All courses = 3 credit hours
While many people claim to be professional or to act in professional ways, there is a growing demand for moral behavior amongst professionals. This course will provide a values-based approach to ethical professionalism and provide a method of thinking about and dealing with ethical issues in the workplace. The course will also provide discussion of what a profession is and what it means to act professionally and ethically. It will include discussion of the features of moral reasoning and provide a case resolution method for dealing with ethical issues of the work place. The course will cover in-depth those values central to moral life of any professional: integrity, respect for persons, justice, compassion, beneficence and Nonmaleficence, and responsibility. These values will be aligned within the context of a Christian worldview and the specific field of the student’s workplace.
Program Planning presents an overview of the process for designing, presenting and evaluating programs in a variety of fields. This course provides instruction and practice in designing and implementing high quality programs. This essential skills learning is for York College Online professionals to build skills in the areas of program development, evaluation, and impact reporting. The course includes training on active learning, practical application, and practice in developing evaluation tools to measure program impact.
This course provides Masters students with the awareness, knowledge and skills required of professional leaders, supervisors, managers, counselors, and educators if they are to be effective in a pluralistic and diverse society. This course prepares students to be multiculturally competent. Diversity and identity issues, multicultural models and frameworks will be explored in relation to their impact on therapeutic, instructional, and supervisory relationships. Also emphasized are issues relating to spirituality, religion, sexual orientation, race, ethnicity, age, and gender from legal and Biblical perspectives.
This course presents a comprehensive, integrative, and practical focus on leadership and management. It is based upon a framework that analyzes leadership and management at different levels: individual leadership, team leadership, and organizational leadership. Leadership theories and behaviors are examined in the context of the modern organization.
This course is designed to provide students with the basic principles and elements of the growing organizational leadership discipline. It provides students the opportunity to apply these principles through case analysis and to enhance personal skill development through self-assessment exercises. Included in the course are identification of current leaders and leadership as well as contemporary perspectives on ethics, networking, coaching, organizational culture, diversity, learning organizations, strategic leadership, and crisis leadership.
This eight-week online course explores blended learning from perspectives of theory and practice and is designed for educators and instructional designers in all educational environments (e.g. K-12, higher education, corporate environments, non-profit organizations). It focuses on the application of theory and research to pedagogy and curriculum design to achieve a synergy between online and classroom environments. Topics include theoretical frameworks and best practices in blended learning, institutional perspectives and assessment, and the design and implementation of a blended curriculum.
This course will study instructional strategies that are consistent with theories of pedagogy, andragogy and learning, including activities and materials appropriate for learners with diverse needs, skills and abilities. Learn how to plan and present instruction clearly, as well as how to maintain an effective educational classroom climate.
This course focuses on instruction separate from curriculum. Students will be asked to observe instruction live and on video. Students will learn the vocabulary of instructional development. They will identify effective instructional practices in order to build plans to implement and communicate those practices. Identification of ineffective practices will lead to plans to honor the strategy and improve those practices.
Using campus and district, or corporate end-of-year data, and basic analysis of that data, students will design curriculum and instructional practices to meet identified needs. Students will communicate the identified needs and the C&I recommendations to meet those needs to a variety of audiences.
In this course, instructor-learners will demonstrate assessment literacy and will design and develop assessments to be integrated into the learning process, including performance-based and portfolio assessments. These assessments—prior assessment, formative assessment, summative assessment—will be linked directly to clearly developed learning outcomes and will inform the process of curriculum evaluation and revision. Effective testing and evaluation linked to course outcomes and grading policies will also be discussed.
In this course, students will understand how to incorporate mapping in classrooms to enrich curricula and to impact student performance. The goal of curriculum mapping is to match the learning outcomes in a single curriculum to the overall learning outcomes for the entire program. State and National Standards will be used to map curricula to students’ school or district goals.
Students will explore and examine current issues in Instruction including the politics, public opinion and practical application of instruction and learning in a school or learning environment. Educators and trainers must be knowledgeable regarding implications of state and federal legislation regarding delivery systems, funding, high stakes testing and how curriculum and instruction is affected by external forces. This course also surveys historical and current trends in educational curriculum development and their impact on public and non-public schools from an instructional leadership perspective.
This course will introduce the principles of curriculum and instruction with an emphasis on curriculum development and design, implementation and delivery, and organization and evaluation.
Students will examine theory, issues, problems, organization, and application of instructional design for teachers in planning and developing a curriculum. The course also presents examples of effective strategies including concept-based curricula, backward design, interdisciplinary approaches, integrated curricula (curriculum mapping), assessment, and reporting techniques.
The action research planned in the Research Design & Methodology course is implemented in the final project or thesis presentation. A thorough report is expected honoring APA style and incorporating identification of need, procedures, assessment of success, and further steps recommended.
1125 E 8th St
York, NE 68467
York College is accredited by the Higher Learning Commission and is a member of the North Central Association of Colleges and Schools. 230 South LaSalle Street, Suite 7-500, Chicago, IL 60604. 1-800-621-7440.
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