|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
Provides students with the skills needed to manage school resources (both fiscal and physical) effectively. Prepares students to prepare a budget for school, programs, and activities and to conduct a cost analysis. Addresses resource management issues in specific program areas, including cash management and inventory, risk management, scheduling and enrollment management, and facilities and maintenance. (Offered: Every spring)
-
3.00 Credits
Provides an overview of legal principles and rules of particular relevance to school building administrators and introduces issues of applied ethics. Answers those legal questions of most relevance to school building administrators. Develops skills in the interpretation and application of law to school situations. Provides insight into some fundamental issues addressed by school law and ethical dilemmas of relevance to school leaders. (Offered: Every spring)
-
3.00 Credits
Examines issues of leadership and change in education and the many sources of pressure on schools to change. Prepares developing school leaders to identify situations that require change and the skills needed to make change happen. Applying the ideas of change theorists, including Lewin, Senge, and Kotter, to educational problems is the foundation of this course. Offered occasionally.
-
3.00 Credits
Focuses on teaching, leadership, and administration in urban school settings. Candidates investigate the realities and misconceptions of these environments and probe and clarify their own conceptions of, and attitudes toward, urban schools. Candidates draw on theoretical literature, empirical research, case studies, the personal experience of others in the class, and the community to think about ways to apply theory to practice. Engagement with administrators, teachers, students, and community members who work and/or live in the City of Rochester is a requirement of this course, and opportunities for this interaction will be made available during and outside of course meetings. (Offered: Every summer A)
-
3.00 Credits
Examines organizational theory and dynamics focusing on school as a complex organization, emphasizing school culture and the change process in schools. Explores leadership theory and models to help participants understand and prepare for leadership. (Offered: Every summer A)
-
1.00 Credits
This course is designed to engage participants in collectively articulating and implementing a socially just vision for science education. We work together throughout the three consecutive parts of the course to develop and carry out action research that systematically and iteratively informs practice in a specific context while engaging the broader community in important conversations about needed change, its warrant and accompanying challenges. Offered occasionally in summer; sections B & C are offered in following fall and spring.
-
1.00 Credits
Offered: Occasionally (next offered Spring 2011)
-
3.00 Credits
Assists those in higher education in understanding different leadership and management approaches in the context of the academy. Opens with an overview of theory associated with leadership and management and then applies major theoretic constructs to higher education. The course delves into application of leadership and management ideas for students, both for their development and management. Examines in detail administration leadership in an effort to shed light on the roles of different leadership approaches in generating socially just institutions of higher education. (Offered: Every spring)
-
3.00 Credits
Provides an understanding of how people learn a second language, as a foundation for examining effective ways to teach foreign languages and ESOL. Introduces theories and research on second language acquisition and bilingualism. Examines the major theories of second language acquisition (SLA) and considers developmental stages and individual differences within second language learning. Surveys models of bilingual education, typologies of bilingualism in individuals, societal contexts for bilingual education, as well as the history and politics of bilingual education in the United States. Explores the applicability of the research on second language learning and bilingualism to classroom instruction. (Offered: Every summer B)
-
3.00 Credits
Explores psychosocial, cognitive-structural, identity, and typology theories of college student development. Discusses examples of application and use of student development theory in everyday student affairs practice. Drawing from current research in the field of higher education, this course provides information about the behavior and trends related to American college students. (Offered: Every spring)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|