Course Descriptions

ITM675 Society, Ethics, and Technology (3 cr.)

This course examines the role that science and technology play in shaping our society locally and globally. Historical perspectives as well as future implications of technology implementation are covered.  Topics include security and surveillance, artificial intelligence and robotics, nanotechnology, internet and social media, as well as energy and the environment.

Upon completion of this course, students are expected to be able to do the following:

1. Understand historical technological perspectives and society’s dependency on technology.
2. Evaluate contemporary technological issues in society.
3. Analyze the rapid changes in technology and their potential implication for ethical dilemmas both locally and globally.
4. Appraise socio-technical practices and their ethical implications in society.
5. Formulate strategies for addressing technological dilemmas.

ITM689 ITM Capstone (3 cr.)

Prerequisite(s): Taken in the last semester
This course provides an opportunity for the student to integrate knowledge gained throughout their degree program via a project completed in sponsorship with the student’s employer or Saint Mary’s University. The project focuses on a business problem that requires a technological solution. The solution is researched, planned, and implemented by the student with the recommended implementation strategy presented in a format appropriate for delivery to the top management of the company or organization.

Upon completion of this course, students are expected to be able to do the following:

1. Appraise the strategic implications of the project.
2. Integrate technology planning with business needs.
3. Demonstrate project management skills.
4. Demonstrate critical thinking skills.
5. Appraise technical risks, particularly risks associated with information security.
6. Discuss any ethical implications related to the student’s project.

EDUC510 Educational Measurement and Assessment: K-8 (2 cr.)

EDUC511 Educational Measurement and Assessment: 5-12 (2 cr.)

EDUC515 Foundations of Education (2 cr.)

EDUC517 Learning, Development, and Exceptionality (3 cr.)

EDUC520 Reading, Language Arts, and Children’s Literature Methods: K-8 (4 cr.)

EDUC521 Science Methods: K-8 (2 cr.)

EDUC522 Mathematics Methods: K-8 (2 cr.)

EDUC523 Artistic Expression Methods: K-8 (2 cr.)

EDUC524 Physical Education and Health Methods: K-8 (1 cr.)

EDUC525 Curriculum and Instruction: Grades 5-12 (4 cr.)

EDUC528 Social Studies Methods: K-8 (2 cr.)

EDUC530 Reading and Writing in the Content Areas (2 cr.)

EDUC533 Technology in the Classroom: K-8 (2 cr.)

EDUC534 Technology in the Classroom: 5-12 (2 cr.)

EDUC539 Scientifically-Based Reading Instruction for Elementary Teachers (3 cr.)

EDUC540 Special Methods: Social Studies (2 cr.)

EDUC542 Special Methods: Music (2 cr.)

Prerequisite(s): EDUC515 , EDUC525  
This course addresses curriculum, skills, and knowledge needed to teach music in grades 5-12. Topics studied include, but are not limited to, national and state content standards for middle and high school, lesson and unit planning, best practices, and evaluation procedures. Classroom management, effective teaching strategies, utilization of technology, diverse learners, and assessment to guide instruction are stressed.

EDUC543 Special Methods: World Languages and Cultures (2 cr.)

EDUC544 Special Methods: Communication Arts & Literature (2 cr.)

EDUC545 Special Methods: Mathematics (2 cr.)

EDUC546 Special Methods: Physical Science (2 cr.)

EDUC547 Special Methods: Life Science (2 cr.)

EDUC548 Special Methods: Art Education (2 cr.)

EDUC550 Middle Level Education (2 cr.)

EDUC551 Adolescent Literature (Communication Arts only 1 cr.)

EDUC554 Clinical Practicum (0 cr.)

EDUC555 Student Teaching: Elementary Education (K-6)with optional Middle Level Endorsement (6 cr.)

EDUC558 Students with Special Needs (1 cr.)

EDUC560 Student Teaching: Early Adolescence/Young Adult 5-12 (6 cr.)

EDUC565 Human Relations, Cultural Diversity, and American Indian Culture (2 cr.)

EDUC570 Professional Capstone/Portfolio (2 cr.)

EDUC571 Endorsement Portfolio Seminar (1 cr.)

Prerequisite(s): Co-requisite EDUC554  
This course is designed to support candidates in developing a portfolio to demonstrate their application of the 10 Standards of Effective Practice in an additional licensure area. The candidate’s consolidation of personal understanding of the added licensure area is accomplished through reflection and analysis of substantive evidence as it relates to effective teaching and learning methods, personal evaluation and goal setting.  These elements are exhibited in a portfolio.

Upon completion of this course, students are expected to be able to do the following:

1. Apply the 10 Standards of Effective Practice in teaching students through a variety of clinical experiences within a range of educational program models.

EDUC575 Substance Abuse and Community Health (1 cr.)

EDUC580 Critical Issues in Education (3 cr.)

EDUC585 Advanced Literacy Methods for Diverse Learners (3 cr.)

EDUC590 Introduction to Educational Research (2 cr.)

EDUC595 Philosophy of Education (3 cr.)

EDUC598 Research Project (3 cr.)

This course introduces the student to the fundamentals of designing and conducting educational research.  Each student conducts a literature review on a research topic of special interest and designs an action research proposal. Students are expected to present and defend their research. This project is the culminating activity leading to the M.A. in Teaching degree. 

Upon completion of this course, students are expected to be able to do the following:

1. Analyze educational research for type, purpose, and validity/reliability.
2. Select a literature review topic.
3. Formulate a research question.
4. Review literature on a selected topic.
5. Synthesize literature into a coherent line of argumentation.
6. Create a comprehensive literature review.
7. Consider participants and ethics in research design.
8. Design a proposal for data collection with at least three tools to collect data
9. Create a plan to accurately analyze data.
10. Make hypothetical conclusions from possible data collected.
11. Write the action research proposal in correct APA style, demonstrating professional writing skills.
12. Present and defend the proposal in an oral setting using visual aids.

EDUC599 Research Project and Presentation (1 cr.)

MIB519 Global Religions and Belief Systems (3 cr.)

This course examines beliefs and practices of religious traditions around the world and their effect on culture, geopolitics, and business. Students examine and analyze the major religions of the world–Islam, Christianity, Judaism, Taoism, Buddhism, Hinduism, and Confucianism–their differences, similarities, and how practice of these religions impacts today’s world.

Upon completion of this course students are expected to be able to do the following:

1. Apply the methods used to study religions and belief systems.
2. Analyze the traditional ways that human beings have been religious.
3. Characterize the modes of human awareness used to express meaning.
4. Compare the major religions and belief systems of the world.
5. Analyze the similarities and differences between culture and religious traditions.
6. Design international business strategies that incorporate the ways in which global religions and belief systems impact the conduct of international business.
    

MIB532 Entrepreneurship (1 cr.)

This course examines characteristics of contemporary entrepreneurship domestically and globally. Critical factors in the entrepreneurial business process, such as identifying new opportunities, financing a new venture, development and evaluation of a business plan from a strategic perspective, and utilizing alternative forms for establishing a business, are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Identify and describe the resources offering small business services to the public.
2. Understand the need to identify new global opportunities when considering new business ventures.
3. Select the forms of business entities available to the entrepreneur and understand their application domestically and internationally.
4. Select appropriate financing for a new business venture and understand its application globally.
5. Describe and understand the concepts of marketing a small business globally.
6. Design an effective international business plan.
    

MIB610 International Business Environments (3 cr.)

This course introduces the fundamentals of international business and development and analyzes the global environments in which these interconnected pursuits are conducted. It explores the history, evolving definitions, theories, management, and synergies of global business and international development. The course also explores tools of information, policy, and sustainability. An overview of legal, ethical, and cultural competency issues in both international business and development is provided.

Upon completion this course, students are expected to be able to do the following:

1. Analyze the ways in which international business and international development affect and reinforce each other.
2. Analyze the elements of the global economy which affect both pursuits.
3. Compare and contrast various economic theories.
4. Assess the advantages and limitations of using business-based methods to serve international development objectives.
5. Develop strategies to address the barriers to successful international business and development.
6. Evaluate the ethical issues inherent in international business and development.

MIB615 Global Leadership and Ethics (3 cr.)

This course focuses on theories and styles of leadership and the ways in which outcomes are influenced through increased awareness of personal style and skills. Personal and professional ethics are analyzed, and ethical issues in international organizations are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate personal leadership strengths and opportunities for leadership success.
2. Analyze the role of the leader in the context of international organizational issues.
3. Analyze one’s learning and communication style as it applies to leadership in international business.
4. Distinguish emotional intelligence competencies that contribute to leadership success.
5. Analyze ethical principles that affect decision making.
6. Analyze ethical dilemmas within international organizations.
7. Synthesize the individual, organizational, and systemic issues in ethical situations.
8. Construct a process for ethically responsible decision making, and apply the model in an international context.

MIB620 Accounting for Global Decision Making (3 cr.)

This course examines the evolving nature of managerial accounting practice in a rapidly changing global environment. Special consideration is given to unique problems faced by international business concerns with respect to developing and utilizing effective managerial accounting and reporting systems. The latest theoretical and technical innovations in accounting and reporting from around the world are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Verify the language and principles of accounting are used appropriately in international business reporting.
2. Analyze accounting information to develop and make use of financial accounting and reporting systems in an international environment.
3. Evaluate the need for accurate and timely reporting of transactions and results in the demanding global market.
4. Compare and contrast the nature of domestic and international business transactions through accounting.
5. Analyze the accounting process followed in the preparation of financial reports.
6. Compare the basics of differing types of controls and reporting for decisions made by the international manager.

MIB625 International Economics and Finance (3 cr.)

This course provides a comprehensive overview of the international economic and financial systems impacting global business today. Topics in international economics include the foundation of modern trade theory, impact of tariff and non-tariff barriers, labor and capital mobility, trading blocks, and protectionism. Topics in international finance include balance of payments, foreign exchange systems, exchange-rate determination, managing currencies, international banking, and the international monetary system. This course analyzes the theories and models which apply to an economy’s global trade and monetary relationships.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the roles and functions of international economic and financial institutions.
2. Effectively analyze contemporary macroeconomic issues in the context of the global economy.
3. Analyze the economic interactions of the global economy and how the global economy affects global business practices.
4. Apply the principles of comparative and absolute advantage to explain how countries can benefit from trade.
5. Evaluate the tools governments utilize for protectionism and analyze the effects of tariffs, non-tariff barriers and quotas.
6. Compare and contrast the various forms of business organizations and the different ways of financing them.
7. Analyze the financial reporting requirements of the differing entities.
8. Evaluate the principles of managing current assets and current liabilities.
9. Assess the existence of management problems or opportunities through the reading and analyzing of a company’s financial statements and make comparisons to other companies in the same industry.
10. Compute present values using them in financial decision making.
11. Evaluate the impact of unethical behavior by an entity’s general and financial managers of the entity and its owners.
12. Compare and evaluate the mechanics and risks of operating an entity in a global marketplace.

MIB630 International Marketing (3 cr.)

This course examines the various political, legal, economic, and cultural systems and their effect on global marketing of products and services by focusing on product, pricing, promotion, and distribution decisions. The development of critical thinking and problem-solving skills through the application of international marketing theories/practices to various business scenarios help students gain an understanding of the issues and the practice of managing international marketing activities. Major marketing principles and strategies are explored as they apply to the global marketplace.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the key elements of marketing as it applies to conducting business across borders.
2. Apply key marketing concepts in a strategic marketing approach within an organization as it applies to conducting business globally.
3. Apply strategic marketing models, theory and tools to business situations globally.
4. Evaluate the role of the marketing function in organizational management.
5. Analyze the constantly changing conditions facing marketers in the global trade environments.
6. Analyze the implications of cultural and religious issues as they relate to international marketing.
7. Create a marketing plan for a product or service to be marketed internationally.

MIB635 International Business Law (3 cr.)

This course utilizes a managerial approach to understanding important legal and regulatory issues confronting the international business and its transactions. It examines the making of international law, dispute resolution, and jurisdiction. In particular, this course examines the major intergovernmental organizations and regional agreements that regulate and promote international business. In addition, the interrelationships between different legal systems and the resulting effect on individuals and organizations are examined from a comparative and multicultural perspective.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the principles of international law as they apply to international business.
2. Evaluate the intergovernmental and nongovernmental organizations that regulate and promote international business.
3. Analyze how international business is carried out across borders and what factors affect it.
4. Apply legal concepts internationally by understanding of the diverse local regulations that impact firms conducting business globally.
5. Evaluate the ethical and legal implications of acts, omissions or breaches as they are defined and differ in diverse international business environments.
6. Analyze the role intergovernmental and nongovernmental organizations play in leveling the global business playing field.
7. Evaluate the process of globalization from the perspective of international legal integration. 

MIB640 International Management (3 cr.)

This course investigates business management in the international arena. Emphasis is placed on how managers in multinational organizations address such issues as strategic analysis, organizational structure, global coordination and control, communications, inter-organizational cooperation, and human resource management.

Upon completion of this course, students are expected to be able to do the following:

1. Differentiate among different cultural frameworks as well as apply these frameworks to real world examples.
2. Differentiate among different organizational strategies, structures and modes of entry, and justify their adoption in real-world multinational examples.
3. Compare and contrast cross-cultural communication differences and challenges in negotiations.
4. Analyze key implementation issues faced by a firm in developing a global organization structure and control system for effective human resource management.
5. Evaluate the importance of culture in business in how international operations can be formulated to achieve sustained global competitiveness.

MIB645 International Political Economy (3 cr.)

This course identifies the international political and economic elements shaping the intersection of global business and international development, including domestic economies; regional economic integration; demographic trends; and social, cultural, religious, ethnic, and related tensions. The course also identifies political forces affecting the economic choices of states, non-state actors, enterprises, and individuals involved in international trade, investment, monetary, and development affairs.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze how political and economic factors interact to shape the global marketplace and international development environment, including as they relate to states, non-state actors, and patterns of cooperation and conflict in the international system.
2. Evaluate strategies regarding the impact of international political economy on global trade and investment, international development, and regional economic integration.
3. Synthesize in a balanced manner the individual, organizational, and systemic issues in conflicting situations.
4. Analyze the viewpoint of another culture lens to gain new knowledge and insights. 

MIB665 Cultural Awareness (3 cr.)

This course examines the role culture and religious tradition play in business and its influence on the domestic and global marketplace. Intercultural competence is defined and explored in terms of factors that either impede or facilitate effective business and interpersonal relationships. Methods to identify and resolve cultural biases in international business relationships are discussed. The importance of intercultural competence is explored along with the knowledge and skills needed to work with, manage, and serve diverse groups and individuals. The multicultural skills and dispositions of cultural awareness as it applies to conducting business across historical, cultural, religious, and geopolitical borders are developed.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate and analyze the cultural influences that have shaped their behavior and worldview.
2. Analyze intercultural competence.
3. Evaluate how culture influences business and interpersonal relationships.
4. Analyze the effect of culture and religious traditions in the international marketplace.
5. Analyze the cultural factors that impede or facilitate global business relationships.
6. Compare and contrast cultural biases and prejudices.
7. Integrate cultural awareness and intercultural competence into international business strategy.
8. Analyze the similarities and differences between culture and religious traditions.
9. Compare and contrast the major religions and belief systems of the world.

MIB670 International Field Study (3 cr.)

This course provides students with an opportunity for an in-depth analysis and observation of the peoples, religions, culture, and international business in countries outside of the United States. It includes tours, trade shows, meeting with government officials, cultural events, and seminars with local experts in which students take an active part. Special emphasis is placed on history, cultural awareness, the role international organizations play in international business and the effects of globalization worldwide. The focus of this course is to apply academic work to analyze international business issues and to increase travel and cultural competence. The course requires students to analyze and assess international business practices in light of historical, religious, cultural, and geopolitical considerations that impact the particular country or region of study.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the distinction between the theory and the practice of international business.
2. Evaluate the historical, religious, geo-political, cultural and business climate of each country visited.
3. Evaluate the particular business practices of the country visited.
4. Analyze the international business resources available in the country visited.
5. Assess and learn from the experience of practitioners in the global marketplace.
6. Demonstrate planning skills to pursue international business in the environment of the country visited.
7. Demonstrate travel confidence and cultural competence.

MIB675 International Business Strategy Capstone (3 cr.)

This course emphasizes the integration of academic and field experiences through the use of skills and tools developed in previous courses. This course focuses on formulating, implementing, and evaluating effective international business strategies for conducting business in a global marketplace by emphasizing critical analysis, synthesis, and evaluation of international business theory and application. Special emphasis is given to application of international business concepts and techniques and their integration into the strategic planning process.

Upon completion this course, students are expected to be able to do the following:

1. Evaluate the strategic planning processes and techniques necessary for conducting business across borders.
2. Evaluate the historical and cross-cultural approaches to international business strategy.
3. Demonstrate the ability to review and analyze the situations and challenges facing organizations competing for positions in the global marketplace.
4. Develop and defend strategic international business decisions for change and improvement.
5. Evaluate the complex issues unique to organizations operating on a global basis.

MID600 International Development Environments (3 cr.)

This course introduces the fundamentals of international development and analyzes the global environments in which this pursuit is conducted. It explores the history, evolving definitions, theories, management, and synergies of international development. The course also explores tools of information, policy, and sustainability. Additionally, an overview of legal, ethical, and cultural competency issues in international development are provided.

Upon completion of this course, students should be able to do the following:

1. Analyze the ways in which international development theory and practice have evolved.
2. Evaluate the elements of the global economy which affect international development.
3. Compare and contrast various economic theories.
4. Assess how economic, political, and socio-cultural factors shape and influence international development objectives.
5. Develop strategies to address the barriers to successful international development.
6. Identify the ethical issues inherent in international development.
7. Locate and assess the quality of relevant information, studies, and resources.
    

MID605 Global Religions and Belief Systems (3 cr.)

This course examines beliefs and practices of religious traditions around the world and their effect on culture, geopolitics, and business. Students examine and analyze the major religions of the world–Islam, Christianity, Judaism, Taoism, Buddhism, Hinduism, and Confucianism–their differences, similarities, and how the practice of these religions impacts today’s world.

Upon completion of the course students are expected to be able to do the following:

1. Apply the methods used to study religions and belief systems.
2. Analyze the traditional ways that human beings have been religious.
3. Characterize the modes of human awareness used to express meaning.
4. Compare the major religions and belief systems of the world.
5. Analyze the similarities and differences between culture and religious traditions.
6. Design international business strategies that incorporate the ways in which global religions and belief systems impact the conduct of international business.
    

MID610 International Political Economy (3 cr.)

This course identifies the international political and economic elements shaping international development, including domestic economies; regional economic integration; demographic trends; and social, cultural, religious, ethnic, and related tensions. The course also identifies political forces affecting the economic choices of states, non-state actors, enterprises, and individuals involved in international trade, investment, monetary, and development affairs.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze how political and economic factors interact to shape the global marketplace and international development environment, including as they relate to states, non-state actors, and patterns of cooperation and conflict in the international system.
2. Evaluate strategies regarding the impact of international political economy on global trade and investment, international development, and regional economic integration.
3. Synthesize in a balanced manner the individual, organizational, and systemic issues in conflicting situations.
4. Analyze the viewpoint of another culture to gain new knowledge and insights.
    

MID615 Global Trends & Solutions in International Development (3 cr.)

This course analyzes global trends and issues of current significance to which international development tools offer creative solutions. Topics range from emergency assistance, humanitarian intervention, refugee management, and poverty reduction to sustainable economic and social development, human rights, health, education, and the environment.

Upon completion of this course, students are expected to be able to do the following:

1.  Analyze the significance of topics in the global context of the moment.
2.  Locate and analyze current information and research materials on ways in which international business and development can work together to create solutions to current problem areas.
3. Analyze problem-solving approaches to issues from a variety of cultural, legal, ethical, economic, political, and other perspectives.
    

MID620 International Financing Mechanisms (3 cr.)

This course explores the fundamentals of international development finance policy and practice. It examines the potential of government contracts and such donor sources as multilateral development banks, bonds, loan guarantees, tax increment, tax credits, seed and venture capital, public finance, and microfinance.  Funding opportunities through private foundations, corporations, and government, including federal, state, incentive, and grants programs are covered.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of finance policy and sources of capital.
2. Demonstrate the ability to mobilize and manage financial and other sources of support from relevant constituencies. 
3. Research and identify diverse and relevant sources of international development funding.
4. Develop a program funding plan.
5. Create an effective rationale for project funding.

MID625 International Development Project Management (3 cr.)

Prerequisite(s): MID600  and MID610  
This course overviews project management elements specifically related to international development. Aspects of developing and managing projects from planning and estimating to dealing with risk and uncertainty to monitoring and evaluation are included. Culturally competent communications, dealing with unknown variables and ambiguity, and the politics and bureaucracy encountered in the international development arena are emphasized.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze project stakeholder needs and expectations.
2. Create measurable project objectives to guide a project and its evaluation.
3. Integrate the elements of project management into a detailed project plan.
4. Strategize how to address project variables, risks, uncertainties, and the political realities inherent in international development projects.
5. Apply cultural competence in communications with all stakeholders.

MID635 Social Entrepreneurship (3 cr.)

This course explores the skills and resources which enable entrepreneurs to respond to complex social needs by providing practical and innovative solutions to social, economic, environmental, and other problems locally and worldwide. It also introduces the theory and practice of organizational mission, strategy, management, marketing, finance, decision making, organizational behavior, and evaluation within an ethical framework.

Upon completion of this course, students are expected to be able to do the following:

1. Distinguish social service providers from social activists from social entrepreneurs.
2. Demonstrate social entrepreneurs’ techniques such as leadership, team building, negotiation, and working in complex social and cultural environments.
3. Assess potential sources of funding for social enterprises, including philanthropy, government and regenerative financing, and self-sustaining social enterprises.
4. Plan an enterprise with an organizational mission focused on social improvement.
5. Develop assessment tools to measure social outcomes.
6. Analyze the viewpoint of another culture to gain new knowledge and insights.
7. Question one’s own purposes, evidence, conclusions, assumptions, concepts, and point of view.
    

MID640 Social Marketing for International Development (3 cr.)

This course examines how marketing concepts and techniques can be utilized to address social problems and to influence individual and group behavior. Strategies and campaigns to promote international development projects designed for social and economic improvement are studied. Optimization of both traditional and online/social media for the intended purpose and audience is considered.

Upon completion of the course, students are expected to be able to do the following:

1. Apply development communication theory.
2. Analyze how social marketing practices can be utilized to promote social change and development.
3. Evaluate the effectiveness of social marketing and communication strategies that have been implemented by a variety of international development organizations.
4. Align communications strategies with political, cultural, and social expectations.
5. Develop a social marketing strategy that addresses a specific development related issue.

MID680 International Development Organizational Strategy (3 cr.)

Prerequisite(s): All required coursework, except MID690
This course surveys the broad spectrum of international development through the lens of organizational strategy. It examines the diverse tools, strategies, and best practices of today’s international development organizations in implementing long-term sustainable solutions in developing countries. The course pays particular attention to strategic organizational management, theories and methods of program monitoring and evaluation, recent innovations in organizational approaches to empowering women, building local economies, and caring for the environment.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the management challenges faced by today’s international development organizations.
2. Implement strategic planning skills to ethically and practically effect outcomes.
3. Identify and use ethical, culturally inclusive, and sustainable approaches to problem solving.
4. Apply multidisciplinary research methods to diagnose the key drivers and relevant obstacles of a situation.
5. Analyze the leading theories and methods of program monitoring and evaluation.
6. Create innovative solutions to international development problems in pattern-breaking, sustainable, and scalable ways.

MID690 International Development Field Project (3 cr.)

Prerequisite(s): All required courses
In this course, students apply learning in the field through individually designed projects focused on international development. Projects may include exploration trips abroad, internships, or other practical opportunities for students to discover how concepts, theories, and strategies play out in real-world applications and organizations.

Upon completion of this course, students are expected to be able to do the following:

1. Outline a coherent international development project or experience for practical learning application.
2. Apply skills in project management, research, communications, media and/or planning to an international development situation.
3. Evaluate the project or experience.

LLSxxx Accompaniment for Mission ( cr.)

LLSXXX Focused Electives (9-12 cr.)

• Educational Administration
• Theology and Spirituality or Pedagogy and Childcare
• Lasallian Formation Presenter
• Accompaniment for Mission

LLSxxx Theology and Spirituality or Pedagogy and Childcare ( cr.)

LLS500 A Historical Understanding of Lasallian Pedagogy (4 cr.)

This course presents the historical understandings of Lasallian pedagogy, which have formed the basis of modern education in most countries in the western world. Students draw on the writings of De La Salle (patron saint of teachers), in particular The Conduct of Schools, and identify a range of underpinning pedagogies of the Lasallian tradition.

Upon completion of the course, students are expected to be able to do the following:

1. Identify the pedagogical underpinnings of the Lasallian tradition.
2. Analyze the historical and social contexts that gave rise to the development of Lasallian pedagogies.
3. Examine the implications for the application of these pedagogies for the contemporary Catholic school in a pluralist society.

LLS501 Lasallian Mission, Vision, Educational Service to the Poor (5 cr.)

LLS502 Lasallian Vocation, Spirituality and Association (5 cr.)

LLS503 Lasallian Formation Capstone (4 cr.)

LLS504 Lasallian Historical Context (6 cr.)

LLS505 Lasallian Educational Philosophy (6 cr.)

LLS506 Lasallian Spirituality (6 cr.)

LLS510 A Contemporary Understanding of Lasallian Pedagogy (5 cr.)

In this course, the implications for the leadership and management of the Catholic School in a pluralist society are explored. The relevance and application of Lasallian pedagogies in the contemporary Lasallian school are critically examined, particularly in the context of religious education and the application of teaching and learning strategies.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate traditional Lasallian pedagogies in the light of contemporary educational and curriculum development.
2. Analyze an inclusive model of education, based on the Lasallian tradition, encompassing contemporary brain theory, knowledge of learning style, and the development of effective learning centers.
3. Develop a personal position on appropriate delivery of learning in the context of the Lasallian school within the Catholic tradition.

LLS520 Lasallian Spirituality (5 cr.)

This course explores the spirituality of the teacher through examining a number of De La Salle’s texts, and the Scriptures on which they are based. Particular emphasis is given to studying the text Meditations for the Time of Retreat. Contemporary views of spirituality are examined, with particular emphasis on Catholic education, and the ways in which an authentic Lasallian Catholic culture can be developed in today’s pluralistic school or workplace.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze the spirituality of the teacher through various Lasallian and scriptural texts.
2. Integrate Lasallian spirituality into own practice.

LLS530 Lasallian Leadership (4 cr.)

This course presents a range of skills, attitudes and behaviors directed toward personal, group, and organizational levels that contribute to, or detract from, socially responsible and professional leadership. Strategies for developing high levels of personal and institutional integrity and authenticity are presented.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze styles and models of leadership in the light of the Lasallian tradition and gospel values.
2. Examine the characteristics of a system’s or organization’s culture as represented by different models of educational leadership in the Lasallian Catholic school.
3. Address the challenges for leaders in implementing and sustaining change in entrenched cultures.
4. Develop strategies and actions to promote high levels of personal and institutional integrity in a leadership role.

LLS540 Curriculum Development (3 cr.)

LLS541 Presentation Skills (3 cr.)

LLS542 Teaching and Learning Technology (3 cr.)

LLS543 Adult Learning and Development (3 cr.)

LLS544 Assessment of Formation Effectiveness (3 cr.)

LLS600 Leadership Communication (3 cr.)

This course focuses on the skills and methods required by leaders to facilitate communication with various constituencies. Included are academic writing skills, public speaking, presentation skills, and utilizing technology to facilitate communication.

Upon completion of the course, students are expected to be able to do the following:

1. Create leadership communications in a variety of formats
2. Critique the effectiveness of various types of technology to facilitate communication
3. Synthesize academic literature into written communications
4. Analyze communication methods targeted to a variety of audiences
5. Critique communication strategies in a Lasallian context.

LLS610 Nonprofit Finance & Funding (3 cr.)

This course presents the components of nonprofit finance and investigates various forms of ministry funding. Fundraising strategies, alternative sources of funding, and budget development are discussed.

Upon completion of the course, students are expected to be able to do the following:

1. Critique fundraising methods.
2. Analyze alternative sources of funding.
3. Create a ministry budget.
4. Synthesize the principles of fundraising into a strategic funding plan.

LLS620 Curriculum & Assessment (3 cr.)

Curriculum design models and assessment principles appropriate for Lasallian ministries are discussed. Design, articulation, and assessment of curriculum for adult and student audiences are explored.

Upon completion of the course, students are expected to be able to do the following:

1. Compare and contrast curriculum designed for adult and student learners.
2. Evaluate curriculum models.
3. Evaluate the appropriateness of various forms of assessment.
4. Integrate assessment into curriculum development.
5. Synthesize curriculum into an articulated whole.

LLS630 Supervisory Principles (3 cr.)

This course explores supervising staff in Lasallian ministries. Formative supervision, accompaniment, and adult learning principles are presented.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate adult learning principles.
2. Integrate Lasallian pedagogy into the process of formative supervision.
3. Synthesize accompaniment into supervisory practices.
4. Analyze the components of supervision in the context of a Lasallian ministry.

LLS640 Strategies for Ministry Planning (3 cr.)

This course explores the process of school (ministry) planning. Topics include stakeholder analysis, facilitating change, project management, and planning models.

Upon completion of the program, students are expected to be able to do the following:

1. Critique a variety of planning models.
2. Analyze stakeholders in a Lasallian context.
3. Evaluate the processes of organizational change.
4. Synthesize the processes of project management into the planning process.

LLS690 Capstone Project (2-3 cr.)

LSSxxx Elective Choices ( cr.)

Saint Mary’s University graduate courses are available in various programs such as the following:
Education, M.A.  
Counseling and Psychological Services, M.A.  

Independent study courses may be proposed to address areas of special interest for applying Lasallian foundations. Examples of these areas are Catholic social justice, child welfare, international collaborations, and human conflicts.

LSSxxx Lasallian Foundations ( cr.)

Students are required to complete a minimum of 18 credits in Lasallian Foundations by earning credit for foundation courses in the M.A. in Lasallian Leadership program and/or by completing independent study courses. The independent study process involves students working with advisors to design learning activities that may include attendance at Christian Brothers Conference sponsored formation programs. The assessment of learning is accomplished through the completion of comprehensive integration papers. The Foundations credits must be from among the following areas (additional elective credits may also be earned in these areas):

Historical Foundations (minimum of 4 credits)
Pedagogy (minimum of 5 credits)
Spirituality (minimum of 5 credits)
Leadership (minimum of 4 credits)
Special Topics (no minimum)

LSS520 Buttimer (6 cr.)

LSS521 Buttimer (6 cr.)

LSS522 Buttimer (6 cr.)

LSS600 Graduate Writing and Research (3 cr.)

LSS660 Independent Study Contracts (4 cr.)

LSS661 Independent Study Contracts (5 cr.)

LSS690 Summative Paper & Presentation (2 cr.)

EDRD600 Foundations of Language and Literacy Development (1-3 cr.)

This course explores the theoretical and scientific underpinnings of literacy development as a basis for developing effective K-12 reading programs. Major topics include knowledge of the relationships between spoken and written language, the historical evolution of English, processes of reading, motivational aspects, stages of reading, spelling, and writing development, and major historical and current instructional approaches and programs for literacy development. Qualitative and quantitative research regarding literacy acquisition and applications to designing balanced reading programs are addressed. This course is also an applied introduction to the study of linguistics as it relates to the teaching of English to non-native speakers. It is divided into language as a system (phonology, morphology, syntax, semantics), the social factors affecting language acquisition and development, and the relationship of learning English to that of learning other languages.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate how limited English proficiency affects learning. C1, SMU2, (K)
2. Analyze the differences between literacy development in the first language and the second language, and the implications for teaching second language learners. E1, SMU4, (K)
3. Apply basic linguistic concepts. G1, SMU6, (K, A)
4. Outline the features of English including phonology, morphology, syntax, and semantics. G2, SMU6, (K, A)
5. Relate knowledge of English to other languages. G3, SMU6, (K)
6. Summarize the history and development of the English language. G4, SMU6, (K, A)
7. Apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents. K1, SMU9, (K, A)

EDRD601 Elementary Reading Instruction: K-6 (2 cr.)

Drawing on the conceptual framework for understanding literacy processes, stages, and major instructional approaches developed in EDRD600 , this course features instructional techniques, materials, and programs that have been validated as effective for developing competent and joyful readers and writers in grades K-6. The focus is on creating a balanced literacy program that incorporates the strengths of a whole language approach and the findings of the National Reading Panel.

Upon completion of this course, students are expected to be able to do the following:

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(7) teach and foster emergent reading skills such as phonemic awareness, alphabet recognition, and understanding that printed words convey meaning;
(8) teach and foster word recognition skills including phonics, structural analysis, and contextual analysis;
(9) foster the development of an initial sight vocabulary and an increasingly larger and more complex vocabulary, mastering word-learning strategies such as the use of context and structural analysis, and developing word consciousness;
(10) teach and foster fluency and automaticity in both oral and silent reading;
(11) teach and foster comprehension and appreciation of a wide range of children’s and adolescent literature;
(14) teach writing to advance reading development and learning from text.

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds;
(2) implement a variety of appropriate grouping strategies including individual, small group, and whole group reading instruction;

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use assessments including:
(3) develop and implement classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum.
(5) create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.
 

EDRD602 Secondary Reading Instruction: 7-12 (2 cr.)

This course focuses on literacy development in the middle and high school years, with the goal of promoting reading for learning, understanding, and enjoyment. Topics include assessment of students’ reading and written language skills, the cognitive and skill levels required by various content-area materials and written tests, use of alternative testing strategies, and instructional strategies for developing strategic readers and competent writers in all content areas. Collaboration with content area teachers to adapt course materials, teaching strategies, and assessment practices for students with exceptional educational needs such as learning disabilities and gifted/talented are also featured.

Upon completion of this course, students are expected to be able to do the following:

A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(12) teach comprehension strategies such as adjusting reading approach, activating background knowledge, summarizing, generating questions, constructing mental representations, and self-monitoring;
(13) teach and foster critical thinking skills and behaviors such as thinking independently, withholding judgment, recognizing point of view and bias, and considering multiple solutions; and
(14) teach writing to advance reading development and learning from text.

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds;
(4) understand and apply instructional and informational technologies, digital literacy, and electronic resources to support literacy;
(6) understand the rationale for using a wide range of texts and show evidence of using multiple texts within instruction, including informational texts, content area texts, electronic texts, and nonprint materials;
(7) understand the structures of texts, both print and electronic, and the challenges presented by these materials, and use this knowledge in lesson design to match materials to the cognitive levels of all readers and across the curriculum