210 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
This course is intended to provide guidance and information regarding the expectations and requirements for the student’s program (Gate 1). Candidates will submit Gate 1 Application requirements in this course.
Prerequisite: EDGT 202 or EDGT 266 or EDGT 275 or EDGT 277 or EDGT 292
Prerequisite: ((EDUC 221 or EDUC 225) and (Background Clear Virginia with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear International with a score of 5 or Background Check Clearance with a score of 5) and (EDUC 235 (may be taken concurrently) or EDUC 318 (may be taken concurrently)))
Prerequisite: ((EDUC 221 or EDUC 225 or MUSC 210) and (EDUC 235 (may be taken concurrently) or EDUC 318 (may be taken concurrently))) and Background Clear Virginia with a score of 5
This course examines historical, philosophical, legal, and sociological principles of education. Emphasis is placed on current issues and terminology in the field of education. *Please note, this course is not part of a program leading to eligibility of a Virginia state teaching license (or license in any other state). Individuals seeking to obtain a state teaching license should contact soelicensure@liberty.edu for recommended course options.
The teacher candidate will be acquainted with the role of public and private education and the nature of the teaching profession. Attention will be given to current developments in the field of education and the terminology basic to those in the profession. Teacher candidates will focus on the effective use of technology in learning environments, with special attention to instructional practice, assessment development and student engagement. Each teacher candidate will be required to prepare for structured observations in the school setting.
Prerequisite: EDUC 200 (may be taken concurrently)
This course provides an overview of child development and learning, family relationships, assessment of young children, developmentally effective approaches to early childhood education, and how to use content knowledge to build a meaningful curriculum. *Please note, this course is not part of a program leading to eligibility of a Virginia state teaching license (or license in any other state). Individuals seeking to obtain a state teaching license should contact soelicensure@liberty.edu for recommended course options.
This course provides an overview of wellness in the early childhood setting by examining good nutrition, safety, and healthy practices for young children. *Please note, this course is not part of a program leading to eligibility of a Virginia state teaching license (or license in any other state). Individuals seeking to obtain a state teaching license should contact soelicensure@liberty.edu for recommended course options.
Prerequisite: Undergraduate Licensure Gate 1 with a score of 5 and EDUC 201
Resident Prerequisite: EDUC 201 and EDUC 250 (may be taken concurrently) and Undergraduate Licensure Gate 1 with a score of 5
Grounded in the Science of Reading, this course introduces theories of language acquisition and reading development and builds background knowledge of developmentally appropriate literacy practices. An examination of the role of phonics in reading and writing development, highlighting effective strategies for teaching, and assessing phonics by adjusting instruction for the needs of all learners.
Prerequisite: ((Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and (EDUC 188 (may be taken concurrently) or EDUC 189 (may be taken concurrently)))
Resident Prerequisite: ((EDGT 175 (may be taken concurrently) or EDGT 177 (may be taken concurrently) or EDUC 175 (may be taken concurrently)) or (EDGT 201 or EDGT 291 (may be taken concurrently)) and EDUC 201 (may be taken concurrently))
Prerequisite: EDUC 175
Prerequisite: EDGT 266 or EDGT 275 or EDGT 277 or EDGT 226 or EDGT 202 or EDGT 292
Prerequisite: ((Background Clear Virginia with a score of 5 or Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5) and (EDUC 323 (may be taken concurrently) or EDUC 419 (may be taken concurrently) or HIST 419 (may be taken concurrently) or MATH 419 (may be taken concurrently) or TESL 419 (may be taken concurrently) or SPAN 419 (may be taken concurrently) or ENGL 419 (may be taken concurrently)))
Prerequisite: ((EDUC 323 (may be taken concurrently) or EDUC 419 (may be taken concurrently) or HIST 419 (may be taken concurrently) or MATH 419 (may be taken concurrently) or TESL 419 (may be taken concurrently) or SPAN 419 (may be taken concurrently) or ENGL 419 (may be taken concurrently))) and Background Clear Virginia with a score of 5
Prerequisite: EDUC 125 and Background Check Receipt with a score of 5
Prerequisite: Background Check Clearance with a score of 5
Prerequisite: Non-Licensure UG Gate 1 with a score of 5
Prerequisite: EDUC 200 and EDUC 205
Prerequisite: EDUC 200 and EDUC 205
Prerequisite: EDUC 200 and EDUC 205
Prerequisite: EDUC 200 and EDUC 205
Prerequisite: EDUC 200 and EDUC 205
Prerequisite: EDUC 200 and EDUC 205
Prerequisite: EDUC 225 (may be taken concurrently)
Resident Prerequisite: ((Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and EDUC 225 and EDUC 189 (may be taken concurrently))
Prerequisite: Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5
Resident Prerequisite: ((Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and EDUC 289 (may be taken concurrently) and EDUC 318 and EDUC 319 )
Resident Prerequisite: ((Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and EDUC 318 and EDUC 319 and EDUC 289 (may be taken concurrently))
Resident Prerequisite: ((EDUC 322 (may be taken concurrently) or EDUC 323 (may be taken concurrently)) and (Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and (EDUC 288 (may be taken concurrently) or EDUC 289 (may be taken concurrently)) and EDUC 318 and EDUC 319 )
This course explores the physical, social, emotional, speech and language, and intellectual development of children. Its focus is on the individualized instruction and approaches needed to address differences in children (such as socio-economic status, cognitive challenges, etc.) and life experiences and family structures that may affect learning or student achievement (substance abuse, trauma, child abuse and neglect, and other family disruptions).
Prerequisite: EDUC 201
Prerequisite: ((EDUC 125 or EDUC 201 or MUSC 210) and (Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5))
Resident Prerequisite: ((EDUC 189 or EDUC 289 or EDUC 389) and (Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Check Clearance with a score of 5 or Background Clear Virginia with a score of 5))
Prerequisite: EDUC 275
This course provides an examination of current issues in the field of education with classroom implications and case study. *Please note, this course is not part of a program leading to eligibility of a Virginia state teaching license (or license in any other state). Individuals seeking to obtain a state teaching license should contact soelicensure@liberty.edu for recommended course options.
Prerequisite: EDGT 266 or EDGT 226 or EDGT 275 or EDGT 277 or EDGT 202 or EDGT 292
Prerequisite: (Background Clear Virginia with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear International with a score of 5 or Background Check Clearance with a score of 5) and (EDUC 410 (may be taken concurrently) or EDUC 435 (may be taken concurrently))
Prerequisite: Background Clear Virginia with a score of 5 and (EDUC 410 (may be taken concurrently) or EDUC 435 (may be taken concurrently))
Prerequisite: Background Check Clearance with a score of 5 or Background Clear International with a score of 5
Resident Prerequisite: ((Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5)) and EDUC 318 and EDUC 319 and EDUC 322 and EDUC 323 and EDUC 389 (may be taken concurrently)
Resident Prerequisite: ((Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and (EDUC 488 (may be taken concurrently) or EDUC 489 (may be taken concurrently) or EDUC 385 (may be taken concurrently)) and (EDUC 322 or EDUC 323 or EDUC 324))
Resident Prerequisite: (Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and EDUC 322 and EDUC 323 and EDUC 324
Prerequisite: ((Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and (EDUC 235 and EDUC 236 or EDUC 188 or EDUC 189) and (Background Check Clearance with a score of 5 or Background Clear Virginia with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear International with a score of 5) and (EDUC 288 (may be taken concurrently) or EDUC 289 (may be taken concurrently)))
Prerequisite: ((Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and (EDUC 235 and EDUC 236 or EDUC 188 or EDUC 189) and (Background Check Clearance with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear International with a score of 5 or Background Clear Virginia with a score of 5))
Resident Prerequisite: ((Undergraduate Initial Gate 2 with a score of 5 or UG - Licensure Opt-Out Gate 2 with a score of 5) and (EDUC 235 or PHED 450 (may be taken concurrently)) and (EDUC 185 or EDUC 188 or EDUC 189 or PHED 189) and (EDUC 385 (may be taken concurrently) or EDUC 388 (may be taken concurrently) or EDUC 389 (may be taken concurrently) or PHED 389 (may be taken concurrently)))
Prerequisite: (Background Clear Virginia with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear International with a score of 5 or Background Check Clearance with a score of 5) and EDUC 412 (may be taken concurrently)
Prerequisite: Background Clear Virginia with a score of 5 and EDUC 412 (may be taken concurrently)
Prerequisite: EDUC 000 and Background Check Receipt with a score of 5
Prerequisite: Background Check Receipt with a score of 5
Prerequisite: Background Check Receipt with a score of 5
An overview of the teaching-learning process. Topics include learning theory, individual differences, motivation, human development, exceptionality, teaching methodology, measurement, and evalutation.
An examination of physical, cognitive, spiritual and social/emotional development, and guidance of a young child.
An examination of descriptive statistics and basic inferential statistical techniques. Also, hypothesis testing, confidence intervals and correlation techniques will be studied.
Overview of the nature of research on human development, learning, and pedagogical knowledge and skills. Topics include current trends and issues in education, skills in data collection and assessment, and application of research in the school setting.
A comprehensive course dealing with the characteristics of children and youth with disabilities and topics related to models of service delivery, documentation procedures, and legal/ethical issues. Recommended as the first special education course.
Assessment 3 Credit Hour(s) This course provides an overview of autism across the lifespan and examines characteristics, definitions, eligibility criteria, incidence rates, and etiology. Assessment, diagnostic and identification criteria are described, and methods for monitoring the impact of interventions in a variety of service delivery models will be explored. Registration Restrictions: Completed background check
Using a thematic approach, the integration of the natural and social sciences with other areas of the curriculum is the focus of this course. Candidates will complete assignments in the areas of the natural sciences, social sciences, language arts, and Bible/character education. Candidates will also generate and implement a thematic teaching unit that includes instructional activities for the natural sciences, social sciences, language arts, and Bible/character education.
This course investigates theories and applications of writing to learn, using writing as a means of learning in the English classroom and within the disciplines.
with a score of 5 A course in secondary methodology focusing on competencies associated with individualizing instruction, grouping students for cognitive subject-matter learning, and preparing advanced organizers for cognitive instruction. An emphasis will be placed on transferring theory into practice through selection and use of materials appropriate for the secondary classroom.
with a score of 5 Micro-teaching will be used as a means of providing an opportunity for students to model and role play appropriate teaching methods and activities in the secondary school. Candidates will be required to observe in secondary classrooms, prepare a lesson, teach the lesson, and evaluate the experience.
An introduction to urban education and contemporary urban life in the United States of America. Candidates will examine educational issues in urban communities and learn strategies for developing partnerships between home, school, and community.
An introduction to the culturally responsive teaching pedagogy that acknowledges, responds to, and celebrates cultural differences and offers equitable educational access to students from all cultural backgrounds. Students will explore the dynamics of race, class, and culture and how they affect diverse school populations.
The social context of urban communities is tied to the success of urban schools. This course will analyze the connection between urban schools and communities and provide strategies for working with families and community stakeholders to advocate for children and improve educational outcomes for students from diverse backgrounds.
An examination and analysis of research related to urban communities and urban education. Students will synthesize research findings to develop strategies for improved educational outcomes in urban schools.
An introduction to the process of differentiation in K-12 classrooms, including differentiation of content, process, and product, in an attempt to maximize the potential for student success. Emphasis will be placed on the identification of individual student needs and learning styles.
Prerequisite: Background Check Receipt with a score of 5
Prerequisite: Background Check Receipt with a score of 5
This course is intended to give the candidate a broad overview of the postsecondary education system in the United States. The course will examine major trends, issues, and problems facing colleges and universities from a variety of perspectives, including historical, administrative, public policy, governance, and faculty.
Prerequisite: EDGT 556 or EDGT 560 or EDGT 526 or EDGT 502
Prerequisite: Education Gate 3 with a score of 5 or Education Gate 3-Doctoral with a score of 5
Prerequisite: Education Gate 3 with a score of 5 or Education Gate 3-Doctoral with a score of 5
Prerequisite: Education Gate 3 with a score of 5 or Education Gate 3-Doctoral with a score of 5
Prerequisite: Education Gate 3 with a score of 5 or Education Gate 3-Doctoral with a score of 5
Topics of special interest that are not included in the regular department course offerings. Course may be taken more than once, but no topic may be repeated.
This course includes a survey of the organic, social, and physical factors that influence the development of the individual. It seeks to understand what makes a person distinctively different along with a critical evaluation of various theories of learning and personality development, particularly as they relate to questions of values and religious commitment.
This class will heighten Middle Grade Educators' understanding of their personal pedagogy by encouraging reflective practice through individualized and collaborative professional development opportunities.
An overview of the characteristics and issues related to transescence and their implications for educational practice. Understanding of preadolescent physical, social, emotional, intellectual, and spiritual development will be applied to school processes and the teacher's interaction with middle school students and families.
A study of selected national systems of education in their differing cultural settings, with particular reference to administration, curriculum development and educational opportunity.
Prerequisite: Non-Licensure Graduate Gate 1 with a score of 5
This course examines the processes and strategies for assessing students with special needs.
This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and intervention for all learners. Emphasis is placed on connections from research to practice and making instructional decisions based on systematically collected data.
This course examines research-based strategies and instructional methods for effectively managing student behavior. Emphasis is placed on developing individualized, classroom-wide, and school-wide behavior support systems. The course prepares candidates to implement these approaches in special education settings, as well as inclusive general education classrooms and community environments.
This course provides an overview of autism across the lifespan and examines characteristics, definitions, eligibility criteria, incidence rates, and etiology. Assessment, diagnostic and identification criteria are described, and methods for monitoring the impact of interventions in a variety of service delivery models will be explored.
This course provides students with an overview of the components of communication and strategies to increase an individual's communication abilities, with emphasis on visual aspects of language. Sensory systems, sensory processing and sensory motor development, and the implication of sensory processing when developing a complete educational program for students with autism spectrum disorders will be discussed.
This course focuses on the nature of individual learners as it impacts instructional design with the use of technology in education. Specifically, the course covers topics on tools, methods and approaches to meet learning needs of children with special learning, those of differing socioeconomic and cultural backgrounds, and those of varying learning styles and preferences. The course attempts to bridge the gap between theoretical implications and practical applications of diversity considerations in the context of educational technology integration.
This course has students research and engage best practices in educational technology usage for the purposes of inclusion in instructional practice for student learning and for assessment of student achievement as a result of instruction. Students practice and demonstrate competency in using productivity tools for professional and pedagogical practice. Further, students will develop means of effectively using technologies for communication and collaboration to improve teaching and learning.
An introduction to the historical, theoretical, and philosophical foundations of educational technology and online learning systems; an overview of education technologies including online, classroom, and administrative; and an examination of effective techniques for teaching and learning within these systems.
This course is designed to assist the education professional in developing a solid foundation in instructional design and current research. The student will develop the skills and knowledge to advance their instructional effectiveness in varied settings through application of technology theory and practice.
Contemporary methods and research for teaching science to middle school students.
An analysis of trends and practices of teaching social studies in the middle school, and its contextual relationship to elementary and secondary instruction in social science. An emphasis will be made on how to transfer theory into practice through preparation of activities and materials appropriate for the elementary classroom and critical reflection on those very material and approaches. Students will plan instruction considering student-based diversity, instructional demands of the field and the best integration of other tools and disciplines.
This course will examine the roles of leadership in community, leadership in administration and leadership in the schools from a Christian worldview. This course will provide educators with both the theoretical and the practical considerations for planning and implementing technology, particularly computer applications, in schools. Basic concepts of technology and planning that use systems theory are presented. Emphasis is placed on the importance of the total application of technology as opposed to any individual component, be it hardware, software, facilities, personnel, or finances. This course will form a foundation from which educators will provide leadership and become agents for realizing the powerful potential of technology in their schools.
Trends and Issues examines current trends in the research area of educational technology, having students engage literature to understand theoretical underpinnings of the field, current research projects in effect, and future trends as technology in learning evolves as a practice and as a research interest. The course uses foundational concepts of learning in the fields of psychology, sociology and educational research to understand critical implications of the current body of literature.
Prerequisite: Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5
Methods, theories and research applying to supervision at all levels of education: analyses made concerning the work of curriculum directors, general supervisors, special supervisors, supervising principals department heads; study of supervisory methods, current plans for staff utilization and use of instructional materials; and stress on evaluation of educational programs and the effects of supervision.
Methods, theories and research applying to supervision and leadership: analyses made concerning the work of curriculum directors, general supervisors, special supervisors, and department heads; study of supervisory methods current plans for staff utilization and use of instructional materials; and stress on evaluation of educational programs and the effects of supervision.
This course examines current issues and trends in education. Emphasis will be placed on how policy at the federal, state, and district levels affect the school-level decision-making process.
This course focuses on differences in educational leadership in diverse settings to include: private, charter, and traditional public schools with a focus on urban schools, as well as alternative and online schools.
Prerequisite: Advanced Gate 1 with a score of 5
Prerequisite: Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5
Prerequisite: Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5 or Background Clear International with a score of 5 or Background Check Clearance with a score of 5
Prerequisite: (Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5 or Background Clear International with a score of 5 or Background Check Clearance with a score of 5)
This course provides an overview of the student affairs profession. Topics covered in this course include the various functions of student affairs, student affairs administration, and critical areas of student support.
This course provides an overview of theory and current research related to student development. Students will gain an understanding of how theory informs best practices in the student affairs profession.
This survey course introduces students to the major social and political issues and trends facing contemporary higher education in the United States. Students examine, discuss, and debate various perspectives on critical issues at postsecondary campuses.
This course is an introductory survey of financial and economic issues in higher education. Students will learn about these issues in relation to three primary levels: students and families, institutions, and the postsecondary industry at large.
This course discusses approaches to optimizing post-secondary student outcomes, particularly in support of critical programs designed to meet students' academic, developmental and economic needs. Topics include orientation programming, academic support, student retention, campus life, academic advising, and career guidance, among others.
This course will explore, develop, and use instructional strategies, technologies, and activities to promote development of attitudes and concepts in mathematics. Emphasis is on mathematical teaching and learning practices anchored in mathematical concepts, diagnostic and assessment methods, and leadership skills.
This course focuses on promoting the middle level learner's literacy development. Emphasis is placed on current theories, models, and methods of teaching, learning and communicating through the language processes of reading, writing, listening, and speaking in the content areas. Students will explore, analyze, and critique research in reading, and the relationship of other disciplines to reading in the context of the middle school.
A study of the curriculum evaluation process focusing on the beliefs and practices of curriculum evaluation, the relationship between evaluation and curriculum improvement, and the relationship between theory and practice of curriculum evaluation.
A study of the construction, organization and function of the curriculum. Special attention is given to objectives, sequence, major problems and recent developments in each school program area.
A review of the history of education as it affects the development across schools. Emphasis on characteristics of preadolescents, personalizing curriculum for the K12 student, and strategies for motivating curriculum improvement planning to involve teachers and community.
An overview of the current issues and trends in the field of elementary teaching and curriculum.
An overview of the current issues and trends in the field of middle grades teaching and curriculum.
Prerequisite: EDGT 556 or EDGT 560
Research project completed on an educational topic related to the concentration in the master's degree. Credit is not awarded until the thesis has been accepted.
Prerequisite: Background Check Receipt with a score of 5
Prerequisite: EDGT 536 or EDGT 566 or EDGT 625 or EDGT 680 or EDUC 665
Prerequisite: Background Check Receipt with a score of 5
This course orients candidates to the Doctor of Education in the School of Education and the skills and competencies necessary for success in coursework and the dissertation. This course socializes students to what it means to be a doctoral candidate and how learning throughout the program informs multiple outcomes including coursework, research, scholarship, and post-doctoral opportunities.
Current findings and research in learning theory are examined, including research about classroom management, learning, motivation, diversity, exceptionalities, assessment, and teaching. Discussion, analysis of cases, examination of personal experiences in schools, cooperative projects, and other activities will also be included.
Advanced study covering the historical and philosophical principles and theories that have shaped education on a global basis.
This course orients students to the Ph.D. program and the skills and competencies necessary for success in coursework and the dissertation. This course socializes students to what it means to be a Ph.D. candidate and how learning throughout the program informs multiple outcomes including coursework, research, scholarship, and post-doctoral opportunities.
This course will provide an overview of current educational research and its use as an inquiry tool. Students will apply professional writing skills by completing a final research project for the Ed.S. program, and by writing and submitting an article for publication.
A research oriented course that focuses on issues and trends that face the discipline of special education. The course utilizes research to analyze and examine through written discussions controversial issues in various areas of exceptionalities.
This course addresses critical knowledge for effective leadership, management, and supervision in special education and disability services. Emphasis is placed on the legal foundations for special education and disability services in the United States.
A study of technology practices as they impact the teaching and learning process in any context. Specifically, this course will examine personal, professional and pedagogical engagement of technology; especially those technologies associated with digitally-based communication, collaboration, engagement, interactivity, problem-solving, as well as current trends and future perspectives.
This course introduces students to instructional design and technology through a Christian perspective. It reviews historical trends and current issues found in learning environments through the field of instructional design. Students will focus on planning instruction to address specific learning problems through instructional design theory.
This course addresses instructional design through human performance technology. It examines the gap between what human performance is occurring within an organization and what human performance should be occurring. Students will learn about human performance technology and identify solutions to address performance gaps within learning environments.
Through the examination of various instructional design models and conceptual underpinnings, this course works to develop advanced instructional design and development skills from a systems thinking perspective. The enhancement of technology leadership proficiencies to effectively lead organizations in applying technology to foster active engagement with other professionals within instructional systems is a significant focus.
This course addresses assessment and evaluation of learning tools in instructional design and technology. It looks at how best to integrate, design, and administer learning tools within the classroom no matter the learning environment. Students will research about multimedia learning tools and identify solutions to address performance gaps within educational settings.
An overview of the current issues and trends in the field of education, specifically targeting the area of teaching and learning.
This course will focus on key learning and performance metrics to inform the selection and application of instructional design models and technologies that best support teaching and learning across multiple learning environments, modalities, and delivery mechanisms.
This course provides a critical review of the ethics and social responsibility behind the integration of technology into learning systems. Course material will reflect on the nature of technology and how it impacts both the individual and society within learning environments. Students will also analyze the effect of technology on culture through a biblical worldview.
This course covers foundational Artificial Intelligence (AI) concepts, theories, frameworks, applications for productivity, research, and trends in instructional design and educational technology. It emphasizes ethical principles, academic integrity, biblical perspectives on AI use, and the broader societal implications for education and educational policy. Candidates will also be equipped to view AI through the lens of the Bible in order to reflect God’s truth in both educational AI designs and practice.
This course focuses on the practical integration of Artificial Intelligence (AI) within teaching and learning environments. Candidates apply AI theories, frameworks, and tools to develop and evaluate AI technology-enhanced instruction. Emphasis is placed on the use of AI to personalize learning and enhance learner engagement across diverse educational contexts. The course further encourages reflection on biblical principles in the application of AI in education.
Candidates are engaged in an analysis of appropriate practices and principles related to leadership by exploring ethical issues and developing a biblical foundation for leadership practices.
This course offers a comprehensive exploration of the philosophical underpinnings of leadership within varied educational contexts, examining the complexities of leadership roles, responsibilities, and ethical considerations through a biblical worldview perspective. Students will engage in scholarly discourse to develop an understanding of how philosophical frameworks inform leadership practices and decision-making processes in diverse types of educational institutions.
An investigation into the issues and practices of developing communication and relationships to enhance support for educational activities within and outside the school.
In this course, candidates will learn to harness readily available Artificial Intelligence (AI) tools to build and grade assessments, deliver efficient and constructive feedback, and identify learning gaps. Candidates will learn how to ethically create and deploy AI-generated quizzes, set up automated grading workflows, develop and use AI writing assistants to strengthen student work, and review learning analytics to differentiate lessons from a biblical worldview.
An introduction to the nature and management of educational organizations. Integrates major theoretical perspectives with special focus on applying such theories to both better understand and more effectively resolve organizational problems.
The effective means of solving conflicts are explored through conceptualizing and practicing interpersonal leadership skills, testing assumptions about other people, taking other people into account by listening and testing the meaning of what they have said.
This course provides an examination of the legal principles, precedents, and landmark cases shaping the landscape of education law. Students will explore the development of legal frameworks governing educational institutions and assess the implications of key court rulings on issues such as religious expression, civil rights, and school governance. By engaging with case studies and hypothetical scenarios, students will develop a comprehensive understanding of complex legal issues through a biblical worldview perspective.
Prerequisite: EDUC 743 or (Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5)
This course introduces candidates to a range of methods used in educational research. This survey of educational research methods addresses the difference between qualitative and quantitative research and basic versus applied research methods.
This course provides doctoral students with a critical understanding of governance and leadership within the community college context. Attention is given to the distinct mission of community colleges, the dynamics of institutional governance, and leadership approaches that foster organizational effectiveness.
This course explores the planning and management of financial, human, and institutional resources within community colleges. Emphasis is placed on aligning limited resources with community college missions and goals.
This course examines the development of community colleges within their social, economic, and political contexts. Students will analyze historical trends, multiple missions, and diverse stakeholders to gain insight into the unique role and inherent challenges of community colleges.
This course investigates theories and practices related to student learning, development, and success in the community college context. Emphasis is placed on understanding the diverse needs of community college students, including adult learners, first-generation students, and underrepresented populations. Students will explore evidence-based practices that foster persistence, engagement, and achievement within open-access institutions.
A study of the nature of the college student from a sociological, cultural, and psychological perspective. Opportunity will be given to analyze, synthesize, and discuss ways to bring about maximum impact, growth and satisfaction.
A study of the administrative and organizational aspects of colleges and universities with emphasis on principle organizational components, and contemporary leadership issues.
Prerequisite: EDUC 750
Addresses the theoretical constructs of the K-12 curriculum as related to the nature and function of curriculum, the curriculum development process, and curriculum evaluation procedures.
This course will focus on best practices in developing content for use in online educational settings.
The purpose of this course is to examine how students learn in an online setting and how to develop teaching practices and use technology to enhance the learning experience.
This course will be a study in current trends in online learning as well as current issues that are affecting online education.
This course provides an in-depth study of the psychological foundations of teaching and learning.
This course focuses on the cognitive processes involved in learning.
This course utilizes research-based approaches to analyzing student learning, curriculum, academic programs, student services, and institutional structures. The important role of assessment in overall student achievement, program development, and educational systems is emphasized through the literature and applied using data informed decision-making.
This course provides an overview of the processes and methods used by institutional researchers and offices to support wide-reaching institutional decisions and best practices.
This course provides an in-depth analysis of evaluation and measurement tools used in applied social science research for the purpose of assessing the effectiveness of academic programs and co-curricular departments in an institutional setting. Students will review major evaluation theories and advanced measurement models used in policy making and for program development and modification. The use and review of data-driven resources is emphasized to help inform continuous improvement and increase student achievement.
This course investigates the importance of compliance in accreditation through understanding various programmatic, state, and national organizations and their requirements placed upon educational institutions. Compliance involves a thorough understanding of those requirements along with the ability to record, articulate, and submit regular reports documenting institutional compliance. Plans and processes for how to analyze and interpret assessment results will be used for program and institutional improvement. Best practices in compliance and report writing will be reviewed, examined, and applied.
This course provides a historical foundation of how ideas and practices from the past influence current trends in higher education.
This course is an introductory examination of financial, economic, and budgetary issues in higher education. Focusing on postsecondary institutions, students will review the primary political, economic, and social issues influencing higher education finance, examine revenue streams and expenditure patterns, survey tuition and financial aid policies, and assess the budget as an instrument of strategic planning, resource allocation, and fiscal control.
The purpose of this course is to explore assessment programs and research that informs planning and results in measurable improvements for students. The course will also explore how assessment can be used to align programs with the goals and values of the institution, while satisfying accreditation requirements.
An overview of the current issues and trends in the field of student affairs administration.
A study of administrative and leadership aspects of student affairs.
A study of the legal issues and policies that inform student affairs practices and administration.
This course will provide an overview of current educational research and its use as an inquiry tool. Students will apply professional writing skills by completing a final research project for the Ed.S. program, and by writing and submitting an article for publication. This is the capstone course for the Ed.S. program, and it should be taken as the last course in the program. (Formerly EDUC 718)
Requires completion of the projects and minimum hours as specified in proposal. May be repeated to a maximum of six hours. Registration Restrictions: Proposal submitted one semester in advance and approved by the Chair of the Graduate Program Offered: Online
Prerequisite: EDUC 760
This course involves an examination of descriptive statistics and basic inferential statistical techniques. Hypothesis testing, confidence intervals, analysis of variance, correlation techniques and nonparametric statistical methods will be discussed.
This course provides a comprehensive overview of applied research methods used in the social sciences. The course enables students to develop a critical understanding of the applied research process and its application in diverse settings. Students will be exposed to a range of applicable quantitative, qualitative, and mixed methods research methods, and will have opportunities to explore the strengths and limitations of using applied research to solve practical problems. Students will explore different research designs and sampling techniques appropriate to applied research.
Prerequisite: EDUC 812
Prerequisite: EDUC 750
This course examines qualitative methods used in educational research, focusing primarily on participant-observation, asking questions, writing field notes, and on the transformation of these primary field data into written ethnographic documents. (Formerly EDUC 717)
This course provides an in-depth understanding of survey research methods with a focus on designing, implementing, and analyzing surveys. Students will learn the theoretical foundations of survey research, and gain practical skills in selecting appropriate sampling techniques, designing survey instruments, and implementing data collection protocols. The course will cover various topics such as survey design, questionnaire construction, sampling methods, survey implementation, data management, analysis, and reporting. Students will gain a comprehensive understanding of survey research methods and will be equipped with practical skills to design and implement high-quality survey studies.
This course is designed to provide student exploration of mixed methods research, which combines qualitative and quantitative research methods to enhance the understanding of complex social phenomena in social sciences. The course will cover the basic principles and concepts of mixed methods research, including its philosophical underpinnings, design strategies, data collection and analysis techniques, and integration of findings. Students will be able to design, conduct, analyze, and write up mixed methods research studies that are appropriate for their own research interests and professional field.
A study of the current issues and trends related to the field of education leadership. Emphasis will be placed on research and analysis of practices related to effectiveness.
A study of the contemporary educational policy issues. Candidates will be required to assess and evaluate current education policies and implications for education effectiveness.
This course deals with the complexities of multicultural issues in school systems by exploring the history, philosophy, and goals of multicultural education. Emphasis is given to the role of educational leaders in evaluating cultural issues in the context of a biblical worldview and developing practices that maximize the opportunities of cultural diversity.
Prerequisite: EDUC 816
Prerequisite: EDUC 812 and EDUC 815 and EDUC 817
Review and evaluation of theories, models, and strategies for change; recognition and use of this knowledge as a practical guide to problem solving.
Prerequisite: EDUC 771
Prerequisite: EDUC 850
Prerequisite: EDUC 880
Prerequisite: EDUC 887
Prerequisite: EDUC 888
Prerequisite: EDUC 889
Prerequisite: Background Check Receipt with a score of 5
Prerequisite: Background Check Receipt with a score of 5
Prerequisite: EDUC 812 and EDUC 815 and EDUC 817 and EDUC 860
Prerequisite: EDUC 812 and EDUC 815 and EDUC 817 and EDUC 860
Prerequisite: (EDUC 815 and EDUC 812 and EDUC 760) or (EDUC 760 and EDUC 816 and EDUC 817)
Prerequisite: EDUC 815 and EDUC 817
Prerequisite: EDUC 919 (may be taken concurrently)
Prerequisite: EDUC 915
Prerequisite: EDUC 917 and Doctorate GPA with a score of 3.0
Prerequisite: EDUC 980
Prerequisite: EDUC 980
Prerequisite: EDUC 980
Prerequisite: EDUC 989
Source: Liberty University's catalog, linked per course · table learning_unit · CourseShelf publish 59
