architecture, and intranet servers and browsers. In addition, students will gain experience in programming for Internet applications, to include network configuration considerations for maintaining security in today’s open, interactive Internet business environment.

CTEC 425 Systems Analysis and Emerging Technologies (6 credits)
Prerequisite: CTEC 299 or equivalent.

The objective of this course is to explore the functions and methods of systems development from both theoretical and applied perspectives. Upon successful completion of the course, students should be able to perform systems analysis and design in a real-world setting, compare and choose from among methods, tools, and techniques of systems analysis and design, manage IS projects throughout the development life cycle and participate in the prototyping and rapid application development on an information system. Also, students will have the ability to compare and contrast established and emerging technologies and identify common difficulties faced by managers making the transition from one to another. Further, students will examine the technology management process related to emerging technologies, assessment of market potential, strategy development, financing, and organizational design. Students will understand theory and practice in an area that demands rethinking of traditional practices in all management functions.

CTEC 461A IT Strategic Project Management (6 credits)
Prerequisites: at least 18 credits of other concentration courses completed; at least 8 credits of BPST courses completed; 3 credits of statistics; this course is designed to be taken the last term before graduation. Completion of BPST 311 preferred.

This course covers methods for the analysis, design, and implementation of information technology projects from a project management perspective. Topics include investigating hardware and software needs, cost estimating, scheduling, and human resource management. Students are required to design feasibility plans based on current research. Principles, methods, tools, and techniques available to assist managers in planning, implementing and controlling projects are also discussed. Practical projects and the implications for managers are addressed.

CTEC 471 Special Topics (3-6 credits)
Prerequisite: topic dependent

Selected topics that reflect faculty specialization or program needs. Topics may include simulation techniques, parallel processing, and artificial intelligence. May be repeated for credit with a change in topic.

CTEC 491 Directed Study (3-6 credits)
Prerequisites: senior standing and permission of program director

This is an individual study under faculty direction on a topic of relevance to the Computer Information Systems concentration.

CTEC 499 Internship (3-6 credits)

The Professional Experiences and Networking Program at CGPS offers students opportunities to experience various fields of employment while working with a variety of organizations on important and challenging projects. These experiences augment classroom learning while allowing on-the-job training. Interested students should contact the program director for additional internship information.

Education Curriculum and Instruction (EDCI)

EDCI 500 Teaching and the Development of the Learner (3 credits)

This course provides the teacher candidate with an orientation to the program, teaching, and the growth and development of the learner. The course introduces the knowledge, skills, and attitudes requisite to competent teaching that must be demonstrated by the candidate to successfully complete the program. Required performance-based standards in planning, instruction, classroom environment, communication, and professionalism, as well as key indicators and evaluation instruments used to assess these standards, will be presented. In compliance with state-mandated training, the teacher candidate will complete study in child abuse recognition and intervention. The teacher candidate should self-monitor his/her professional development throughout the program. Virginia Standards of Learning in subject areas and technology are introduced. The range of human development through adolescence, including intellectual, social, and personal aspects, and its impact on instructional practices and decisions are examined.

EDCI 502 Educational Goals and Practices I: Elementary (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 503 or approval of program advisor

This course focuses on the application of teaching and learning models in the elementary classroom in the areas of history and social sciences, humanities, and fine arts curricula, instruction, and technologies. Virginia Standards of Learning in elementary history and social science and technology are emphasized. This course allows the prospective teacher to explore and develop ways to teach all students in an inclusion classroom, classroom climates that support learning, and assessment and evaluation techniques.

EDCI 503 Practicum in Goals and Practices I: Elementary (1 credit)
Prerequisite or corequisite: EDCI 502 or approval of program advisor

This practicum provides the prospective teacher with experience in history and social sciences, humanities, and fine arts instruction and assessment and evaluation strategies. The prospective teacher should design and implement lesson plans, especially using instructional technology when possible, and focus on assessing and evaluating learning.
(Pass/fail option only.)

EDCI 504 Educational Goals and Practices II: Elementary (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 505 or approval of program advisor

This course focuses on the application of teaching and learning models in the elementary classroom in the areas of science and mathematics curricula, instruction, and technologies. Virginia Standards of Learning in elementary mathematics, science, and technology are emphasized. This course allows the prospective teacher to explore and develop ways to teach all students in an inclusion classroom, classroom climates that support learning, and classroom management systems.

EDCI 505 Practicum in Goals and Practices II: Elementary (1 credit)
Prerequisite or corequisite: EDCI 504 or approval of program advisor

This practicum provides the prospective teacher with experience in science and mathematics instruction and classroom management strategies. The prospective teacher should design and implement lesson plans, especially using instructional technology when possible, and learn from the host teacher’s classroom management plan. (Pass/fail option only.)

EDCI 506 Foundations of American Education (3 credits)
Recommended prerequisite or corequisite: EDCI 500

This course introduces the prospective teacher to the issues and challenges of schooling in the United States. Although historical and philosophical contexts are addressed, contemporary political, sociological, and economic issues are emphasized. Teaching is viewed in the context of the culture of schools and the influences that shape it. The legal rights and responsibilities of teachers and students, diverse learner populations, and school and community involvement are specific topics addressed in the course.

EDCI 507 Early Literacy Development (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 508 or approval of program advisor

This course focuses on instruction based on knowledge of language acquisition that promotes young children’s literacy development. Emphasis is placed on current theories, models, and methods of teaching and learning language processes. Virginia Standards of Learning in elementary English and technology are addressed. Course topics include phonemic awareness, systematic explicit phonics instruction, word study curriculum, comprehending, writing process, literature-based and curriculum integration approaches, assessment and evaluation of learning, and classroom organization.

EDCI 508 Practicum in Early Literacy Development (1 credit)
Prerequisite or corequisite: EDCI 507 or approval of program advisor

This practicum allows the prospective teacher to experience early literacy development in a classroom setting and to apply appropriate strategies and techniques, materials and technologies, and organizational patterns to this context. (Pass/fail option only.)

EDCI 509 Language and Literacy Development (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 510 or approval of program advisor

This course focuses on promoting the intermediate learner’s literacy development. Emphasis will be placed on current theories, models, and methods of teaching, learning, and communicating through the language processes of reading, writing, listening, and speaking. Specific topics addressed include phonetic word analysis, comprehending the writing process, literature-based and curriculum integration approaches to literacy development, diagnostic and developmental assessments and evaluation, and classroom organization.

EDCI 510 Practicum in Language and Literacy Development (1 credit)
Prerequisite or corequisite: EDCI 509 or approval of program advisor

This practicum allows the prospective teacher to experience literacy and communication development in a classroom setting and to apply appropriate strategies and techniques, materials, technologies, and organizational patterns to this context. (Pass/fail option only.)

EDCI 511 Educational Goals and Practices: Middle or Secondary (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 512 or approval of program advisor

This course focuses on the application of curriculum through teaching and learning models for middle and secondary school classrooms. Lesson planning, interdisciplinary learning, and Virginia Standards of Learning for specific subject areas and technology are addressed. This course, co-taught by lead teachers in the specific subject disciplines, allows the prospective teacher to explore and develop ways to teach all students in an inclusion classroom, and to create classroom climates and classroom management systems that support learning.

EDCI 512 Practicum in Goals and Practices: Middle or Secondary (1 credit)
Prerequisite or corequisite: EDCI 511 or approval of program advisor

This practicum provides the prospective teacher with experience in secondary or middle school curriculum and instruction and classroom management strategies. The prospective teacher should design and implement lesson plans, especially using instructional technology when possible, and learn from the host teacher’s classroom management plan. (Pass/fail option only.)

EDCI 513 Educational Goals and Practices: Middle School (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 514 or approval of program advisor

This course focuses on the application of teaching and learning models in the middle school classroom for the subject area endorsements sought. Unit planning, interdisciplinary learning, and Virginia Standards of Learning for specific subject areas and technology are addressed. This course allows the prospective teacher to explore and develop ways to teach all students in an inclusion classroom, and to create classroom climates and assessment and evaluation techniques that support learning.

EDCI 514 Practicum in Goals and Practices: Middle School (1 credit)
Prerequisite or corequisite: EDCI 513 or approval of program advisor

This practicum provides the prospective teacher with experience in middle school instruction and assessment and evaluation strategies. The prospective teacher should design a unit and implement lesson plans from it, using instructional technology when possible and focusing on assessing and evaluating learning. (Pass/fail option only.)

EDCI 515 Literacy and Language Across the Curriculum (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 516 or approval of program advisor

This course explores a variety of methods and strategies that promote learning in the content area classroom through reading, writing, and speaking. Specific topics addressed include utilizing a variety of materials (e.g., textbooks, trade books, electronic texts), comprehending and questioning, scaffolding instruction for diverse learners, building vocabulary, writing and talking to learn, developing study guides and strategies, and assessing and evaluating literacy and learning.

EDCI 516 Practicum in Literacy and Language Across the Curriculum (1 credit)
Prerequisite or corequisite: EDCI 515 or approval of program advisor

This practicum requires the assessment of student literacy needs in a content area classroom and the application of appropriate strategies, materials, and technologies to assist students in becoming competent with learning strategies. (Pass/fail option only.)

EDCI 517 Educational Goals and Practices: Secondary School (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 518 or approval of program advisor

This course focuses on the application of teaching and learning models in the secondary school classroom for the subject area endorsement sought. Unit planning, interdisciplinary learning, and Virginia Standards of Learning for specific subject areas and technology are addressed. This course allows the prospective teacher to explore and develop ways to teach all students in an inclusion classroom, and to create classroom climates and assessment and evaluation techniques that support learning.

EDCI 518 Practicum in Goals and Practices: Secondary School (1 credit)
Prerequisite or corequisite: EDCI 517 or approval of program advisor

This practicum provides the prospective teacher with experience in secondary school instruction and assessment and evaluation strategies. The prospective teacher should design a unit and implement lesson plans from it, using instructional technology when possible and focusing on assessing and evaluating learning. (Pass/fail option only.)

EDCI 540 Characteristics and Education of Gifted Students (3 credits)

This course examines the characteristics of gifted students, including the various expressions of giftedness, their social-emotional needs, and gifted behaviors in special populations. Topics include integrating gifted and general education, best practices in gifted programs, and parent/community involvement.

EDCI 541 Identification and Assessment of Gifted Students (3 credits)
Recommended prerequisite or corequisite: EDCI 540

This course explores the variety of techniques that can be used to identify gifted students, including psychometric procedures and performance and product assessment. Emphasis will be placed on identifying giftedness and the continuous assessment required to turn potential into maximal levels of performance. Topics include standardized testing; alternatives, such as performance assessment and portfolios, rating scales and checklists, evaluation of student records information, and case studies; and gathering, analyzing, and reporting formative and summative data.

EDCI 542 Teaching Gifted Learners (3 credits)
Recommended prerequisite or corequisite: EDCI 540

This course provides an understanding of educational models, methods, and resources employed in teaching gifted learners. Topics explored include classroom organization and learning environments, teacher behavior, instructional strategies (including the use of technology) that promote critical and creative thinking/production and self-directed
learning, evaluation of student learning, differentiation of instruction to address the variety of learner profiles, and alternative means for addressing the needs of special gifted populations.

EDCI 543 Differentiated Curriculum for the Gifted (3 credits)
Recommended prerequisite or corequisite: EDCI 540

This course studies curricular designs appropriate to the distinct characteristics and cognitive and affective needs of gifted learners. Topics include accelerated and enriched core academic programs, models and strategies that address specific expressions of giftedness, the integration of curriculum (both multiple disciplines and gifted curriculum into the regular school curriculum), and curricula for gifted students in special populations.

EDCI 546 Evaluation for Instructional Improvement (3 credits)

This course focuses on models and practices for assessing student learning outcomes, including value-added assessment and the use of test data in establishing a program improvement plan. Topics include issues in accountability, data organizers and analysis, the use and interpretation of test scores, the identification of performance indicators and improvement objectives, and basic statistical analysis for test and program evaluation. Participants will write a data-based improvement plan.

EDCI 547 Special Topics Seminar (3 credits)

This course is designed to treat current topics in education that are of particular interest to program participants and faculty.

EDCI 550 Field Mentorship (3-6 credits per term; 6 credits required)
Prerequisites: EDCI 500-518 and ITEC 501

This is the capstone experience of the initial licensure program. The prospective teacher will be challenged to pull together his/her personal and educational experiences to teach in the classroom under the mentorship of a skillful practicing teacher. Field mentorship is a 14-week field-based teaching experience at the appropriate grade level or subject area. It can be completed in a single term or in two seven-week sessions that span two terms. Self-analysis and reflection on planned and implemented instruction, and conferencing with the mentor teacher and CGPS supervisor, are prominent aspects of the experience. Prospective teachers will meet as a group throughout the experience for seminars and workshops. The field mentorship experience and concurrent seminars are designed to assist the teacher candidate with performance of the required program standards and competencies, which must be demonstrated to successfully complete the initial licensure program.

EDCI 551 Field Internship (3-6 credits)
Recommended prerequisite: All course work required for an add-on endorsement

This practicum is the capstone experience for an added endorsement. It provides the opportunity to apply the skills, understandings, and competency requisite to the specific endorsement under the auspices of a mentor licensed in that endorsement. Credit requirements and placement will be determined by the specific add-on endorsement sought. (Pass/fail option only.)

EDCI 580 Introduction to Research (3 credits)
This course introduces M.Ed. candidates to scholarly research and writing in the field of education. The emphasis is on understanding and conducting educational research for instructional improvement and professional development. It provides thorough exposure to theoretical and research literature and to quantitative and qualitative research methodologies. It also covers essentials of research project development, including: development of topic, problem statement and annotated bibliography, review and synthesis of literature, collection and analysis of data, and use of APA style. Upon completion of the course, students will have conducted a literature review and drafted a quality research proposal. (Strongly recommended as a Track II elective.)

EDCI 589 Applied Research (3 credits)
Prerequisite: 24 credits of Initial Licensure/M.Ed. course work or approval of program advisor; open to Track I students only

This course provides an experience in conducting and applying research for the advancement of the educational profession. In a workshop format, the course covers principles of educational research, including development of a topic, review and synthesis of scholarly literature, and practical application of research findings. Students write an in-depth literature review on a topic of their choice that is beyond the scope of regular course offerings. They also develop an authentic means of applying the findings from their literature review (such as a unit plan, website, or professional development presentation). Final project reports will be archived in the campus library.

EDCI 590 Individual Research (3 credits)
Prerequisite: 27 credits of M.Ed. course work or approval of the program advisor; open to Track II students only

This is an experience in self-directed learning and research in practice. Track II M.Ed. candidates will conduct original research on a topic of study in education that is beyond the scope of regular course offerings. Working individually with a faculty advisor, students will review the pertinent literature, conduct qualitative or quantitative research, and write a report of their research following conventions of the discipline. Although research of the topic is a primary component, the final project can take a variety of formats, from a curriculum-restructuring plan to research for public policy change or a professional development workshop. A formal research proposal must be submitted for approval by the M.Ed. faculty in a term preceding enrollment in the course. Final project reports will be archived in the campus library.

Educational Leadership (EDEL)

EDEL 539 Special Education Leadership in Schools (3 credits)

This course focuses on the knowledge and skills necessary to administer special education programs and to ensure the achievement of students with disabilities. Topics include legal requirements and procedures, characteristics of students with disabilities and the effect of these characteristics on student behavior, effective instructional and behavior management practices, managing school teams, facilitating inclusion and collaboration, assessment of students with disabilities, and assistive technology.

EDEL 540 Learning and Diverse Student Populations (3 credits)

This course provides the knowledge of applied learning and motivational theory necessary for effective instructional leadership. Emphasis is placed on analyzing and assessing instructional needs in order to design, implement, and subsequently evaluate instruction that is appropriate for diverse student populations. Topics include the application of human development and motivation theories to various learning environments, the range of learner difference in a diverse school community, principles of effective instruction including the use of technology, and techniques for the assessment and evaluation of learning. This course will prepare the school leader to evaluate and assist teachers in research-based literacy instruction.

EDEL 541 Developing, Administering, and Evaluating Curriculum (3 credits)

This course examines leadership in K-12 curriculum design, implementation, evaluation, and change. Perspectives are provided on developing a systematic school curriculum that meets the needs of a diverse student population. Influences on curriculum leadership at the school, division, state, and national levels are addressed. Topics include balancing the mastery of fundamentals with curriculum enrichment, providing for the highest achievement of all students, developing and implementing mapping and pacing guides, interpreting data, and integrating technology.

EDEL 542 Interpersonal and Public Impact and Influence (3 credits)

This course focuses on the social and political contexts of schools and provides an overview of practical and theoretical aspects of interpersonal and public relations. It emphasizes utilizing school staff, students, parents, and community resources and partnerships to build a positive culture necessary to achieve educational goals. Topics include understanding political structures, community relations, improving communication, shared decision making, conflict negotiation and management/crisis intervention, legal and ethical issues, strategic marketing and utilizing the media.

EDEL 543 Professional Development and Supervision of School Personnel (3 credits)

This course focuses on the theory and practical applications related to human resources management in public and non-public school systems. Strategies and assessment related to human resources management and development, including adult learning, motivation, and professional development, are examined. Interviewing skills, consensus building, and performance evaluation of school personnel are emphasized. Instructional strategies include simulations, case studies, and practice in oral and written communications.

EDEL 544 Managing School Finance and Facilities (3 credits)

This course examines the principles and practices governing management of school finances and facilities in a school system. Topics include revenue sources, accounting and auditing procedures, allocating resources, and building a budget at the school level. Issues related to school facilities and use of space, school safety and security, and the technologies that support management functions are a focus. Emphasis is placed on the Commonwealth of Virginia’s system of funding for public education and regulations governing school finance and facilities in the Code of Virginia.

EDEL 545 School Law and Society (3 credits)

This course examines administrative, judicial, statutory, and constitutional laws and regulations that have application to public education. Through the use of the case study approach and the Code of Virginia, the legal rights and responsibilities of public and non-public school personnel are addressed. Emphasis is placed on special education law as it applies to diverse learner populations, and legal issues surrounding technology in the school setting.

EDEL 546 Educational Policy and Decision Making (3 credits)
Recommended prerequisite: EDEL 545

This course focuses on the political, economic, and social concepts and strategies involved in educational policy development and decision making in a school setting. Emphasis is placed on the role of leadership and ethics in a global society, as grounded in educational foundations. Course topics include problem analysis, strategic and long range planning, models for change management in educational settings, conflict resolution, policy development, and the value of diverse school communities (e.g., issues in ESL policy for language minority students) in a democratic society. Theory and practical applications, simulations, and demonstrations are emphasized.

Literacy Specialist (EDLS)

EDLS 540 Psychology of Literacy (3 credits)

This course investigates the sociological, cultural, cognitive and psychological bases of the reading process. Emphasis will be placed on developing a working knowledge of current research in literacy, brain development, adolescent literacy, and psychology to support decision making. Course topics include comprehension strategies to develop questioning skills, understanding of the dimensions of word meaning, teaching summarizing and retelling skills, and guiding students to understand meaning beyond the text. Participants will develop strategies in literal, interpretive, critical, and evaluative comprehension and demonstrate an understanding of child and adolescent psychology, including personality and learning behaviors and the special needs of diverse student populations.

EDLS 541 Linguistic Foundations of Literacy (3 credits)

This course provides up-to-date understanding of how learners acquire language as well as thorough coverage of the linguistic aspects of the reading process including phonetics, syllable structure, phonology, morphology, syntax, vocabulary, semantics, and discourse. Participants will develop skills in linguistic analysis needed to instruct and assess learners’ development of phonemic awareness, concepts of print, construction of meaning from text, and the writing process. The course also focuses on the cultural contexts of language and on the similarities and differences between oral and written language, between standard English and other dialects, and between native and
nonnative language proficiencies.

EDLS 542 Literacy Curriculum and Instruction I: Elementary (3 credits)
Recommended prerequisite: EDLS 541

This course explores early literacy development and the implementation of the language arts curriculum through the elementary grades. Topics include emergent literacy, language development through word analysis, vocabulary strategies, creative thinking, expression, guided reading practices, and family literacy. Emphasis will be placed on developing an understanding of reading and language arts supported by strategies directly applicable to classroom situations. Participants will engage in activities to foster an appreciation of a variety of genres, including fiction and non-fiction, and to promote creative thinking and expression such as storytelling, drama, and choral/oral reading. Emphasis will be placed on selection and use of quality literature to support early literacy instruction.

EDLS 543 Literacy Curriculum and Instruction II: Adolescent (3 credits)
Recommended prerequisite: EDLS 541

This course explores literacy and the language arts with an emphasis on the knowledge, skills, and processes necessary in teaching the adolescent. Topics include language development through word analysis, vocabulary strategies, creative thinking, expression, guided reading practices, and family literacy. Emphasis will be placed on developing an understanding of reading and language arts supported by modeling and explicit instructional strategies in reading comprehension and study strategies across the curriculum. Participants will engage in activities to foster an appreciation of a variety of genres, including fiction and non-fiction. Emphasis will be placed on selection and use of
quality literature to support adolescent literacy.

EDLS 544 Literacy Assessment and Evaluation (3 credits)
Recommended prerequisite: EDLS 541

This course focuses on individual and program assessments and evaluation. Emphasis will be placed on experiences that will enable candidates to contribute to literacy assessment in instructional contexts, i.e., assist in the development of formal and informal assessment and screening instruments, conduct assessments for individuals or groups of students, assist in interpretation of test data, and share results of assessment with school personnel and parents. Topics will include strategies for planning, evaluating, and revising literacy instruction to meet the needs of all students.

EDLS 545 Writing Process and Instruction (3 credits)

This course focuses on the knowledge, skills, and processes necessary for teaching writing. Topics include the stages of the writing process, elements of a model writing program, invented spelling and spelling development, discourse forms, writing across the curriculum, and the assessment and evaluation of writing. Emphasis will be placed on promoting the thinking and expression of K-12 students through imaginative and expository writing and enhancing writing instruction through the use of technology.

EDLS 546 Leadership in Literacy Education (3 credits)
Recommended prerequisites: EDLS 542, 543, 544

This course provides experiences that will enable participants to serve as literacy leaders in instructional contexts, including serving as a resource to teachers, developing curriculum, coordinating the literacy program, selecting or identifying literacy material, and providing professional development. Topics include the roles of the reading specialist, special reading teacher, administrator and supervisor as they relate to the reading program. Participants explore effective communication skills and the use of technology to enhance instruction.

EDLS 547 Literacy and Diverse Student Populations (3 credits)

This course focuses on a wide range of instructional practices, curriculum approaches, and assessment tools, including technology-based practices for learners at differing stages of development and cultural and linguistic backgrounds. Emphasis will be placed on tailoring instruction using flexible, skill-level grouping options (individual, small-group,
whole-class, and computer-based) to meet the needs of a diverse student population. Topics will include language acquisition, instructional technology, print and non-print materials representing multiple levels, broad interests, and diverse backgrounds.

EDLS 548 Internship: Applied Literacy Research (3 credits)
Recommended prerequisite: EDLS 546

This course focuses on employing research-based practices that directly address the literacy needs of all students. Emphasis will be placed on utilizing current research, literacy theories, and instructional practices in developing sound instructional models and materials for students from diverse backgrounds and with diverse needs. Participants will focus on implementing research-based literacy programs to address the needs of the local school divisions.

Special Education (EDSE)

EDSE 519 General and Special Education Goals and Practices: Elementary (3 credits)
Recommended prerequisite or corequisite: EDCI 500 or EDSE 531
Corequisite: EDSE 520 or approval of program advisor

This course focuses on the characteristics of students with ED, LD and MR, and the application of elementary school curriculum through teaching and learning models for general and special education. This course allows the prospective teacher to explore and develop ways to adapt curriculum and accommodate students with disabilities in a variety of educational settings. Topics include instructional alternatives, individualized education plans, management systems, assessment and evaluation techniques, collaboration, and the use of assistive technology.

EDSE 520 Practicum in Special Education: Elementary (1 credit)
Prerequisite or corequisite: EDSE 519 or approval of program advisor

This practicum provides the prospective teacher with experience in general and special education curriculum and instruction for students with ED, LD and MR at the elementary school level. The prospective teacher will design and implement lesson plans, especially using technology when possible, and learn from the host teacher’s classroom management plan and assessment/evaluation methods. (Pass/fail option only.)

EDSE 521 Development and Diagnosis of Language and Literacy for Special Populations (3 credits)
Recommended prerequisite or corequisite: EDCI 500 or EDSE 531
Corequisite: EDSE 522 or approval of program advisor

The study of language development provides a context for understanding and diagnosing language and reading problems. Topics include basic reading skills, explicit phonics instruction, multisensory structured language programs, comprehending, assessment and evaluation, and effective strategies and curricula for students with learning disabilities, emotional disturbance and mental retardation.

EDSE 522 Practicum in Language and Literacy for Special Populations (1 credit)
Prerequisite or corequisite: EDSE 521 or approval of program advisor

This practicum allows the prospective teacher to experience literacy development in a special needs classroom and to apply appropriate strategies and techniques, assessment and evaluation, and materials and technologies to this context. (Pass/fail option only.)

EDSE 531 Survey of Special Education: Characteristics and Legal Issues (3 credits)

This course presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program (IEP) as a legal document and the rights and responsibilities of parents, teachers, and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial, and ethical issues involved.

EDSE 533 Positive Approaches to Behavior Management (3 credits)
Recommended prerequisite or corequisite: EDSE 531

This course focuses on how to utilize a variety of positive behavior management strategies within the classroom to increase the learning of students with emotional disturbance, learning disabilities, and mental retardation. Applied behavior analysis provides the basis for the implementation of systematic classroom and individual behavior management plans. Intervention in crisis situations is also addressed.

EDSE 534 Psychoeducational Assessment and Instructional Planning: ED, LD, MR (3 credits)
Recommended prerequisite or corequisite: EDSE 531

This course examines a variety of formal and informal approaches to assessing and evaluating student learning and behavior. Experiences in administering and interpreting selected tests (including the impact of multiculturalism on testing), reviewing psychoeducational reports, working as part of an interdisciplinary team, and developing instructional plans for students with learning disabilities, emotional disturbance, and mental retardation are provided.

EDSE 535 Collaborative Consultation and Life Planning (3 credits)
Recommended prerequisite or corequisite: EDSE 531

This course is designed to enhance collaboration, consultation, and communication skills as they relate to working with other teachers and professionals, assisting others in working effectively with students with exceptionalities, and involving families in the education of their children with disabilities. The course also emphasizes coordination with community agencies, other professionals, and the family to plan for life transitions, including self-advocacy, post-secondary training, career development, and life skills.

EDSE 536 Goals and Practices for Students with Mental Retardation (3 credits)
Recommended prerequisite or corequisite: EDSE 531

This course provides an understanding of educational models, methods, and resources employed in teaching students with mental retardation. Planning and implementing group and individualized educational programs for students of all age levels is emphasized. Topics include ways to collaborate with parents and other professionals, structure a classroom, teach social skills, communicate with students, utilize adaptive technology, modify curriculum, and accommodate students with diverse learning needs.

Interdisciplinary Studies (INDS)

INDS 490 Interdisciplinary Research Project (3 credits)
Prerequisite: A minimum of 21 concentration credits. Interdisciplinary Externship may not be taken the same term.

Students will select, propose and write a research paper on a topic related to the selected area of study. The research proposal must be submitted in writing and presented to the student’s appointed faculty course advisor for approval. The study may include data collection from actual field observations and will be substantiated with a current literature review. The course will culminate with an oral presentation accompanied by visual displays and a research paper.

INDS 499 Interdisciplinary Externship (3 credits)
Prerequisite: A minimum of 21 concentration credits. Interdisciplinary Research Project may not be taken the same term.

Students will be required to locate and study a prospective employer or employment opportunity based on their selected area of study. Students will observe and possibly participate in the organization’s processes related to their area of study. Each student will write a final analytical report about the externship and his/her focus of study.

Instructional Technology Leadership (ITEC)

ITEC 501 Instructional Technologies (3 credits)
Recommended prerequisite or corequisite: EDCI 500 or equivalent course/experience

This course provides an overview of the design, development, integration, and evaluation of instructional technologies and associated instructional strategies. Ethical and legal issues, communicating and accessing information, evaluating hardware/ software, and meeting the needs of diverse learners are reflected in course projects. Participants will implement theories of learning, integration matrices, and technology use and integration strategies applicable to state (TSIP) and national (NETS) standards.

ITEC 510 Foundations and Theories of Instructional Technology (3 credits)
Prerequisite: ITEC 501

This course explores the field of Instructional Technology and focuses on helping students develop an awareness and understanding of the theories and philosophies in the discipline. Topics include the history and evolution of educational technology as well as foundations, theories, trends, and current issues in the field. Current directions in technology leadership are also examined.

ITEC 520 Assessment and Evaluation in Instructional Technology (3 credits)
Prerequisite: ITEC 501

This course examines assessment and evaluation as it relates to the use of technology for educational evaluation and improvement. Methodologies of assessment in instructional technology, such as measurement principles and assessment instruments are explored for school system and classroom implementation. Participants will evaluate and develop effective assessment and reporting tools.

ITEC 521 Information Literacy in the Digital Age (3 credits)
Prerequisite: ITEC 501

This course provides students with opportunities to develop and use a wide variety of electronic information resources in order to increase their understanding, knowledge, and skills in digital literacy. Students develop a portfolio and create a framework for understanding the retrieval, organization, evaluation, presentation, and use of information. Students acquire a working knowledge of information resources in the field of education and in specific content areas to assist in future curriculum development and research activities. This course ensures, through course-embedded applications, that students are effective users of information and are prepared to take leadership roles in their classroom and school system in terms of critically evaluating the usefulness and validity of different types of educational resources.

ITEC 522 Distance Learning and Collaboration (3 credits)
Prerequisite: ITEC 501

This course examines the historical perspectives, theoretical framework, and practical issues surrounding distance learning and explores this latest innovation in education. Instructional strategies for designing, facilitating, and managing courses at a distance are reviewed with emphasis placed on instructing, interacting, and providing feedback. Emphasis is placed on collaboration within online distance learning environments. The use of online learning communities and communities of practice are also analyzed. Emerging technologies in distance learning are discussed with the emphasis on students leading the integration efforts for these new approaches in their educational environment.

ITEC 530 Instructional Design (3 credits)
Prerequisite: ITEC 510

This course examines the instructional design process and provides students with an introduction into the design, development, and evaluation of instructional materials. Emphasis is placed on the effective planning, developing, evaluating, and managing of the instructional process. Active participation is expected and students have the
opportunity to apply their knowledge through developing multimedia instructional materials. In a constructivist learning environment, fundamental principles, learning theory, and instructional strategies relevant to the process of instructional design are discussed.

ITEC 531 Emerging and Assistive Technologies (3 credits)
Prerequisite: ITEC 510

This course explores emerging and assistive technologies in education. Students investigate and analyze innovative educational technologies to determine their educational value. The skills needed for effective planning and leadership to integrate and evaluate these emerging technologies are developed. Students also examine assistive technology and its application within instructional programs to assist those with disabilities. Students learn about specific assistive technology application and become familiar with federal legislation and public policy for accommodating those with special needs.

ITEC 545 Leadership in Educational Technology (3 credits)
Prerequisite: ITEC 501 or the equivalent course/experience

This course examines the current and future roles of technology for exchanging and communicating information and enhancing learning environments in the educational setting. Emphasis is placed on planning and implementing innovative technology applications in the classroom, school division, or global arena. A variety of technology related issues are explored to assist the participant in staying on the “cutting edge” of this dynamic resource and providing technology leadership in the workplace.

ITEC 546 Administration and Management of Technology Initiatives in Education (3 credits)
Prerequisite: ITEC 510

This course examines the administration and management of educational technology within the K-12 school system. Technology in schools is explored from a variety of organizational perspectives to include access, planning, budgeting, maintenance, and management of the classroom and school system. Students develop and evaluate criteria for making financial and instructional decisions about technology. Managing change in the administration of educational technology initiatives to support learning is emphasized. Course-embedded applications will allow students to work collaboratively with mentor teachers and school administrators to experience first hand the administration and management of technology initiatives at local school systems.

ITEC 547 Special Topics in Instructional Technology (3 credits)
Prerequisites: ITEC 501 and 510 or permission of instructor

The topics in this course vary each term and focus on current issues and evolving topics in K-12 instructional technology.

Leadership and Management (LRSP)

LRSP 301 Leadership and Organizational Behavior (6 credits)

This course emphasizes leadership and management theories and practices. Students are introduced to historical and contemporary management and leadership theories and issues, and the role of leadership in transforming organizations to meet the needs of the 21st century. Additional topics include principles of management, organizational behavior, culture, motivation, group dynamics and team building, structure and design, change and development.

LRSP 302 Financial and Managerial Accounting Policy (6 credits)

Applies and integrates financial and managerial accounting policy in a management framework. Emphasis is placed on using accounting data to make managerial decisions and assess performance. Leadership and management aspects of accounting are considered. Topics include Generally Accepted Accounting Principles, Generally Accepted Auditing Standards, and Statements on Management Accounting, cost-volume profit relationships, activity-based costing, operational and capital budgeting, and financial statement analysis.

LRSP 303 E-Money and Financial Management (6 credits)
Prerequisite: LRSP 302 or equivalent

This course studies financial management, with an emphasis on managing money in an electronic environment. Topics include financial management principles and concepts; managing internal controls, bad debt, and financial risk; managing working capital; bond and stock valuation; the time value of money; the cost of capital and capital structure; and the e-money and financial regulatory environment, such as Federal Reserve Board rules and regulations. Financial statement analysis techniques covered in LRSP 302 are reinforced.

LRSP 304 Economics for Managers (6 credits)

This course examines the major tools and concepts of economic analysis and how they are applied to making business decisions and allocating resources. Topics include microeconomics and the theory of the firm; tools and techniques of economic analysis; money, monetary policy, and macroeconomics. A management-oriented approach to using economic theory to make management decisions is utilized.

LRSP 305 Public Sector Management (3 credits)

This course provides an overview of the theoretical foundations, structures, and processes of public and nonprofit organizations, as well as their historical development and socioeconomic environment, and the complexities of managing in public and nonprofit organizations.

LRSP 342 Governmental and Nonprofit Accounting (3 credits)

Students enrolled in this course will gain an introduction to the major concepts, principles, and objectives of governmental and nonprofit accounting (including fund accounting).

LRSP 404 Marketing for Managers (6 credits)

From a marketing manager’s perspective, this course explores the classical competitive factors of price, product, promotion and place, as well as contemporary competitive factors of quality, speed, innovation, and customer service. Additional topics include service strategy, development of service systems, differentiating services from products, and the application of key marketing concepts to a variety of profit and nonprofit organizations. Attention is given to fundamental marketing research techniques and the importance of marketplace information to marketing practices.

LRSP 405 Human Resource Management and Employment Law (6 credits)

This course examines the principles and practices of human resource management, including recruiting, hiring, orienting, training, developing, disciplining, rewarding and recognizing employees. Also included are the critical legal issues faced by human resource professionals and practicing managers, particularly in an increasingly litigious environment. The evolving strategic role of human resource professionals and HR practices are delineated and discussed.

LRSP 461 Business Strategy in a Global Environment (6 credits)
Prerequisite: minimum of 18 LRSP course credits and minimum of 8 BPST course credits

This capstone course for the Leadership and Management concentration integrates the functional areas of business learned in other courses in the Leadership and Management concentration. Through the use of a variety of instructional strategies, e.g., computer-based simulations and case studies, students learn to make critical leadership decisions concerning organizational policy, competitive strategy, and operational tactics while addressing ethical considerations and stakeholder issues. Included are the critical issues facing organizations resulting from globalization and operating across international boundaries.

LRSP 471 Special Topics (3-6 credits)
Prerequisite: topic dependent

Selected topics will reflect faculty specialization or program needs. The purpose of this course is to provide opportunities for concentrated study or to equip students with specialized knowledge and competencies that will be required of leaders. May be repeated for credit with a change in topic.

LRSP 491 Directed Study (3-6 credits)

Prerequisites: senior standing and permission of program director This is an individual study under faculty direction on a topic of relevance to the leadership and management concentration.

LRSP 499 Internship (3-6 credits)

The Professional Experiences and Networking Program at CGPS offers students opportunities to experience various fields of employment while working with a variety of organizations on important and challenging projects. These experiences augment classroom learning while allowing on-the-job training. Interested students should contact the program director for further information about internship opportunities.

Master of Business Administration (MBUS)

MBUS 501A Organization Theory and Design (3 credits)

This course studies organizational theory, the design dimensions and structure of organizations, and organizations as complex social systems. Included is the application of organizational theory concepts to new and emerging organizational structures. Particular attention is given to understanding the relationship between organizational structure, managerial action, and competitiveness.

MBUS 502 Financial Decision Making for Managers (3 credits)
Prerequisite: LRSP 302 or equivalent

This course focuses on financial decision making in business. Emphasis is placed on the application of financial data to a wide range of management decisions designed to develop a conceptual and analytical understanding of financial management. Topics include financial analysis, financial planning, financial investments and capital markets, security valuation techniques, working capital management fundamentals, and capital budgeting techniques.

MBUS 505 Quantitative Methods for Business (3 credits)
Prerequisite: BPST 316 or equivalent

Covers the concepts and processes used in managing, scheduling, planning, and controlling. Topics include decision trees and decision modeling, statistical forecasting methodologies, transportation/assignment problems in linear programming, integer linear programming, network and queuing theory, PERT/CPM, SPC, business simulations, and Markov processes. There is emphasis throughout the course on service operations.

MBUS 509 Information Technology for Managers (3 credits)

Students explore the various uses of information technology in private and public organizations in order to enhance business efficiency and market advantage. Particular attention is paid to the role of the information technology manager in today’s work environment.

MBUS 512 Organizational Research and Assessment (3 credits)
Prerequisite: BPST 316 or equivalent

Emphasis is on developing and executing basic research designs to provide data for organizational problems and assessing organizational performance in a variety of areas such as customer satisfaction, market share, product quality, and employee job satisfaction. Topics include research design, data collection, data analysis and interpretation, and reporting research results.

MBUS 516 Project Management (3 credits)

This course provides a comprehensive overview of project management. The course addresses the framework, culture, principles, and the basic techniques of project management. The course reviews the general stages of a project and describes how the stages interrelate. Basic tools of project management, such as work breakdown structure, scheduling, earned value analysis, and risk management, are introduced and used in student assignments. The elements of project management critical to the success of a project also are identified and explained. The principles and tools are integrated and clarified through case studies from a variety of organizational settings and through creation of project management plans developed by students working in teams.

MBUS 517 Organizational Behavior (3 credits)

An examination of the principles and practices related to the effective management of organizational behavior from a line manager’s perspective. The course examines the role of individual differences, perception, learning, motivation, leadership, communication, group dynamics, group and team dynamics, conflict, stress, and other factors that impact individual job performance and overall organizational performance in contemporary businesses, not-for-profits, and public sector agencies. Emphasis is placed on underlying causes of human behavior in organizations, and how to effectively manage behavior in work settings. Experiential exercises are used to enhance learning and integration of key management skills related to managing human behavior at work.

MBUS 518 Budgeting and Finance in the Public Sector (3 credits)
Prerequisite: LRSP 342 or equivalent

This course examines budgeting and financial policies and practices in the public and nonprofit management arena. Students gain an understanding of the role of finance in public and nonprofit organizations, the processes and methods relevant to fiscal health, and how to construct budgets and capital improvement plans.

MBUS 521 Human Resource Management and Development (3 credits)

This course examines the human resource management function of an organization’s personnel/ human resource department, and the effective utilization of human resources as a critical responsibility of all managers. Topics include employment planning, recruitment and selection, performance measurement, training and development, compensation, and labor relations.

MBUS 523 Marketing Strategy (3 credits)

This course focuses on the development and implementation of marketing strategies in the rapidly changing digital, global environment.

MBUS 524 Learning Organizations and Knowledge Management (3 credits)

This course covers knowledge management’s value to organizations, creating and sustaining a learning organization, and generating intellectual capital.

MBUS 525 Visionary Leadership (3 credits)

This course examines the theory, implications, and practical applications of contemporary leadership. Students are introduced to historical and contemporary leadership issues and theories, and the vital central role of leadership in managing and transforming organizations to meet the needs of the 21st century. Topics include leadership principles and their impact on organizational behavior, culture, motivation, group dynamics and team building, organizational structure, design, change, and development.

MBUS 526 Organizational Change and Transformation (3 credits)

This course examines models of organizational change and development, the key role of the leader as a change agent in organizations, and considers direct application of these models and this role in case situations. (Formerly MBUS 522. Credit not granted for both MBUS 522 and MBUS 526.)

MBUS 527 Legal and Regulatory Environment of Public Administration (3 credits)

Students in this course will study the constraints imposed on public administrators by law and judicial oversight. Topics include the legal basis and statutory framework for administrative agencies and actions in government, including federal and state constitutions.

MBUS 528 Personnel Administration in the Public Sector (3 credits)

This course studies current practices in managing human resources in public and nonprofit organizations. Topics include compensation, classification, affirmative action, performance appraisal, labor relations, unions, and legal decisions affecting personnel issues in the public sector.

MBUS 531 Designing, Implementing and Evaluating Training Programs (3 credits)

This course provides the tools and techniques necessary for planning, organizing, constructing and evaluating a performance-based training program. Topics include assessing training needs, setting performance standards, instructional design, program delivery, and evaluation measures for improvement of instruction and program delivery.

MBUS 532 Federal Procurement Policy and Practices (3 credits)

This course covers the major topics in contract formulation, administration, termination, and performance assessment, including the laws regarding government contract formation. Subcontract administration, acquisition strategies, and ethical and legal aspects of procurement policies are emphasized.

MBUS 533 Contract Performance and Evaluation (3 credits)
Prerequisite: MBUS 532 or MBUS 583

This course covers contract performance and evaluation topics, such as administrative contracting officer duties and assignments, payments, and past performance. Ethical and legal aspects of contract performance are presented.

MBUS 534 Pricing Contracts (3 credits)
Prerequisite: BPST 316, and MBUS 532 or MBUS 583

This course covers cost and price analysis concepts and principles. It addresses current methodologies used in the development of cost analysis studies. Ethical and legal aspects of contract pricing are presented.

MBUS 535 Negotiation and Persuasion (3 credits)

This course is designed to broaden students’ understanding of negotiation and interrelated processes (e.g., communication, persuasion) within and between organizations. Extensive in-class negotiations focus on various negotiation tools and techniques and in a variety of contexts (e.g., one-on-one, team-based and global negotiations) to build negotiation skills and confidence. Ethical and legal aspects of negotiation are presented.

MBUS 536 Service Contracts (3 credits)
Prerequisite: MBUS 532 or MBUS 583

This course provides detailed explanations of the laws, regulations, and procedures during all stages of government and commercial services contracting including planning, solicitation, proposal development, evaluation, and contract administration. The latest policies and regulations as well as ethical and legal aspects of service contracts are presented.

MBUS 537 Contracting for Managers (3 credits)

This course provides a general management overview of the contracting and procurement process. It emphasizes contracting and procurement’s strategic role, its effect on organizational operations, the importance of the organization’s internal and external linkages (e.g., supply chain), and performance risk sharing through type of contract selection. Ethical and legal aspects of contracting are presented.

MBUS 538 Supply Chain Management (3 credits)
Prerequisite: MBUS 532 or MBUS 583

This course covers the purchasing, materials, and logistics management areas. It presents techniques for acquiring, storing, processing, and moving material inventory. Ethical and legal aspects of supply chain management are presented.

MBUS 539 Project Evaluation (3 credits)
Prerequisite: MBUS 516

This course presents a variety of methods and theories for the financial and technological evaluation of a project. Topics include definition and evaluation of mutually exclusive alternatives, analysis of replacement, synergy analysis with existing operations, and considerations of size and risk of investments. Emphasis is given to the direct application of these theories and techniques using exercises and class discussion of business cases from different industries and organizations. A final comprehensive feasibility study of a real business dilemma serves as a capstone project for this course.

MBUS 542 Intergovernmental Relations (3 credits)

This course examines the relationships among federal, state, and local units of government. Topics include current trends, issues, judicial interpretations, and administrative actions involving intergovernmental relations.

MBUS 546 Risk Management for Project Managers (3 credits)
Prerequisite: MBUS 516

This course builds upon topics covered in MBUS 516 and studies issues of risk for every stage of project management. Issues of impact, risk assessment, and quantitative and qualitative techniques to evaluate risk are discussed. This course also investigates the importance of contingency plans and proper filing systems.

MBUS 547 Quality Management for Projects (3 credits)
Prerequisite: MBUS 516

This course examines the evolution and scope of Total Quality Management (TQM) and its applications in project management. Topics include quality assurance and control as applied to the different stages of project management, the importance of quality statistical control and documentation, and the role of national and international certifications. A final comprehensive project conducted by students applies these principles and techniques to a real business setting.

MBUS 550 Computer-Based Decision Support Systems (3 credits)

This course explores the use of decision support systems (DSS) within public and private organizations. Conceptual and practical discussions help students understand the design and use of these systems. Students will explore commonly used DSS tools and the possible incorporation of these tools in different business environments. A simple decision support system will be designed and developed during the course using a commercially available tool or programming language.

MBUS 554 Management Risk Analysis with Computer Simulations (3 credits)
Prerequisite: BPST 316 or equivalant

Students will research how computer simulations are used for risk management in today’s technology business environment. Computer simulation methodology and how it applies to risk management methodology will be presented. Students will execute several existing risk simulation models. Results from these models will be used to rank identified risks, design and develop appropriate risk management strategies, and assess the overall effects on an organization.

MBUS 555 Knowledge Management Systems (3 credits)

This course examines the shift from transaction processing to technical, information and application architectures. Methods for gathering, organizing, sharing, analyzing and disseminating knowledge to the appropriate levels within the organization for better decision making is discussed in detail.

MBUS 556 Strategic Management of Internet Technologies (3 credits)

This course investigates the issues facing organizations today related to implementing and standardizing new Internet technologies into existing business processes. These challenges and appropriate strategic management techniques to overcome them will be discussed.

MBUS 560 Auditing (3 credits)
Prerequisites: ACCT 302 or equivalent, and BPST 316 or equivalent

This course covers generally accepted auditing standards as they apply to the study of audit preparation and procedures, creating working papers, and audit write-up. Also the course covers internal and external audit procedures and a comprehensive study of professional auditing ethics and professional responsibilities. (Partially duplicates ACCT 460. Credit will not be given for both ACCT 460 and MBUS 560.)

MBUS 561 Advanced Accounting (3 credits)
Prerequisite: ACCT 302 or equivalent

This course applies financial accounting principles to the preparation of consolidated financial statements, segment disclosures, foreign currency adjustments and translations, partnership accounting, reorganizations and liquidations, and mergers and acquisitions. (Partially duplicates ACCT 461. Credit will not be given for both ACCT 461 and MBUS 561.)

MBUS 562 Income Tax Procedure (3 credits)
Prerequisite: LRSP 302 or equivalent

This course presents an analysis of federal tax laws for individuals and unincorporated organizations. Key tax accounting principles are examined, including the measurement of income, asset exchanges, capital transactions, and business expenses.

MBUS 563 Corporation and Partnership Tax (3 credits)
Prerequisite: MBUS 562

Students in this course will examine the taxation of corporations, partnerships, and limited liability companies. Includes corporate organizations and §351 transfers, corporate income tax, subchapter S, dividends, nonliquidating distributions other than dividends, liquidating distributions, redemptions, corporate reorganizations, and transfer of corporate tax attributes. Also includes income tax aspects of partnership formations, distributions, withdrawals, and terminations.

MBUS 564 Accounting Information Systems (3 credits)
Prerequisites: ACCT 302 or equivalent, MBUS 509, and MBUS 560

This course covers the development, implementation, operation, and evaluation of accounting information systems and includes hands-on development of a prototype accounting system. The history of accounting information systems is also included.

MBUS 565 Governmental and Nonprofit Accounting (3 credits)
Prerequisite: ACCT 302 or equivalent

This is a study of nonprofit organizations emphasizing accounting for governments, hospitals, universities, and other nonprofit entities. It will cover principles of fund accounting, financial reporting, budgeting, and auditing governmental and nonprofit organizations.

MBUS 570 Special Topics (1-3 credits)
Prerequisite: topic dependent

Selected topics will reflect faculty specialization or program needs. A special topics course will provide opportunities for additional study in a particular specialized area. May be repeated for credit with a change in topic and mentor permission.

MBUS 580 Commercial Transactions in a Technological Environment (3 credits)
Prerequisite: LRSP 302 or equivalent

This course covers e-business concepts, including strategic integration of e-business techniques with the organization’s long-term growth strategy, inter- and intraorganizational networks and linkages for effective performance, e-business system implementation and related reporting capabilities, and appropriate security for protecting the business’ and e-business’ valuable data and information. Ethical and legal aspects of these processes are covered as the topics are discussed.

MBUS 583 Strategic Purchasing (3 credits)
Prerequisite: LRSP 302 or equivalent

This course covers the issues and methodologies related to strategic purchasing. Topics include the competitive factors of price, product, promotion, place, cost, quality, speed, innovation, and customer service. Attention is given to applying fundamental marketing research techniques and marketplace information to purchasing decisions. Ethical and legal aspects of these processes are covered as the topics are discussed.

MBUS 584 Policy Development, Analysis and Implementation (3 credits)
Prerequisites: Completion of 9 credits of foundation courses (including BPST 316 or equivalent) and 6 graduate credits from the public administration concentration courses, or permission of the program director.

This course examines the process by which public policies are formulated, implemented, and evaluated. Topics include analysis of program objectives, evaluation methodologies, and the administration of evaluation systems.

MBUS 591 Directed Study (1-3 credits)
Prerequisite: permission of program director

This is an individual study under faculty direction on a topic of relevance to the MBA program.

MBUS 595 Strategic Management (3 credits)
Prerequisites: completion of a minimum of 12 credits of MBA foundation courses and 15 credits of MBA core courses (including MBUS 523), or permission of instructor.

This course is designed to be taken the last term before graduation. A capstone, integrative course for the MBA program that examines the complex strategic problems facing top management in a variety of contemporary organizations. Includes strategy formulation, implementation, and evaluation. Emphasis is given to thinking strategically about management issues, problems, and decisions from the perspective of the total organization, and how the organization ‘fits’ within its environment to ensure long-term survival and success.

MBUS 599 Internship (1-6 credits)
Prerequisites: current enrollment as a degree-seeking student in the MBA program, completion of at least six credits in the MBA program, a minimum GPA of 3.0, and approval of the program director

The Professional Experiences and Networking Program at CGPS offers students opportunities to experience various fields of employment while working with a variety of organizations on important and challenging projects. These experiences augment classroom learning while allowing on-the-job training.

Secondary Mathematics (MAED)

MAED 501 Calculus for Teachers (3 credits)

A presentation of key areas of calculus for those who have taken at least two semesters of calculus in the past. Topics will include limits, derivatives, antiderivatives, volumes of rotation, natural logarithm and exponential functions, inverse trigonometric functions, techniques of integration, sequences, and infinite series. Graphing calculators will be used.

MAED 502 Analysis for Teachers (3 credits)

A theoretical study of the calculus of sequences, and of the complex number system. Topics may include sets and operations on sets, equivalence and countability, least upper bounds, limits of sequences including limit superior and limit inferior, Cauchy sequences, complex number arithmetic, moduli, conjugates, polar form, and roots of complex numbers.

MAED 510 Linear Algebra for Teachers (3 credits)

A systematic study of solutions of linear equations in several variables. Emphasis is placed on computational techniques and the geometric interpretation of solutions. Matrices are introduced as the primary tool for solving linear systems, and the relevant properties of matrix algebra are developed accordingly. Calculators and computer software will be used in problem solving.

MAED 520 Discrete Mathematics for Teachers (3 credits)

A survey of advanced topics in discrete mathematics with an emphasis on real world applications. Topics include permutations, combinations, and other forms of enumerative combinatorics; combinatorial and statistical designs; theory and application of graphs; and topics in error-correcting codes and cryptography.

MAED 530 Probability and Statistics for Teachers (3 credits)

An overview of probability theory and statistics including probability distributions of discrete and continuous random variables, functions of random variables, and statistical inference. Topics may include sampling methods, regressional analysis, and ANOVA. Emphases will be placed on topics which will prepare teachers to read and understand
educational research and design their own research studies. Graphing calculators and computer software will be used to analyze and display data.

MAED 540 Teaching Mathematics in Middle and Secondary Schools (3 credits)

Methods of teaching and assessing the middle school and high school mathematics curriculum and an examination of the current research on the learning and teaching of mathematics. Topics will include a review of the history of mathematics education, a comparison of behaviorist and constructivist models of learning and teaching mathematics, and a investigation of the use of appropriate technology and other instructional materials.

MAED 550 History of Mathematics (3 credits)

An overview of the history of mathematics from the time of ancient Egyptians and Babylonians to modern day. Special emphasis will be place on the history of the development of mathematical topics pertinent to the middle school and high school curriculum.

MAED 560 Geometry for Teachers (3 credits)

The development of Euclidean and various non-Euclidean geometries from axiomatic systems. Topics may also include construction problems and geometrical transformations with the use of “Geometer’s Sketchpad” software. Emphasis will be placed on developing an in-depth understanding of those topics in the middle and high school geometry curriculum.

MAED 570 Algebra and Number Theory for Teachers (3 credits)

A study of the ways in which the ideas of number theory and algebraic structures underlie the topics in the middle and high school mathematics curriculum. Topics will include a theoretical study of number systems and selected concepts from groups, rings, fields and vector spaces. Graphing calculators, computer algebra systems, and spreadsheets will be used to explore algebraic and number theory concepts.

MAED 580 Mathematical Modeling for Teachers (3 credits)

The course will develop skills in mathematical modeling through practical experience, focusing on specific projects involving real-life problems that are accessible to students'

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