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Sport Management Dept. Course Descriptions

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  COURSE DESCRIPTIONS SPSC-105. RECREATIONAL AEROBICS. 1:1:0 Aerobics becomes very popular in most of recreational facilities such as YMCA and recreation centers of higher education across the country. For recreational purpose this course is designed for students who want to improve personal fitness and lifelong health and to participate in physical activity that combines with rhythmic aerobic exercise and stretching with the goals of improving all elements of physical well being. SPSC-110. FOUNDATION OF AQUATICS. 1:1:0 This is an introduction course of swimming designed for beginners of swimming by using the recreation pool of DSU Recreation Center. The course will focus on fundamental knowledge and skills of aquatics that will benefit students for lifelong recreation. SPSC-116. FOUNDATION OF GOLF. 1:1:0 This is an outdoor recreational course and designed for the students to learn fundamental knowledge and techniques of golf. The course will provide learning experience and basic training in golf that will benefit learners in healthy lifestyle and social opportunity through playing golf ($80 fee applies). The course will be held either on campus or off campus (golf court) faculties based on availability. SPSC-120. FOUNDATION OF RACQUETBALL ACTIVITIES. 1:1:0 This is an introduction course for racquet balls that could be used as recreational activities. The course may include one or more in tennis, table tennis, badminton, and other racquet skills and knowledge that will benefit students in physical well being and recreational enjoyment. The course will be held either outdoor or indoor faculties of DSU based on availability. SPSC-191 & 192. UNIVERSITY SEMINAR I & II. 1:2:0 University Seminar is a two semester, general education course sequence that develops academic skills including critical reading, thinking, writing and speaking as well as using the library, the Internet, and word processing. The strands and goals of the General Program are embedded in the class activities, providing each student the opportunity to cultivate the skills and knowledge necessary to become a life-long learner. A global, multi-cultural perspective will be used to discuss moral and ethical issues facing students in college life and career experiences. Values clarification, coping with peer pressures, wellness, nutrition, and health will be addressed. Opportunities will be provided for self-examination through assessment of career possibilities and basic learning, including time management, note taking and problem solving. Important goals of this course are to know the history of the University, to feel connected to the University and to have a common educational experience with other freshman. Credit: one hour each semester SPSC-200. TESTS AND MEASUREMENTS IN SPORT SCIENCES. 3:3:0 Tests and measurements in health and human performance is a course designed to prepare health and human performance professionals with a knowledge base involving evaluation tools, measurement techniques, and assessment modalities. A thorough understanding of measurement and evaluation is essential for prospective practitioners to effectively execute their duties and responsibilities in their respective work sites. The use of computing systems, various forms of technology, and the most recently developed tools are important in the preparation of effective teachers and practitioners. Organization, categorization, analysis and assessment tools and techniques play important roles in classroom management. Therefore, this course is part of the specialty area content of the health education and the physical education teacher education major program, as well as, the non-teacher education programs in Health and Human Performance. Credit: three hours. SPSC-204. METHODS AND MATERIALS IN RECREATION. 3:3:0 The course is designed with national standards of recreational management services with national Council On Accreditation (COA) of National Recreation and Park Association (NRPA) cooperated with American Association for Physical Activity and Recreation (AAPAR). This course introduces students to program development processes in recreation and leisure services. Emphasis is on creating and implementing opportunities for positive recreation and leisure experiences. SPSC-271. MANAGEMENT IN SPORT & RECREATION. 3:3:0 This course provides an overview of the various sport industry segments and the careers found in these industry segments. SPSC-272. GOVERNANCE & INTERNATIONAL ASPECT SPORT. 3:3:0 This course provides an introduction to the history and philosophy of sport, leisure, and recreation in the United States. In addition to the structure of interscholastic athletics, collegiate athletics, and professional sports, and various sport national governing bodies will be discussed. Credit: three hours. SPSC-274. COMMUNICATION IN SPORT. 3:3:0 This course will examine the various forms of communication in the sport industry. The effective application of media and public relations in relation to the sport organization's success will be emphasized. Credit: three hours. SPSC-279. OBSERVATION AND FIELDWORK I. 1:0:2 Students will observe and assist in a variety of sport management activities under the supervision of professionals. A minimum of 45 hours is required. (Sport Management majors only) Credit: one hour. SPSC-280. PRACTICUM OF SPORT MANAGEMENT. 2:0:2 PRACTICA is a part-time work experience in the sport industry with two (2) credits and 80 clock hours. Practicum is often performed in proximity to the campus and usually involves observing and providing assistance to another professional. They must be directed and evaluated by a qualified faculty member with appropriate supervision by an on-site professional. SPSC-312. PSYCHOLOGY OF COACHING. 3:3:0 Psychology is increasingly seen as an important aspect in sport and plays an important role in the position of coach. This course is designed to introduce students to prevalent theories, concepts and research or applied interests within the sub-discipline of sport psychology. Practical application of this information is provided for students who may be pursuing careers in coaching and the sport industry. Emphases will be placed on the role of the coach in regard to enhancing the performance of athlete, team and organization. SPSC-331. OBSERVATION AND FIELDWORK. 2:0:2 Observation and fieldwork at a selected health agency (Community Health majors only). Prerequisites: Health 108 and Health 234 (may be taken concurrently). Credit: two hours. SPSC-371. FINANCIAL ASPECTS OF SPORT. 3:3:0 This course examines the financial and accounting principles and practices and their application in for-profit and nonprofit sport organizations. Topics include revenue and expenses, issues impacting revenue and expenses, budgeting methods, economic impact, and methods of funding for-profit and nonprofit sport organizations and programs. Credit: three hours. SPSC-372. LEADERSHIP IN SPORT. 3:3:0 The study of the theories, principles, and practices of leadership and group interaction in sport oriented settings. The course includes some practical experience in recreational and/or sport leadership through special events at the university or in the community. Credit: three hours. SPSC-373. PROGRAMMING IN SPORT. 3:3:3 This course introduces students to information needed to successfully program for sport-oriented organizations. Students will chose and/or develop programs or events, flyers advertising the events, budgets, and help to run the events on or off campus. Students will be required to work at events outside of class time. Credit: three hours. SPSC-374. MARKETING IN SPORT. 3:3:0 This course provides an overview of the principles and practices of promotions and marketing in the sport industry. Topics include sport marketing planning, market segmentation and identification of the target market, sport marketing mix, and sponsorship. Credits: three hours. SPSC-376. SOCIAL AND CULTURAL ASPECTS OF SPORT. 3:3:0 This course is an examination of the interactive impact of sport and society. Credit: three hours. SPSC-377. AREA FACILITIES AND DESIGN. 3:3:0 This course is designed to provide knowledge and skills in effectively managing a recreation or sport facility. It contains both educational references and professional industry insights. SPSC-401.  PRINCIPLES OF COACHING. 3:3:0 This is a core undergraduate course of the coaching minor applies all necessary principles and methods of coaching for the levels of professional, collegiate, interscholastic, and recreational sports.  The major principles and methods may relate to the coaching philosophy and ethics, safety and injury prevention during the practice and games, developing physical conditioning of athletes, youth players' growth and development, teaching and communication of the coaches, methods to improve sport skills and tactics, organization and administration of sport teams, and ways to evaluate performances of athletes and coaching effectiveness. Credit: three hours. SPSC-402.  COACHING PRACTICUM. 3:3:0 This is a capstone course of the coaching minor applied all necessary knowledge, skills and methods of coaching to the field experience through direct observation and participation with a sport team.  It is structured as a class combined with site coaching experience.  The student will be instructed theoretically by the instructor and supervised practically by the head coach of assigned team. Credit: three hours. SPSC-403. ORGANIZATION & ADMINISTRATION OF SPORT AND ATHLETIC PROGRAM. 3:3:0 The philosophy of athletics and sport programs, communication and leadership skills, facilities and equipment management, budgeting, personnel management, risk management, public relations and current issues will be explored. Students will be guided in the preparation of position papers, research reports, and presentations relating to the administration of athletic and sport programs, with the intent of providing realistic pre-professional experiences in the field. Amateur, professional, public and private athletic sport settings will be discussed. SPSC-414. PRINCIPLE OF COACHING. 3:3:0 This is a core undergraduate course of the coaching minor which applies all necessary principles and methods of coaching for the levels of professional, collegiate, interscholastic, and recreational sports. The major principles and methods may relate to the coaching philosophy and ethics, safety and injury prevention during the practice and games, developing physical conditioning of the athletes, youth players' growth and development, teaching and communication of the coaches, methods to improve sport skills and tactics, organization and administration of sport teams, and ways to evaluate performances of athletes and coaching effectiveness. SPSC-415. COACHING PRACTICUM. 3:3:0 This is a capstone course of the coaching minor applied all necessary knowledge, skills, and methods of coaching to the field experience through direct observation and participation with a sport team. The course is structured as a class combined with site coaching experience. The student will be instructed theoretically by the Instructor and supervised practically by the Head Coach of assigned team. SPSC-471. LEGAL AND ETHICAL ISSUES IN SPORT AND FITNESS. 3:3:0 This course provides an overview of legislation, legal actions, and ethical concerns in the sport industry. SPSC-473. AREAS AND FACILITIES IN SPORT. 3:3:0 A study of the facilities used in the sport industry. This course will focus on the design, operation, management, scheduling, and staffing of different types of facilities. Students will visit local and regional facilities outside of class time. Credit: three hours. SPSC-475. CURRENT ISSUES IN SPORT. 3:3:0 This course is a senior seminar, which examines the current trends and issues in the sport industry. Extensive research of current texts and journal articles is required. Credit: three hours. SPSC-476. INTERNSHIP IN SPORT. 12:0:30 Off-campus senior capstone field experience with an approved agency in the sport industry. Students are supervised and evaluated by the university staff and the cooperating agency staff. A minimum of 400 clock hours is required. A journal is required. Prerequisite: Senior Sport Management majors with all other course work completed prior to this experience. Credit: twelve hours. SPSC-490, RECREATION PRACTICUM. 3:3:0 The course is designed with national standards of recreational management services with national Council On Accreditation (COA) of National Recreation and Park Association (NRPA) cooperated with American Association for Physical Activity and Recreation (AAPAR). It is a capstone undergraduate course of the recreation management minor. The practicum should apply all necessary knowledge, skills and methods of recreation management to the field experience through direct observation and participation in the routine operation with a private or public recreational facility. It is structured as 100 clock-hour field experience and the students will be instructed theoretically by the instructor and supervised practically by the recreational organization. SPSC-616. INTERNSHIP IN SPORT. 6:6:0 The Sport Administration Internship is an experience in which a sport administration major enrolls in after all requirements, including coursework, in the sport administration curriculum has been completed successfully. The Sport Administration Internship comprises a minimum of 270 field-based hours at the agency, or at events sponsored by the agency if the responsibilities are carried out at another site. Credit, six hours. SPSC-625. INTRODUCTION TO RESEARCH METHODS AND STATISTICS. 3:3:0 The course is designed to introduce students to research methods and statistics used to assess, evaluate, and critically examine principle and practices of sport organizations. Credit, three hours. SPSC-671. SPORT MANAGEMENT. 3:3:0 The course is designed to provide students with an understanding of organizational theory and its application in the sport industry. Students will examine the organizational structure, leadership styles, and culture of different sport organizations. Credit, three hours. SPSC-672. FINANCIAL ASPECTS IN SPORTS. 3:3:0 The course examines the financial and accounting principles and their application in for-profit and non-profit sport organizations. Topics include revenue and expenses, budgeting methods, economic principles, methods of financing sport and sport venues, and fund raising methods. Credit, three hours. SPSC-673. SPORT FACILITY DESIGN AND MANAGEMENT. 3:3:0 The course is designed to introduce students to the fundamentals of conducting needs assessments, planning, constructing, equipping, staffing, programming, and managing facilities in sport and physical activities. Credit, three hours. SPSC-674. SPORT MARKETING. 3:3:0 The course provides an overview of the principles and practices of promotions and marketing in the sport industry. Topics include sport marketing planning, market segmentation and identification of target market, sport marketing mix, and sponsorship. Credit, three hours. SPSC-675. CURRENT TRENDS AND ISSUES IN SPORT. 3.3.0 The course examines the current trends and issues in the sport industry. Extensive research of current texts and journal articles is required. Credit, three hours. SPSC-676. SPORT IN SOCIETY. 3.3.0 The course is an examination of sport as a social institution and of the interactive impact of sport and society. Credit, three hours. SPSC-681. LEGAL ISSUES IN SPORT. 3.3.0 The course is designed to provide an overview of legislation and legal actions in sport. Credit, three hours.  

Social Work BSW Course Descriptions

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39-101. INTRODUCTION TO SOCIAL WORK. 3:3:0 This course is an introduction to the field of social welfare and the professional of social work. The historical background within which social welfare arose provides the context for in-depth learning about specific social problem areas. This course serves to introduce prospective social work majors to the field of social welfare and social work, help them arrive at career decisions and prepare for future social work courses. Students are introduced to generalist social work practice, empowerment, and the Black experience, as a means for providing the necessary beginning knowledge and skills for working with individual, groups, families, communities, and organizations. Credit, three hours. 39-201. ECONOMICS, POLITICS AND SOCIAL WELFARE. 3:3:0 This course provides an examination of the structure, function and interaction of economics, politics and social welfare. The interrelation between the nature and scope of the U.S. economic and political systems is explored. Focus is on social welfare policies and programs within the context of economic and political demands. Selected social welfare problems are surveyed and examined. This course will attempt to apply the principles of political economy to the world of Social Work. What is the basis of this discipline, and how can this method of inquiry enhance our understanding of it. What? How? And Why? Do we do what we do as social workers? Prerequisites: Social Work 101. Credit, three hours. 39-302. HUMAN BEHAVIOR AND SOCIAL ENVIRONMENT I. 3:3:0 Human Behavior and Social Environment I is the first part of a two-semester course. This course, a study of the various components of human behavior, is developed to provide a framework for studying the factors that shape the development of individual growth and social interaction as a means for developing a conceptual model for viewing human behavior from a holistic perspective. An ecological approach will be used that stresses: (1) the major areas of normal developmental milestones from the perspective of significant biological, cognitive, psychological and socio-structural variables, (2) life cycle stages and their associated life events, and (3) human diversity and its effect on human behavior. Prerequisites: Junior standing, Sociology 101, Sociology 203, Biology 100. Credit, three hours. 39-303. HUMAN BEHAVIOR AND SOCIAL ENVIRONMENT II. 3:3:0 Continues focus of HBSE I. Includes issues such as death and dying; stress and coping; and normal and abnormal behaviors. Prerequisites: Social Work 302. Credit, three hours. 39-310. ELEMENTARY STATISTICS FOR SOCIAL WORK. 3:3:0 This course communicates the underlying statistical methods used in the analysis of social data. The course presents the basic concepts and assumptions of statistical theory applied in the logical development of statistical inferences. Descriptive and inferential statistics (parametric and non-parametric) are covered. Emphasis is on the interpretation of statistics in social work research, literature, and evaluation. The course emphasizes a generalists perspective in social work practice problem solving. Basic concepts include centrality; estimation of variability; probability and the normal distribution; precision of estimate; group differences; ANOVA; single subject design regression and correlation. Prerequisites: Mathematics 101 and Mathematics 102. Credit, three hours. 39-311. INTRODUCTION TO GROUP DYNAMICS. 3:3:0 Students form small groups to experience various aspects of group life (group goals, leadership, communication and decision making, conflict, cohesion and norms, culture and stages of group development) and participate in total class sessions for mini-lectures and demonstrations of course content. Through readings, class discussions and experimental learning in these task groups, students integrate theory and action in group dynamics. The instructor serves as resource person and consultant to the small groups to foster their mutual aid in learning. Prerequisites: Social Work 101 and Psychology 201. Credit, three hours. 39-315. SOCIAL WELFARE POLICIES AND PROGRAMS I. 3:3:0 This course provides a framework for the understanding of social welfare policies and programs and the historical and contemporary forces that have shaped their development in Western Europe and the United States and connects definitive issues of social policy and planning to the structure of social service program planning and delivery. The role of the social work profession in the formulation of social policy with special reference to advocacy and social action will be examined. Prerequisites: Junior standing. Credit, three hours. 39-316. SOCIAL WELFARE POLICIES AND PROGRAMS II. 3:3:0 Consistent with the generalist perspective to social work practice, the purpose of this course is to ensure that the student is able to analyze social welfare policies within a specific conceptual framework. To this end, students will, among other things, examine residual and universal social welfare benefits and related policies regarding their goals, recipients, form of benefits, how social welfare programs are financed, their effectiveness and adequacy, etc. While examining specific programs and policies, the course will explore the myriad social problems that give rise to social welfare programs and policies. The course will also examine the degree to which the concept of social and political justice bears on the nature and scope of social welfare programs and the policies that govern them. Prerequisites: Social Work 315. Credit, three hours. 39-341. SEMINAR IN HELPING. 3:3:0 This course is the first in a four course practice sequence. This course gives the student knowledge about entry level skills for the worker in activities and transactions with individuals, groups, families, organizations, institutions, and community systems. The second course, Social Work Practice Seminar I is structured as an experiential laboratory in which students begin to develop the entry level skills for generalist practice. In this course, the general method of social work practice will be introduced; a problem-solving approach, systems theory, and an ecological perspective will be highlighted. Students will become familiar with the general method's six (6) identifiable stages: engagement and problem identification, data collection, assessment and identification of possible interventions, intervention, evaluation, and termination. Within the context of a Black Experience and the philosophy of empowerment, application of social work values, promotion of social and economic justice, and service to diverse groups will be highlighted as they pertain to each topic. Prerequisites: Junior standing, Social Work majors only. Credit, three hours. 39-342. SOCIAL WORK PRACTICE SEMINAR I. 3:3:0 This course builds on the knowledge base of generalist social work practice which was covered in the preceding practice course, Seminar in Helping, and is structured as an experiential laboratory. The course will focus on two areas. The first area is interviewing strategies. Interviewing skills will be analyzed for the appropriate application with different size client systems (individuals, groups, families, communities, and organizations), with different populations, and with different racial, ethnic, gender, age (and otherwise different) client populations. The second area is the development of interpersonal practice skills especially those which empower others, the use of interventive roles, and recording skills which are needed to work with individuals, groups, families, communities, and organizations. Prerequisites: Junior standing, Social Work 341. Credit, three hours. 39-401. RACE AND ETHNIC DISPARITIES IN SERVICE DELIVERY SYSTEMS. 3:3:0 This course examines the ways in which oppression and discrimination are institutionalized in various sectors of American society and their effect on racial and ethnic groups. It explores the multiple faceted experience of being a person of color and/or a specific ethnic group in the United States. Institutional forces (economic, educational, familial, political and social welfare) are examined that influence the structure and status of racial and ethnic groups. Particular attention will be given to racial and ethnic disparities in health care delivery systems. Emphasis is on the connections among forms of oppression, the ideology of donation and subordination which perpetuates oppressions, and the role of social work in utilizing appropriate strategies in challenging oppression and fostering social change. Prerequisites: Social Work 101, Social Work 302, and Junior status or permission of instructor. Credit, three hours. 39-402. FAMILY VIOLENCE. 3:3:0 An examination of violence in the family, including child, spousal, sexual, and elderly abuse. Violence not only in America, but in other countries will be explored and compared. Emphasis will be on determining mechanisms, therapies and techniques, not only for treating the abuser and the abused, but in preventing violence in the family. Prerequisites: Psychology 201, Social Work 101, Junior status or permission of the instructor. Credit, three hours. 39-405. OCCUPATIONAL SOCIAL WORK. 3:3:0 This course is designed to introduce students to the field of occupational social services. Content includes: an overview of the world of work, the history of occupational social welfare, organizational and structural arrangements of business, labor and trade unions, and the various social work roles in industrial settings. Program in mental health and substance abuse will be examined. Issues affecting special groups - women, minorities, and the handicapped - discussed. Prerequisites: Junior standing. Credit, three hours. 39-407. INTEGRATING FAMILY AND SOCIAL SERVICE DELIVERY SYSTEMS IN EDUCATION. 3:3:0 A study of parent involvement from an interdisciplinary approach, this course explores home-school collaboration from a holistic viewpoint using historical, educational, psychological, ethnic/social diversity, and sociological perspectives. The requirements, challenges and opportunities, as well as the roles and functions of early child care teachers and social workers within a complex ecological system of home/school/community will be examined, differentiated and compared. Students will be offered experiential opportunities to gain awareness and knowledge of social policies and governmental initiatives, as well as community agencies that support families and children and the implications for prevention and/or intervention with a variety of systems. Prerequisites for Social Work Department: Psychology 201, Sociology 101, Senior status or permission of the instructor. Prerequisites for Education Department: Psychology 201, Education 206, Admission to TEP status. Credit, three hours. 39-413. RESEARCH AND EVALUATION METHODS I. 3:3:0 This is an introductory course in social work research methods. In an applied profession, knowledge of research principles is essential for understanding, critically evaluating, and competently utilizing the vast array of theories and methods available. In addition, the research process (as well as the skills involved in that process) provides a model for conscious, responsible, competent, and ethical practice. The course provides the student with the foundation skills for evaluating and critically reviewing his/her own practice. This course, then is designed both to develop such skills and to integrate this knowledge into a framework of professional social work practice from a generalist perspective. The course presents methods from the perspective that generalists can be proficient consumers of research and apply findings to practice. Prerequisites: Social Work 310. Credit, three hours. 39-414. RESEARCH AND EVALUATION METHODS II 3:3:0 Research and Evaluation Methods II is the second and final sequential research course offering in the BSW research curriculum. the course engages students in the scientific inquiry within the context of generalist social work practice and problem-solving. The course examines ways in which theoretical models underpin knowledge and skills for the application of methods associated with generalist social work practice. It examines the processes involved in research methodologies in studying individuals, families, groups, organizations and communities. Emphasis is directed toward framing hypothesis, research design and measurement. Continued consideration is given to the logic of various conceptualization and operationalization; sampling; and qualitative and quantitative data collection and analysis. Prerequisites: Social Work 413. Credit, three hours. 39-421. ISSUES IN SOCIAL SERVICE DELIVERY. 3:3:0 Content material is designed to address some basic and emerging issues in the broad area of service delivery. Emphasis is on the social work practitioner working with individuals, families, groups, communities and organizations reflecting a broad spectrum of racial, ethnic, sexual, gender and cultural backgrounds and settings. Social issues such as perspectives on culture, sexual orientation, social change and advocacy, etc. are explored within the context of social work roles, responsibilities and functions. Additionally, issues related to organizational culture, policies and programs are assessed as to their mission and relevancy to the populations served. Prerequisites: Senior standing. Co-requisites: Social Work 450. Credit, three hours. 39-440. WELFARE OF CHILDREN. 3:3:0 Reviews historical perspectives of approaches on child welfare in the context of today's law, programs, services, and funding. Examines the complexity of government responsibility for service delivery. Explores the differentials of the public-private systems as they are reviewed in the traditional child welfare settings handling abused, dependent, neglected, and delinquent children. Examines the shift in emphasis from separation of children from the families to innovative, creative approaches to keep children at home. Utilizes a family-centered perspective. Addresses issues of law and funding, the related systems of mental health and education, and effort to look at services for a child and his family, the impact of advocacy groups on child welfare policy with implications for the practitioner. Case material documents and analyses each phase of the course outline. Prerequisites: Junior standing. Credit, three hours. 39-441. SOCIAL WORK PRACTICE SEMINAR II. 3:3:0 This course is a continuation of the principles and practices of the generalist perspective covered in Seminar in Helping and Social Work Practice Seminar I. It provides more in-depth knowledge of social work practice with individuals, groups, families, organizations and communities. Students will be provided with an understanding of various interventive strategies and the criteria necessary for choosing appropriate social work practice interventions. Students will begin to identify and analyze their own individual style of working with each of the aforementioned client groups. Practice issues such as alternative paradigms in practice, ethnic sensitive practice, psychopharmological considerations in practice, empowerment for working with minorities, women and other diverse populations will be emphasized. Prerequisites: Social Work 342, Co-requisite: Social Work 450. Open to social work majors only. Credits, three hours. 39-450. FIELD INSTRUCTION I. 6:3:0 Students are placed in a social work agency for their first practical experience and afforded an opportunity to integrate theory and knowledge base of social work learned in class with the actual setting of the social welfare field. Agencies selected for use as field placements are those committed to the value of training undergraduate social work students for generalist practice and who have indicated a willingness to structure actively a number of learning experiences for students. Students are responsible for making their transportation and housing arrangements. Prerequisites: all prior required general education, co-requisite and social work courses as defined by the Social Work program. Open to social work majors only. Credit, six hours. 39-451. FIELD INSTRUCTION II. 6:0:12 Continuation of experiential practice opportunities in a social service agency approved by the program. Students are exposed to continued in-depth correlation of theory and practice for entry level into the employment field. Agencies selected for use as field placements are those committed to the value of training undergraduate social work students for generalist practice and willing to structure actively a number of learning experiences for students. Agency field instructors have met the criteria set by the Council on Social Work. Students are responsible for making their own transportation and housing arrangements. Prerequisites: All prior required general education, corequisite and social work courses as defined by the Social Work Program (See curriculum plan). Open to social work majors only. Credit, six hours. 39-460. SENIOR SEMINAR. 3:3:0 Provides an integrative experience to the students of course and field materials. Students are given an opportunity to assess and define their learning needs as based on practice skills and theoretical background, and plan and develop structured learning experiences. Focus is on the development of an individual social work practice frame of reference. Explores careers and graduate school systems with emphasis on practice skills required for entrance into the post-graduate market. Pre-requisite: Social Work 441. Co-requisite: Social Work 451. Open to social work majors only. Credit, three hours. 39-462. SOCIAL WORK WITH AND FOR THE AGED. 3:3:0 This course is an overview of and an introduction of the field of Gerontology and social work with and on behalf of older persons. Developmental stages of older persons are studied and aging is presented as a normative aspect of the life cycle. Theories of aging and adaptation are reviewed as are effects of the social environment upon older persons. Based on this foundation, students explore interventions particularly suited to work with and for older persons at the individual, family, group, community, and policy levels. Issues of the aged poor, females, minorities, rural residents and other diversities are explored. Policies, program and services for the elderly are studied. The goal of this course is to prepare generalist social work practitioners to work with older clients and their families and with service delivery systems addressing the needs of this clientele. Prerequisite: Junior standing. Credit, three hours. 39-465. ALCOHOLISM AND OTHER ADDICTIONS. 3:3:0 This course introduces students to the field of addictions. The primary objective is to help social workers and other helping professionals understand the uses and abuses of licit and illicit drugs, addictive behavior, i.e. eating, gambling, smoking, etc., and the impact of addiction of individuals, families and society. The role of the helping professionals in the identification, prevention, treatment of these dependencies and the social problems related to them, i.e. racism, economic, gender and cultural barriers, etc. will be explored. Credit, three hours. 39-469. HUMAN SEXUALITY AND SEX RELATED ISSUES. 3:3:0 Explores the nature and varieties of human sexual expression, the reason and effect of societal controls and changing definitions of normal sexual behavior. The application of social work services to problems associated with human sexuality, treatment and prevention are stressed. Prerequisite: Senior level status or permission of director of program. Credit, three hours. 39-470. INDEPENDENT STUDY. 1-3:3:0 Provides the opportunity to undertake individual, in-depth, supervised study of a practice theory or social issue. Prerequisites: Senior level status and prior written consent of instructor. Credit, one to three hours.  

Graduate Program in Social Work

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The Graduate Program in Social Work The Graduate Social Work Program received full accreditation status from the Council on Social Work Education (CSWE) in 2004. The MSW program at Delaware State University has one concentration — advanced generalist practice.  Accordingly, the program prepares students for advanced practice with individuals, families, groups, organizations, and communities.  Having satisfied all of the program’s academic requirements, students leave the program with competencies allowing them to practice with and on behalf of Delawareans, and with clients throughout the region, across the nation and globally. Course offerings provide students an understanding of social, economic, political and interpersonal problems from a global perspective.  Consequently, students comprehend the effects of problems, such as poverty, health disparities, racism and oppression on populations that live in parts of the world outside the United States. It is understood that these unique elements of the curriculum are congruent with the concepts, and intervention principles that define the framework for all professional social work practice, that is, generalist practice.  Therefore, students graduate able to generalize the knowledge, values and skills that underlie all social work practice in different settings with diverse populations experiencing multiple, complex problems. The MSW curriculum is grounded on the Department of Social Work’s five underpinnings. Graduates of the MSW program possess the competencies needed to engage, assess, intervene and evaluate individuals, families, treatment groups, organizations and communities. They are able to evaluate the efficacy of interventions and programs, integrate theories of personality and adult psychopathology, address health and mental health disparities from a public health perspective and understand and assimilate theories and practice principles that guide human service administration.  Graduates are competent to practice with systems of all sizes in a wide array of settings—from traditional public social welfare and governmental agencies to small and medium size non-profit organizations to private and for profit entities. The foundation courses present a generalist perspective to social work practice and consist of fundamental content in human behavior and the social environment, social policies, research, practice and field practicum. The advanced courses build upon the core foundation year competencies and practice behaviors of acquired knowledge, values and skills and demonstrate the integration and application of both the core and advanced competencies in practice with individuals, families, groups, organizations, and communities. Admission Information/Requirements The full MSW Program is offered in Dover on the main campus and in Wilmington on the satellite campus.  Students may enroll at either campus and can take classes at both campuses simultaneously. Interest Sessions (also called Open Houses) are held during the spring semester on both the Dover and Wilmington Campuses.  The purpose of the Interest Sessions is to provide information about the Program's explicit and implicit curriculums to candidates who have an interest in pursuing a MSW degree at Delaware State University. For admission to graduate study, applicants must show evidence that they have earned the baccalaureate degree at an accredited college or university (or its equivalent for foreign students) and possesses the ability to engage in high quality graduate work. Applicants must have an undergraduate Liberal Arts foundation as defined by the Program faculty. A background in the social and behavioral sciences is preferred. No academic credit is given for life and/or professional experience. All applicants must submit a complete graduate application package by the established deadline. The entire application can be completed and submitted online. May 31st is the deadline for Advanced Standing admission and June 30th is the deadline for Fall admission. There is no Spring or Summer admission. o    An application must be submitted for the Fall semester in which applicant wishes to enroll. Due to the required prerequisites, the MSW program admits students only in the Fall semester. o   Official transcripts of all previous undergraduate and graduate work are required. The applicant’s undergraduate transcript must reflect a Cumulative Grade Point Average (CGPA) of 3.0 or above on a 4.00 scale (4.0=A). A “B” average in the major field of study is required. Higher scholastic achievement is preferred. o  Official Graduate Record Examination (GRE) scores, not more than five (5) years old, are required for admission.  Applicants are strongly encouraged to include their GRE scores with their applications. Performance on the GREs will not negate admission. o  A personal statement explaining why you want to 1) obtain a MSW degree, and 2) how you plan to use the knowledge and skills you will obtain to impact social and economic justice and improve services for populations at risk.  Statement must be no more than two (2) typed pages, double spaced, 12 point Times Roman font. o  Three letters of recommendation are required. These letters should be from individuals who can provide information about your scholarly ability, moral character and characteristics to succeed in a graduate program. Individuals like present or past teachers, advisors, supervisors, and colleagues provide strong recommendations. Personal Attributes Motivation towards, interest in, and preparation for social work education; A capacity to function as a creative, responsible independent, and accountable practitioner; Ability to deal with sexual, racial, ethnic, physical, social, and cultural diversity; A capacity and willingness for self-introspection and change; A capacity to deal with individual differences; A desire to work for social change in order to enhance leadership skills and create greater equity in society; The ability to develop a scientific stance towards social welfare and social work practice, and Identification with and a desire to apply social work knowledge, values and skills.   Type of Admission Advanced standing status—one summer plus academic  year.  The Advanced Standing Seminar course is offered during the second summer session, usually from the beginning of July to the beginning of August.  The course may be offered online.  For accurate information regarding the days and times the class will meet and method of instruction, go to mydesu on the university's website. Full-time status—two years Part-time status—three or four years Advanced standing credits (BSW only) or transfer credits (MSW only) are given on a case-by-case basis.   Mandatory New Student Orientation will be held on TBA from 8:30 a.m. to 4:30 p.m. on the Dover campus and TBA from 5:00 p.m. to 7:00 p.m. on the Wilmington campus.  Students will receive all registration materials at orientation. A significant number of MSW students work full-time and hence all courses are held during evening hours between 4:30 p.m. and 10:30 p.m. and on weekends on an accelerated basis.  In addition, most courses are web-enhanced primarily through Blackboard.  The program plans to offer completely on-line courses in the near future. Residency Requirements According to standards established by the Council on Social Work Education (CSWE) and defined by the Graduate Program, students must complete their residency requirement in two consecutive semesters at Delaware State University during the first year of degreed admission. Medical Statement After admission, each student is required to submit a health history and a recent physical examination. The report must be signed by a licensed physician stating that the student is physically capable and free of contagion. Students who do not submit completed reports by the end of the first two weeks of the semester for which they are admitted may be subject to dismissal. Curriculum Requirements The Graduate Program in Social Work requires the successful completion (3.00 or above on a 4.00 scale) of 60 credit hours of graduate courses, inclusive of 12 credit hours of field practicum. This curriculum consists of 28 credits hours of generalist professional foundation courses and 32 credit hours of advanced generalist professional courses. Explicit Curriculum “The explicit curriculum constitutes the program’s formal educational structure and includes the courses and the curriculum. [It] achieves the program’s competencies through an intentional design that includes the foundation offered at the baccalaureate and master’s levels and the advanced curriculum offered at the masters level (EP 2.0)” (CSWE Reaffirmation Workshop Training Manual, 2009, p. 80). Please see MSW Student Handbook for curriculum. Field education is the “signature pedagogy”…through which students connect “…the theoretical and conceptual contribution of the classroom with the practical world of the practice setting” (CSWE Reaffirmation Workshop Training Manual, 2009, p. 91). Students must be registered for practice courses in order to be placed in field practicum. Implicit Curriculum “The implicit curriculum refers to the educational environment in which the explicit curriculum is presented. [It] is as important in shaping the professional character and competence of the programs graduates)” (CSWE Reaffirmation Workshop Training Manual, 2009, p. 99). MSW students are engaged in various committees that are critical to the programs’ culture and success. Committees on which students serve include curriculum, assessment, reaffirmation, field, and recruitment. Students also serve on planning committees for co-curricular activities such as conferences, symposia, and newsletter. A student, Tabatha Miller, served as the Editor of last year’s MSW eNewsletter. Students also serve as research and graduate assistants. MSW students demonstrate leadership skills through their Student Councils on both the Dover and Wilmington campuses. The officers are elected and govern their respective councils with the assistance of faculty advisors. For more information on student activities see MSW Student Council Newsletter. Each year a student is elected by his or her peers to run for the elected position of MSW Student Representative to NASW DE Chapter. This is an elected position on the organization’s Board of Directors. The student serves a one year term. Alumni are very important to the MSW program. They serve as Adjunct Faculty, Field Instructors, Guest Lecturers, and speakers at co-curricular events. Alumni also co-author articles for journals and reports and co-present research findings at conferences with MSW faculty.  Curriculum Guides Masters Program—2 year Full-Time   Additional Information Request form for more information  
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Graduate Faculty


Professor
Austin (MSW Program Director)
jaustin@desu.edu
302.857.6771

Associate Professors

Jordan
tjordan@desu.edu
302.254.5338

Quarless-Kingsberry
sqkingsberry@desu.edu
302.254.5338

Thomas
lthomas@desu.edu
302.857.6780

 

Resources/Information


MSW Student Handbook – under construction
 
 

Department of Nursing

Description: 

John R. Price Building
Phone: 302.857.6750
Fax: 302.857.6781

feature_image: 
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  So you want to become a nurse? Whether you’re a beginning student in nursing or a nurse returning to school, the Nursing Program at Delaware State University has a course of study to meet your needs. The program is approved by the Delaware Board of Nursing (Cannon Building, Suite 203, 861 Silver Lake Boulevard, Dover, DE 19904, 302.744.4500) and is accredited by the Accreditation Commission for Education in Nursing (3343 Peachtree Road NE, Suite 850, Atlanta, GA 30326, 404.975.5000, www.acenursing.org). This accredited baccalaureate degree nursing program is grounded in the concept of academic excellence. Students seeking professional preparation for nursing practice are admitted to the program. Preparation for professional nursing practice demands a knowledge of the humanities, natural and social sciences and nursing theory with correlated laboratory and clinical practice. The faculty of the Department of Nursing subscribe to the mission and core values of DSU and EdH&PP. Its mission is to provide meaningful and relevant education that emphasizes the liberal arts, scientific and professional aspects of higher education for a multicultural student population. The nursing program provides educational opportunities for students of diverse backgrounds and prepares knowledgeable, entry-level practitioners for meeting present and future health needs of individuals, families, groups and communities. The nursing program develops an educational base for graduate study and fosters professionalism. The primary purposes of the program are (1) to prepare competent professional nurses, (2) to meet the needs of a culturally diverse student population, and (3) to develop an educational base for future specialization and/or graduate study. The nursing curriculum is four academic years and leads to the bachelor of science degree with a major in nursing. Professional level nursing courses include both nursing theory and related laboratory and clinical study. Health agencies including hospitals, nursing homes, clinics, and other community health settings, and schools in the Delaware area provide settings for laboratory study in nursing. Practica are also provided in the simulated laboratory in the Department of Nursing. Students who meet nursing admission criteria may be admitted to the nursing program. Nursing students are responsible for their own transportation to all clinical experiences. All nursing students are eligible to become members of the Delaware State University Student Nurses' Association. Delaware State University Nursing Honor Society invites students to be members after successful completion of the junior year of the Nursing Program with a 3.0 GPA and in the top 1/3 of the class.  
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Department of Nursing
Price Bldg. Room 121
1200 N. DuPont Highway
Dover, DE 19901-2277


302.857.6750
302.857.6781 Fax
Mon. - Fri. 8:30 to 4:30


Faculty/Staff Profile


Department Chair


Dr. Agnes Richardson
Acting Chairperson/Associate Professor
Price 121A
302.857.6750
arichardson@desu.edu


Associate Professors

Dr. Jennifer Akey
Price 117B
302.857.6760
jakey@desu.edu



Dr. Jodi Dampeer-Moore
Price 120 A
302.857.6754
jdampeer@desu.edu

Dr. Sally Danz
Associate Professor
Price 121B
302.857.6791
sdanz@desu.edu


Dr. Sharon Mills-Wisneski
Price 123A
302.857.6793
smills-wis@desu.edu



Dr. Carol Sando
Price 118
302.857.6798
csando@desu.edu


Dr. Yvonne Stringfield

Price 117 C
302.857.6753
ystringfield@desu.edu


Clinical Practitioners



Mrs. Eunice Gwanmesia
Price 119 C
302.857.6766
egwanmes@desu.edu



Ms. Vivian Hendricks
Price 119 B
302.857.6795
vhendricks@desu.edu



Mrs. Sara Myers
Price 120B
302.857.6757
smyers@desu.edu
 

Staff

Vacant
Senior Secretary
Price 121
302.857.6750
 

Student Information

Criteria for the Professional Nursing Phase

Application for Admission to the Professional Phase -- Check back shortly

Please return completed applications to:
Mrs. Michelle Rush
Price Bldg., Room 111


 

Curriculum for Science Education

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  Upon completion of this program of study, graduates will be prepared to: design science lessons to meet the interest, knowledge, and abilities of all students; recognize and respond to student diversity and encourage all students to participate fully in science; encourage and model the skills of scientific inquiry; provide a safe environment within which students are able to engage in meaningful investigations; and, use various technologies to enhance learning. Curriculum for Bachelor's Degree in Science Education, Earth Science / Physical Science and General Science First Year First Semester     01-101 English Composition I 3 12-191 University Seminar I 1 61-100 Lifetime Fitness and Wellness 2 23-101 General Biology 3 25-121 College Algebra 3 XX-101 Elementary Foreign Language I 3     16 Second Semester     01-102 English Composition II 3 12-112 Instructional Technology in Education 3 12-192 University Seminar II 1 23-102 General Biology II 4 25-122 Trigonometry 3 XX-102 Elementary Foreign Language II 3   Required to take PPST/PRAXIS 17 Second Year First Semester     01-201 or 205 World Literature I or African-American Literature I 3 24-101 General and Elementary Analytical Chemistry I 4 26-111 Introduction to Physics I 4 27-101 Geology 4 32-201 World Regional Geography 3     18 Second Semester     01-202 or 206 World Literature II or African-American Literature II 3 12-204 Philosophical Foundations of Education 3 23-205 Ecology 4 24-102 General and Elementary Analytical Chemistry II 4 26-112 Introduction to Physics II 4   Required to pass PPST/PRAXIS 18 Third Year First Semester     01-200 Speech 3 03-202 Ethics 3 12-313 Introduction to Educating Children with Exceptional Learning Needs 3 12-322 Teaching Reading in the Secondary School 3 34-201 American Civilization to 1865 3 49-321 Meteorology 3     18 Second Semester     12-210 Methods of Teaching Middle and High School Science 3 12-318 or 31-395 Multicultural Education or Global Societies 3 22-101 Descriptive Astronomy 3 30-313 Limnology 3 36-201 Introduction to General Psychology 3 36-316 Developmental Psychology 3     18 Fourth Year First Semester     12-357 Effective Teaching Skills & Classroom Management 3 12-416 Analysis of Student Teaching 1 23-XXX Chemistry Elective 4 26-XXX Physics Elective 3 30-202 Microclimatology 3 30-452 Environmental Education Workshop 3     18 Second Semester     12-400 Preservice / Student Teaching and Senior Seminar (Senior Capstone) 12     12   Total credits 135       NOTE:  See Advisor For Curriculum Updating  

Curriculum for Secondary Special Education (Gr. 7-12)

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  Upon completion of this program of study, graduates will be prepared to plan and implement age-appropriate curriculum at the secondary level based on the developmental characteristics of adolescents and characteristics of learners with varied exceptionalities; demonstrate knowledge of characteristics of various categories of mildly/moderately disabilities; plan and manage the teaching and learning environment; select and implement age-appropriate assessment tools, diagnose learning needs, and evaluate individualized education plans; manage and monitor student behavior and social interaction skills; demonstrate knowledge of the foundations of special education; plan a culturally responsive program that effectively communicates and collaborates with parents, teachers, and the educational community. Curriculum for Bachelor's Degree in Secondary Special Education (Gr. 7-12) First Year First Semester     01-101 English Composition I 3 05-101 Introduction to Art 3 12-191 University Seminar I 1 61-100 Lifetime Fitness and Wellness 2 25-105 Math for Teachers I 3 27-207 Earth / Space Science 4     16 Second Semester     01-102 English Composition II 3 06-101 Introduction to Music 3 12-112 Instructional Technology in Education 3 12-192 University Seminar II 1 23-101 General Biology 3 25-106 Math for Teachers II 3   Required to take PRAXIS 17 Second Year First Semester     01-200 Speech 3 01-201 or  01-205 World Literature I or African-American Literature I 3 12-204 Philosophical Foundations of Education 3 25-205 Math for Teachers III 3 34-201 American Civilization to 1865 3 XX-XXX Elementary Foreign Language I 3     18 Second Semester     01-202 or  01-206 World Literature II or African-American Literature II 3 12-208 The Middle School Years 3 12-313 Introduction to Education of Children with Exceptional Learning Needs 3 27-201 Physical Science Survey 4 32-201 World Regional Geography 3 XX-XXX Elementary Foreign Language II 3   Required to pass PRAXIS 19 Third Year First Semester     12-306 Methods of Teaching Mathematics in the Primary and Middle Schools 3 12-318 Multicultural Education 3 12-321 Assessment of Children and Youth with Exceptional Learning Needs 3 12-357 Effective Teaching Skills & Classroom Management 3 31-395 Global Societies 3 36-201 Introduction to General Psychology 3     18 Second Semester     12-311 Curriculum and Materials for Children with Exceptional Learning Needs 3 12-322 Teaching Reading in the Secondary School 3 12-342 Application of Technology in Special Education Classroom 3 12-346 Behavior Analysis and Modification for Individuals with Exceptional Learning Needs 3 12-417 Teaching Students with Special Learning Needs at Secondary School Level 3 12-XXX Issues in Secondary Training & Vocational Education 3     18 Fourth Year First Semester     12-309 Classroom Management / Behavior Modification for Teachers 3 12-324 Diagnosis and Remediation of Reading Instruction 3 12-328 Teaching the Learning Disabled 3 12-416 Analysis of Student Teaching 1 12-419 Research Seminar in Special Education 3 12-421 Issues in Special Education and Transition (K-12) 3     16 Second Semester     12-400 Preservice / Student Teaching and Senior Seminar (Senior Capstone) 12     12   Total credits 134       NOTE:  See Advisor For Curriculum Updating  

Curriculum for Middle Level Education

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  Graduates will be prepared to demonstrate competencies in planning and implementing instruction; utilize effective interpersonal skills and multicultural understandings; describe specific professional expectancies of a teacher's role in school; incorporate prevailing theories of teaching and learning into their practice; balance the developmental characteristics of early adolescents with the characteristics and expectations of society; develop and implement interdisciplinary curricular themes; use a variety of instructional approaches; differentiate assignments reflecting students' interests and abilities; provide exploratory opportunities to develop critical and creative thinking; and, foster students' self-esteem and respect for learning. Curriculum for Bachelor's Degree in Middle Level Education First Year First Semester     01-101 English Composition I 3 05-101 OR 06-101 Introduction to Art OR Introduction to Music 3 12-191 University Seminar I 1 16-100 Lifetime Fitness and Wellness 2 25-121 College Algebra 3 xx-xxx Elementary Foreign Language I 3     15 Second Semester     01-102 English Composition II 3 12-192 University Seminar II 1 23-110 Essential Topics in Biology 4 25-241 Elementary Statistics 3 36-201 Introduction to General Psychology 3 xx-xxx Elementary Foreign Language II 3   Required to take PRAXIS I 17 Second Year First Semester     01-201 OR 01- 205 World Literature I OR African-American Literature I 3 12-204 Philo. Foundation of Education 3 27-201 Physical Science Survey 3 34-201 American Civilization to 1865 3 01-200 Speech 3     15 Second Semester     01-202 OR 01- 206 World Literature II OR African-American Literature II 3 12-207 Life Span Development 3 12-208 The Middle School Years 3 12-313 Introduction to the Education of Children with Except. Needs 3 XX-XXX Content Area Elective 3   Required To Pass PRAXIS I and Apply for TEP Admission 15 Third Year First Semester     xx-xxx Content Area Elective 3 xx-xxx Content Area Elective 3 12-318/31-395 Multicultural Education with Global Societies 3 36-413 Psychology of Learning 3 25-403 OR Methods of Teaching Math OR   01-404 OR Methods of Teaching English OR   34-445 OR Methods of Teaching Social Studies OR   12-210 Methods of Teaching Science 3     15   Must Take 1 of 2 Required Method Courses   Second Semester     xx-xxx Content Area Elective 3 xx-xxx Content Area Elective 3 12-332 Curriculum and Instruction Strategies for Middle Level Education 3 12-344 Instructional Teaching in Education 3 25-403 OR Methods of Teaching Math OR   01-404 OR Methods of Teaching English OR   34-445 OR Methods of Teaching Social Studies OR   12-210 Methods of Teaching Science 3     15   Must Take 1 of 2 Required Method Courses     Apply for Student Teaching and Complete Senior Audit by October 15th - Fall of Senior Year   Fourth Year First Semester     xx-xxx Content Area Elective 3 12-302 Reading in the Content Areas 3 12-357 Effective Teaching Skills and Classroom Management 4 36-411 Introduction to Guidance and Counseling 3 12-416 Analysis of Student Teaching 1 12-423 Assessment Strategies (1-8) 3     17   Required To Pass Praxis II before Student Teaching   Second Semester     12-400 Preservice / Student Teaching and Senior Seminar (Senior Capstone) 12     12   Total credits:  121         NOTE: See Advisor for Curriculum Updating  

Curriculum in Elementary Education

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  Graduates of the elementary education program will be prepared to demonstrate acquired knowledge, skills and dispositions associated with child development and learning; provide equitable treatment to diverse student populations; plan and implement developmentally appropriate curriculum that includes interdisciplinary units with technology; incorporate prevailing theories of teaching and learning into their practice; align instruction with assessment; adjust teaching practices based on authentic informal and formal assessments; demonstrate awareness of culture and context on behavior; and foster students' self-esteem and respect for learning. Curriculum for Bachelor's Degree in Elementary Education (K-6) First Year       12-191 University Seminar I 1 01-101 English Composition I 3 05-101 OR 06-101 Introduction to Art  OR  Introduction to Music 3 25-105 Math for Teachers I  OR Higher 3 16-100 Lifetime Fitness and Wellness 2 xx-xxx Foreign Language 3           15       12-192 University Seminar II 1 01-102 English Composition II 3 36-201 Introduction to General Psychology 3 23-110 Essential Topics in Biology 4 25-106 Math for Teachers II OR Higher 3 xx-xxx Foreign Language II 3     17 Take Praxis I     Second Year       01-200 Speech 3 01-201 OR 01- 205 World Literature I OR African-American Literature I 3 25-205 Math for Teachers III OR Higher 3 12-207 Life Span Development 3 34-201 American History to 1865 3 12-204 Philosophical Foundations of Education 3     18   Select one of the following options: 01-201 and 01-206 or 01-202 and 01-205 to fulfill the Literature requirement for General Education       12-205 Child Growth and Development 3 01-202 OR 01-206 World Literature II  OR African-American Literature II 3 05-201 OR 06-201 Integrating Art in Elementary School Curriculum OR Integrating Music in Elementary School Curriculum 3 27-201 Physical Science Survey 3 32-201 World Regional Geography 3 12-257 Motor Development / Movement Education for Children 3     18         Required to pass Praxis I and apply for admission to Teacher Education Program         Third Year 27-207  Earth/Space Science  3 12-335 Develop Reading in Elementary Schools 3 12-318 or 31-395 Multicultural Education/Global Societies 3 12-306 Method of Teaching Math in Elementary and Middle School 3 12-313 Introduction to Educating Children with Exceptional Learning Needs 3     15       12-357 Effective Teaching Strategies and Classroom Management 4 12-303 Teaching of Social Studies 3 12-315 Parents, Families and Community Partnerships 3 12-340 Integrating Childrens Literature through Language Arts 3 12-344 Instructional Tech in Education 3     16   Apply for Student Teaching and complete Senior Audit by October 15th, Fall of Senior Year         Fourth Year       12-331 Methods of Teaching Science in Elementary/Middle School 3 12-418 Integrating Reading Methods through  Elementary Practicum 3 12-423 Assessment Strategies 3 12-409 Methods of Teaching Students with Exceptional Learning Needs 3 12-416 Analysis of Student Teaching 1     13    Must pass Praxis II before Student Teaching         12-400 Student Teaching ** 12     12   Total credits 124           ** Senior Capstone           NOTE: See Advisor For Curriculum Updating  

Special Education (MA)

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Introduction Candidates in the Special Education Master of Arts degree program develop leadership skills in an area of critical needs. This degree prepares special educators for leadership positions in research, professional development, collaboration, policy analysis, program management, and other activities that advance the standards of Special Education. This MA program, in and of itself, does not lead to certification in special education. Should a candidate wish to complete an MA program that leads to initial certification in Elementary or Secondary Special Education, they must complete additional designated courses and pass PRAXIS I and PRAXIS II (in Special Education K-12). Professional Preparation Using a combination of coursework and hands-on experiences in real settings, candidates gain a firm knowledge of best practices in assessment, instruction, behavior intervention, Response to Intervention (RTI), collaboration and consultation with families and related service providers, and transition from school to adult living and working for learners with exceptional needs. The program embraces the core tenets of the Individuals with Disabilities Education Act (IDEA) and Americans with Disabilities Act (ADA), focusing on inclusion, self-determination, and equal opportunity. Faculty Faculty members in the Education Department have terminal degrees and offer more than academic instruction. They act as mentors and advisors, taking a personal interest in students to help them meet the rigors of their academic preparation. Education faculty represent a diversity of cultural and ethnic backgrounds and have an impressive list of achievements in research and publishing, as well as excellent leadership roles within the professional community. Research and Experience All Master of Arts in Special Education candidates must complete a Capstone Project, which can take one of the following forms: (a) Research Thesis: Students must conduct an empirical research study, develop and write a thesis, and defend it before a faculty committee, or (b) Scholarly research and multimedia presentation:  Students must write a scholarly research paper and deliver the contents in a multimedia presentation to a faculty committee.    Contact:   Dr. N. K. Rathee Acting Director, Graduate Program nrathee@desu.edu Ext. 7170, Room 112        

Educational Leadership (M.Ed.) Program Details

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Philosophy, Goals and Objectives In collaboration with the State of Delaware, the purpose of Delaware State University Graduate Education Leadership program is to prepare Educational leaders for prominent leadership and service positions in School Districts, Higher Educational Institutions, and society. Through a rigorous educational formation and directed field experience, students emerge as viable candidates for leadership position throughout the country. Since (2002) the Doctorate and the Masters programs have consistently adjusted to meet the current needs of our public and higher education societies in dramatic changes. At Delaware State University, you will find a unique balance between rigorous research, serious academic studies, partnership, collegiality, and personal development. You will be prepared to make data driven decisions to serve authentically, and lead with integrity. Educational Philosophy  Delaware State University fulfills its mission with an emphasis on education that prepares Educational leaders for leadership and service in the public school system, higher education and other related educational institutions. Such an emphasis mandates a well rounded curriculum which prepares individuals who are thoughtful, compassionate, culturally sensitive, and capable of integrating personal integrity and scholarly appreciation in all avenues of society. Educational Goal The primary goal of the Delaware State University Educational Leadership Programs is to prepare leaders who are equipped with a repertoire of knowledge, skills, and dispositions to meet the challenges of school leadership. It is also to prepare leaders who demonstrate instructional leadership by understanding and applying the curriculum standards of the State of Delaware and being able to evaluate and mentor teachers using non-coercive methods to assist them with planning, presentation, and continuous refinement of instructional and leadership skills. Additional goals prepare leaders who can: Articulate a vision for public schools on the district and building levels as well as other educational institutions and involve all the stakeholders in strategic planning, implementing, and evaluating processes which benefit the academic growth and development of all students. Demonstrate a deep commitment to diversity issues and are role models for the community. Demonstrate technological awareness and competence. Demonstrate substantive knowledge of school finance, law, contract Create a positive school culture that promotes student learning and development. Understand schools as political systems and develop relationships with constituent groups which effectively connect the community with the school. To enhance knowledge and understanding of Institutional Research and the relevant issues of current practice. To promote the use of Institutional Research in policy development and administrative processes at educational institutions. To stimulate interest in using national databases to address educational issues. To promote professional collaboration and the advancement of Institutional Research in the US and other countries Educational Objectives  The integration of rigorous academic training and field experience in learning is facilitated by a curriculum and learning environment which: Offers an appropriate balance between courses in educational theories, research methodologies, leadership courses, school law, finance, general education, and an internship that erase any artificial barriers between these areas of study; encourages a flexible schedule and promote individual research aspirations Personalizes the educational process by emphasizing the priority of relationship-building throughout the University experience. Student Learning Outcomes  Delaware State University commits itself to producing students who will exemplify ethnical and authentic leadership qualities in public schools, higher educational and other related educational institutions. Through the integration of educational philosophies, theories, leadership constructs, and critical thought in the arenas of educational literacy, field experience formation, communication, systematic and empirical research inquiries, socio-cultural perspective, professional development, and transformational leadership.   DSU Graduates will:  Exemplify Educational literacy through applied leadership knowledge, a research foundation, and an Educational leader worldview.  Describe the nature and mission of the educational leadership process  revealed in the literatures. Apply a dialectic approach in the examination of educational issues that impact the school community, reflecting the conditions and dynamics of the diverse school community, enabling ongoing dialogue with representatives of diverse community groups, taking into account community resources, and recognizing the role of public education in developing and renewing a democratic society and the role of equity in a democratic society. Develop a framework for use in examining matters of significance in education in order to clarify personal viewpoints and develop a successful model of a school, family, business, community, government and higher education partnership that works within the greater framework of policies, laws, and regulations enacted by local, state, and federal authorities. Ensure that the environment in which schools operate is influenced on behalf of students and their families as well as recognize that the social, political and economic settings of schools have a great impact on their orientation, organization, and operation. Examine the contextual variables, value orientations, and philosophical and political assumptions that shape both the status quo and reform efforts. Relate educational issues to focus on the success of all students by advocating that education is the key to opportunity and social mobility and recognizing and respecting a variety of ideas, values, and cultures. Participate actively in the political and policy-making contest in the service of education. Demonstrate ethical and professional competence in their chosen disciplines. Integrate content knowledge and experience Demonstrate discernment of the ethical consequences of decisions and actions Demonstrate understanding of the importance of lifelong learning and personal flexibility to sustain personal and professional development Knowledge and application of human resource management and personnel administration and development, ensuring the maintenance of confidentiality and privacy of school records. Ability to communicate and work effectively with diverse populations in the school community in a human resource office. Knowledge and application of information sources, data collection and data analysis strategies, and related technologies. Ability to facilitate processes to ensure that the human resources functions support the attainment of school goals. Ability to engage in activities ensuring that financial, human, and material resources are aligned to the goals of schools. Demonstrate their working knowledge of the values and skills that are needed by successful practicing CEOs and/or administrators by being able to design interview questions, successfully conduct interviews with practicing CEOs and/or administrators, and deliver a presentation of the results of their findings. Demonstrate their ability to construct a vision of learning that will enhance the success of all students by conducting a visioning workshop. Be able to examine their current dispositions to assist in their prediction for success as an administrator by completing a reflective paper describing their predispositions toward being able to become a successful, effective, efficient and caring administrator. Be able to craft their individual professional development plan. Requirements This program of study requires the completion of 33 graduate credit hours over a two year (24 month) period. Included as an integral component of the program is a six (6) credit hour Applied Educational Internship. Capstone Options Students in this program option must complete a three-pronged Capstone. Each candidate will present a multimedia presentation outlining the results of an action research study they conducted as one component of the internship, reflections on their internship experience along with a portfolio documenting the internship experience Required Courses Course Descriptions: EDUC-605. THEORIES AND METHODS OF INSTRUCTION A study of educational theories as applied to curriculum and instruction with emphasis on current trends and the identification of the instructional process, organizing operations and skills for teaching. 3 credits. EDUC-680. LEADERSHIP WITH A VISION FOR CHANGING SCHOOL CULTURE IN A CHANGING SOCIETY This course focuses on the educational administrator’s development of a vision for the creation of effective teaching that is shared by the school community. The course presents the conceptual underpinnings regarding building of effective learning organizations. The importance and relevance of (1) decision-making; (2) problem solving; (3) effective verbal and written communication skills; (4) relationship-building skills; (5) good listening skills; (6) ability to manage conflict; (7) creation of a safe and secure learning environment; and (8) ongoing effective reflective practice are discussed. 3 credits. EDUC-681. HUMAN RELATIONS IN DIVERSE POPULATIONS This course examines how administrators must react, understand and respond to a changing society to foster a true sense of community in school. The course primarily addresses three dimensions: 1) developing academic partnerships with parents and the members of the community; 2) creating learning organizations (communities of practice)among teachers; and 3) nurturing the development of personalized learning environments for students. 3 credits. EDUC-682. SUPERVISION AND EVALUATION OF STAFF/ASSESSMENT OF INSTRUCTION This course emphasizes the role of assistant principals and principals as the instructional leaders of the school and the official in charge of promoting a safe, secure student environment to make possible student learning and staff professional growth. Reflective assessment practices are thoroughly reviewed and discussed. Research is conducted by advanced students on the following topics: (1) identifying effective models of instruction; (2) student achievement; and (3) frameworks for identifying and analyzing models of teaching, decision-making, and assessment. Additionally, the course focuses on defining supervisor responsibilities, understanding and implementing controls, solving problems and making decisions, effective communications, effective leadership, motivational techniques, problem-solving, and the supervisor’s role in labor relations. 3 credits. EDUC-683. USING TECHNOLOGY TO ENHANCE STUDENT LEARNING AND ORGANIZATIONAL MANAGEMENT This course addresses current technologies from a practitioner’s point of view. The Internet, World Wide Web and production software are sued with the intent to make informed decisions both administratively and instructionally. Advance students will have the opportunity to focus on emerging technologies in their applications from the viewpoint of planning, enhanced communications, managing information, delivery of instruction and the latest technologies used by professionals in their respective fields. 3 credits. EDUC-684. LEGAL ISSUES, ETHICAL CONDUCT AND SOCIAL JUSTICE IN TODAY’S SCHOOLS This course examines the following: (1) prudent strategies, safe environments, ethical principles in decision making, and fair practices in a litigious society; 2) school district judicial policies and student/employee rights; (3) legal issues that impact today’s schools; and; (4) students’ and teachers practices. 3 credits. EDUC-685. SUPPORTING A SCHOOL VISION THROUGH EFFECTIVE BUSINESS AND FINANCE PRACTICES This course provides advanced students with an understanding of the issues and challenges facing administrators with regards to the financing of education in an era of intense change. Some of the issues facing practicing school administrators, teachers, school board members, legislators and other interested parties include, but are not limited to: The No Child Left Behind Act; budget cuts at the federal, state, local and school levels; and changes in legislation allowing for school choice, voucher plans and charter schools. This course also addresses the various principles relating to the fiscal operations of a school’s management and the entrepreneurial acts required to support the continuous improvement of instruction and learning for all students. Strategic planning, budgeting, accounting, auditing, and human resource management at the school level will be discussed through case studies. 3 credits. EDUC-686. SUPERVISION AND LEADERSHIP IN ELEMENTARY AND SECONDARY SCHOOLS This course focuses on the knowledge, dispositions and performance skills required of school principals that include, but are not limited to, the following: (1) development, articulation, implementation and stewardship of a vision of learning in a pluralistic society; (2) encouraging and achieving high standards of learning; (3) effective communication, consensus building and negotiation skills; (4) continuous school improvement; (5) involvement of the school community; (6) continuous staff professional growth; (7) effective instruction(learning theories, motivational theories, assessment strategies and recognizing student growth and development); (8) technology in promoting student learning and professional growth; (9) valuing student diversities and school cultures; (10) creating a safe and supportive learning environment; (11) implementing and evaluating curriculum and instruction; (12) management of school operations; and (13) selecting, supervising and evaluating staff. 3 credits. EDUC-688. ACTION RESEARCH IN EDUCATION This course addresses the fundamentals of evaluating and designing educational research with an emphasis on applied and action research. Types of research, their advantages and disadvantages, the research process and the similarities and differences between action research and formal quantitative and qualitative research will be examined. Participants will have hands-on opportunity to develop an action research proposal and use statistical software to analyze and interpret data. This course facilitates assessment of school programs and the accomplishment of knowledge and skills. This is not an accelerated format course. 3 credits. EDUC-690. APPLIED EDUCATIONAL INTERNSHIP The internship experience is a supervised field experience that enables Masters degree candidates to practice knowledge and skill performances acquired in coursework and professional experiences in an authentic setting. The Masters degree candidate will experience first hand the everyday challenges of making management decisions with the enhancement of learning and teaching in mind. Advanced students will develop and apply organizational techniques and communication and problem solving abilities in a field setting. In conjunction with the field-based administrator, master’s degree candidates will execute an action- research project to examine possible solutions and to provide data to support data-based decision-making. 6 credits. Contact: Dr. N. K. Rathee Acting Director, Graduate Program nrathee@desu.edu Ext. 7170, Room 112   Dr. Prince Attoh Associate Professor Program Coordinator pattoh@desu.edu Ext. 6718, Room 267  

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