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Course Descriptions

Educational Administration

EDAD/ADOL 631
School Program Improvement
3 credit hours
This course identifies some of the innovative research and programs driving school improvement. Initiatives currently in place in America’s schools will be discussed and examined. Further, the course provides the student with ways to access current educational conditions at the school and district level as well as provide suggestions regarding instituting change.
EDAD/ADOL 635
The Politics of School and Community
3 credit hours
The purpose of this course is to provide a critical understanding of the political and social forces shaping educational politics in the United States. During the course, students will analyze how policy is made for American schools, and its effect on all of our lives and thinking. Students will be able to demonstrate an understanding of the complex interrelationship between politicians, private foundations and think tanks, teachers unions, special-interest groups, educational politicians, school administrators, boards of education, courts, and the knowledge industry.

Education

EDUC/EDOL 542
Change, Professional Development and Teacher Improvement
3 credit hours
This course is intended to provide advanced candidates with an overview of various planning and decision-making models that are appropriate for district and campus planning. Focus will be placed on the complex roles and responsibilities of the teacher leader at the elementary, middle and secondary levels. The course provides a framework for new visions of learning and strategies for restructuring classrooms and schools whit professional development while remaining mindful of the need for stakeholder engagement. Instructional methodology will include site-based experiences, group discussions and simulations, electronic communications, research studies, identification of effective practices, interaction with practitioners in administration, and personal reflection.
EDOL 544
Creating the Effective Inclusive Classroom
3 credit hours
This course focuses on enhancing teachers’ abilities to engage a diverse body of students, including those often described as reluctant learners, marginalized, or at risk of failure within our school system. Teachers will develop their capacity to increase student motivation through an examination of various theories linked to practical applications. For example, using principles of critical pedagogy, teachers will link curriculum to issues students face in their daily lives. Strategies learned will include those aimed at helping students build self-determination as they take responsibility for and think critically about their learning. Teachers will hone their pedagogy to enhance teacher-student relationships, maximize learning opportunities through cooperative and collaborative learning, differentiate instruction, and create an environment where all students can be successful. (Field Experiences Required).
EDUC/EDOL 547
Diversity in a Multicultural Society
3 credit hours
This course is designed for classroom teachers and other school personnel to explore the role that culture plays and has played in our lives, classrooms, city and country. The impact of race, class, gender, sexual orientation, and other aspects of social group identities on teaching and learning as they relate to contexts both in and out of schools will be examined. Students will analyze the nature and manifestations of culture, the concepts of cultural contact, and the history of cultural diversity in the United States and particular in the classroom. Dynamics of prejudice and biases are studied, and emphasis is placed on delineating curriculum and practices that honor, motivate, and empower all students. Examination of personal biases and identification of areas of deficient knowledge is encouraged.
EDUC/EDOL 548
Internet and Web Design for the Modern Teacher
3 credit hours
This course will allow learners to develop, implement, and produce a plan to create a functional and informative website that they will publish on the Internet. Candidates will analyze ways web publishing can foster interaction among students and identify differences between administrative and instructional uses of a website. Students will also employ various strategies to design a website and use tools needed to publish on the Web.
EDUC/EDOL 634
Curriculum Management and Assessment
3 credit hours
This course is designed to prepare the master teacher and practicing school administrator for developing, evaluating and managing curricula. It will also examine the national, state, district and school roles in curricular matters including data analysis based on schools’ continuous improvement plan. Further, this course will address the importance of the school portfolio as an effective way to exhibit a school’s goals, achievements, and vision for improvement.
EDOL 636
Problems in Education
3 credit hours
An examination of principles and practices, changing goals, and processes in Education. Involves analysis of topical problems faced by society in shaping educational programs in the school. May be taken more than once.
EDUC/EDOL 639 Seminar
Methodology of Teaching
3 credit hours
A seminar approach to the methods of teaching, providing students with an opportunity to explore in-depth particular problems associated with methodology; individual demonstration, oral reports, and group discussion pertinent to areas of specialization. An emphasis of study of the Reflective Model and the Kentucky Internship Program is included.
EDUC/EDOL 643
Best Practices for Coaching and Mentoring Teachers
3 credit hours
The purpose of this class is to equip teacher leaders with the theoretical understanding, knowledge and skill necessary to coach and/or mentor first and second year teachers as well as other teachers wishing to examine their practice. This course will focus on the development of the knowledge and skills to assist teachers in developing a cycle of reflective practice and improving their pedagogy. Teacher leaders will also learn and apply key features of adult learning and development. Additional topics will include building rapport among colleagues, conducting classroom observations, developing effective listening and questioning skills, providing constructive feedback to colleagues, and fostering a collaborative working environment among all stakeholders. The course will seek further to engage and seek input from local school districts regarding specific areas of concern derived in part from formal and informal teacher observations.

Mathematics

MATH/MAOL 531
Teaching Math to Learners with Disabilities
3 credit hours
The overall context in which these teaching approaches are considered are the national curricular reforms in mathematics. This course focuses on pedagogy and its relationship to subject matter, curriculum, and pedagogical knowledge. The roles of learners within the context of the school are also considered. Specific attention is provided in this course to the teaching that responds to the reform recommendations identified by the NCTM and higher standards in mathematics in education present KERA.

Reading and Writing

READ/REOL 531
Reading and Writing Foundations
3 credit hours
This course is designed as an introductory course in reading. Basic skills in readiness, word recognition, comprehension, study skills, and rate will be emphasized. Different approaches to the teaching of reading (basal, LEA, linguistics, and integrated literature content area reading). This course is a required prerequisite to ALL READING COURSES. (Exception: students who have satisfactorily completed ELEM 331 and ELEM 338 or their equivalents.)

Special Education

SPED/SPOL 530
Issues and Trends
3 credit hours
This is a course of directed study designed to explore current trends and issues in the education of students with disabilities. Topics include most recent legislation that outlines the categories for eligibility, and issues affecting the identification of individuals with disabilities, and educational programming. This course is a prerequisite for students entering the special education program for certification (SPED 233 may also be a prerequisite option). This course may be taken as the special education requirement for students in the leadership program.
SPED/SPOL 533
Middle and Secondary School: Transition
3 credit hours
This is a course of directed study designed to explore the area of career education, transition, and practices at the middle and secondary school levels that support successful community integration of individuals with disabilities. Course topics include characteristics of adolescents, current outcomes for individuals with disabilities, learning strategies, and methods and materials appropriate for adolescents. Other topics include school drop-out prevention, family centered planning, self-determination training, and supported employment.
SPED/SPOL 631
Special Education Evaluation
3 credit hours
Principles of evaluation regarding the areas of academic, social, and personal characteristics of individuals with disabilities. Evaluation as a basis for program design and management is emphasized.
SPED/SPOL 632
Consultation and Collaboration for Curriculum Design
3 credit hours
This course is designed to assist teachers in collaborating and consulting with colleagues regarding specially designed instruction for individuals with disabilities. Knowledge and skills include designing, adapting, and evaluating materials, methods, and resources for individuals with a variety of characteristics. Teaching the core curriculum is included. Various models of instruction including strategic teaching are explored. Communications skills and barriers to professional relationships are discussed. Assistive technology, adaptive devices and equipment are discussed. Field experience is required.
SPED/SPOL 634
Working with Parents of Students with Disabilities
3 credit hours
This course is designed to prepare teachers to interact appropriately with parents of students with disabilities. The course includes the development of competencies in conducting parent conferences, interviews, home-family assessments, and parent training programs.
SPED/SPOL 635
Classroom and Behavior Management for Individuals with Disabilities
3 credit hours
This course is designed to prepare teachers to perform functional assessments of behavior and social skills in educational settings. This course includes designing and implementing instruction using operant conditioning or behavior modification techniques as well as social skills instruction and personal adaptation instructional techniques. General principles of classroom management are included.
SPED/SPOL 637
Characteristics of Autism Spectrum Disorders
3 credit hours
This course is designed to provide the student with readings, discussions and related activities to the recognition of behaviors associated with autism spectrum disorders (ASD). Autism spectrum disorders diagnostic assessments and rating scales will be reviewed to identify those children with autism, and Asperger’s syndrome, and to distinguish these disabilities from Rett’s syndrome. The emphasis of this course will be on the identifying characteristics of ASD in students and the best practices of instructing those students.

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