The announcements, information, policies, rules, regulations, and procedures set forth in this Catalog are for information only and are subject to continual review and change without notice.

The University of South Florida Sarasota-Manatee (USFSM) is committed to the principles of equal education, equal access, and equal employment opportunities without regard to race, color, marital status, sex, religion, national origin, disability, age, or Vietnam or disabled veteran status as provided by law and in accordance with the University’s respect for personal dignity. These principles are applied in the conduct of University programs and activities and the provision of facilities and services.

In this section...


Degree Programs

Master’s Degrees

Master of Education (M.Ed.), Educational Leadership

Master of Arts in Education (M.A.), General

Master of Arts (M.A.), Elementary Education (inactive)*

Master of Arts in Teaching (M.A.T.), Secondary Education, English Education (inactive)*

Master of Arts in Teaching (M.A.T.), Elementary Education

Master of Arts (M.A.), Reading Education (inactive)*

Master of Arts (M.A.), English Education

Master of Science (M.S.), Hospitality Management

Master of Arts (M.A.), Criminal Justice

Master of Social Work (M.S.W.)

Masters of Business Administration (M.B.A.)

 

*no applications accepted for inactive programs


 


Graduate Admissions

Location SMC C107
Phone 941-359-4331
Fax 941-359-4236
Website usfsm.edu/welcome/graduate/
E-mail admissions@sar.usf.edu

USF System Regulation USF3.008: Admission of Graduate and Post-Baccalaureate Professional Students

Statement of Principles

In graduate admission decisions, multiple sources of information are used to ensure fairness, promote diversity and balance the limitations of any single measure of knowledge, skills, or abilities.  The sources may include: undergraduate grade point average, letters of recommendation, personal statements, samples of academic work, portfolios, auditions, professional experience related to proposed graduate study, as well as nationally known, standardized test scores.  It is the responsibility of each graduate program to select admissions’ criteria that best predict success in their specific field and to determine the weight given to each measure.

None of the sources of information, particularly standardized test scores, are used in isolation nor are such scores used in combination or separately to establish minimum or “cut off” scores.  Program specific guidelines for the use of standardized test scores are developed based on the experience of a given college with its pool of applicants.

The Office of Admissions and Financial Aid, located in C107, work together with the Office of Student Services to support the overall mission of USFSM.

 


 


Admission Criteria

Each applicant to a graduate program at USFSM is required to meet the following minimum requirements:

  1. An applicant must have one of the following:
    1. A bachelor’s degree from a regionally accredited institution and satisfying at least one of the following criteria:
      1. “B” average or better in all work attempted while registered as an undergraduate student working for a degree, or
      2. “B” or better average in all work attempted while registered as an upper division undergraduate student working for a baccalaureate degree.
    2. A bachelor’s degree from a regionally accredited institution and a previous graduate degree from a regionally accredited institution. In cases where an applicant has a bachelor’s and a graduate degree at the time of admission, the credentials and GPA of the graduate degree will be the determining factor for admission.
    3. The equivalent bachelor’s and/or graduate degrees from a foreign institution. Bachelor’s degrees from institutions in the European Higher Education Area (EHEA) are considered equivalent based on the Bologna Accord. For applicants with a 3‐year Bachelor’s Degree with less than 120 hours, from Non‐Bologna Accord Institutions, a transcript evaluation from a NACES member is required to confirm equivalency.
  2. Submission of standardized test scores is at the discretion of the graduate program. Applicants from countries where English is not the official language must also demonstrate proficiency in English by providing acceptable scores on the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS).
  3. All specific and additional requirements of the graduate program to which admission is sought (including requirements to submit standardized test scores) consistent with the Statement of Principle.

The College Dean must approve any exceptions to these requirements.


Additional Requirements of Programs

Colleges/programs may require additional application materials, such as resumes, writing samples, or letters of recommendation. These items may be sent as part of the overall graduate application packet. These materials will be forwarded to the appropriate program if sent with the application packet but they do not become part of the applicant’s permanent file.


Conditional Admission Criteria

A college may admit applicants conditionally pending satisfaction of remedial or program requirements. These conditions may include receipt of satisfactory scores on standardized tests, attendance in and satisfactory grade in specific core or remedial courses, etc.  It is the responsibility of the college to track the student’s satisfactory completion of the conditions and notify Admissions when conditions are met.  Failure to satisfy those conditions by the deadline established by the program will result in academic dismissal from the program. The College will coordinate with the Admissions Office.


 


Deferment of Admission Request

An applicant’s acceptance is granted for the semester and the particular program specified in the official acceptance notification. The applicant must validate that acceptance by enrolling for that semester. Applicants who fail to validate their admission may contact Admissions and request a Deferment of Admission. This request must be made in writing within 12 months of the initial requested entry date.  If a request for Deferment of Admission is not received in the specified time, a new application and fee must be submitted.  Deferment requests must also be received no later than the program or University application deadline for the semester desired, whichever is earlier. Applicants who were admitted provisionally upon receipt of official test scores and/or transcripts must supply those missing items prior to having their deferment decision processed by Admissions. International students must also provide a new financial statement dated no earlier than 6 months before the requested date of entry.


Denial of Admission / Appeal for Reconsideration Criteria

Applicants denied admission will be given timely notice by email or in writing. Denied applicants who meet the minimum standards may write the College to which they applied within 30 days of the date of denial to request reconsideration. The Appeal for Reconsideration Form request should present additional evidence of potential for academic success at USFSM and contain reasons why reconsideration is warranted. Applicants denied admission to degree programs are eligible to enroll as special (non-degree seeking) students. Non-degree seeking applications can be found on the USFSM website.


Exception Admission Criteria

The University may admit up to 10% of new enrollees as exceptions to the Board of Trustees minimum requirements. To be considered for an exception, applicants should present evidence that might account for the previous academic record and demonstrate potential for academic success.  Examples of this evidence include excellent letters of recommendation from trusted academicians, performance in graduate courses taken as a post-bachelor’s student, professional experience in the discipline for a period of time, etc. Each request for a 10% exception must include a statement describing the special circumstances of the applicant. It is the discretion of the College to accept exception application requests.


Final Admission Criteria

Applicants accepted for admission whose official documents (transcripts and/or test scores) have been received by the Office of Admissions are admitted as “Final.”


Provisional Admission Criteria

Applicants accepted for admission whose official documents (transcripts and/or test scores) have not been received by Admissions are admitted provisionally pending receipt of these missing items. The required transcripts and/or test scores must be received before a third semester registration is permitted. If the missing documents are not provided by the end of the second semester of attendance, Admissions may place a registration hold on the student’s file.


 


Readmission Policy

A graduate student who is not registered and enrolled for a minimum of six (6) credits in a 12 month period is automatically placed in non-degree seeking (i.e. inactive) status.  Students must be readmitted to the degree program to continue their studies.  Re-admission is at the discretion of the program and is not guaranteed.

Eligibility for Readmission

  • Students who have been Academically Dismissed from the University for Academic Dishonesty may not apply to any graduate program at USF System Institutions.
  • Deadlines: The readmission application and all supporting materials must be submitted by the application deadline.

Additional Requirements for Readmission

Graduate Application:

In order to be considered for readmission, students must submit a new graduate application, application fee, and any required supporting materials.

Test Scores:

The College may require new test scores (GRE/GMAT/TOEFL) and transcripts.

Catalog Year:

Students who are readmitted must meet the degree requirements and policies in the Graduate Catalog in effect at the time of readmission.

Prior Coursework taken at a USF System Institution:

Coursework taken at a USF System Institution prior to readmission may be accepted toward the degree requirements at the discretion of the College.  However, all coursework taken when previously enrolled as a graduate student is included in the overall GPA.  Refer to the Time Limitation Policy for time limits on coursework applied toward the degree.  Students who completed the required coursework and were previously in doctoral candidacy do not have to retake courses older than eight years unless determined by the program.  Students may be required to take new coursework at the program’s discretion. The decision to accept courses previously transferred to USFSM and applied toward the degree is at the discretion of the program.

Enrollment:

Students must enroll for the semester in which their readmission is effective.

The readmission policy does NOT apply to inactive students wishing to enroll in a program other than the original admitting program.  These students must submit an application for the new program of interest.  Transcripts of any work completed while not attending a USF System Institution may be required.


Re-admission Following Non-enrollment

A graduate student who is not registered and enrolled for a minimum of six (6) credits  in a 12 month period is automatically placed in non-degree seeking (i.e. inactive) status.  Students must be readmitted to the degree program to continue their studies.  Re-admission is at the discretion of the program and is not guaranteed.  Refer to the Re-admission Policy in the Graduate Admissions Section for more information.


Update of Admission Request

If admission has not been granted because of a late application or missing credentials, the student must request that Admissions update the application for a future semester and specify the new enrollment date. The Update of Admission request must be made in writing within 12 months of the initial requested entry date and must be received no later than the program or University application deadline for the semester desired, whichever is earlier. Applications are held for only 12 months. If a request for change in entry date is not received in the specified time, a new application and fee must be submitted.


 


Application Process

All graduate applications to USFSM must be submitted online. Graduate applicants are urged to submit accurate and complete information as early as possible. Applications and supporting documents received after the application deadline will be processed for the next available term.

Applications are reviewed by USFSM Admissions and the College.  Once the Office of Admissions determines the application is complete, it will be forwarded to the college for review.  The faculty (if applicable) will make a recommendation to the College Dean and Regional Vice Chancellor for Academic and Student Affairs, which in turn, will issue the official decision.  The student will receive an official decision letter from the USFSM Admissions.

If you are a foreign graduate applicant, the graduate admission’s advisor will coordinate with the Global Engagement Office who will evaluate the financial statement after the student is admitted to determine eligibility for a student visa. Refer to the website for the Global Engagement Office for more information.  Each of these offices may request additional documents from you to make a decision.

For a complete list of graduate programs and deadline dates please visit the Graduate Admissions website.


 


Application Checklist

To assist in the admissions process, the following is your Application Checklist

  1. Complete the Graduate Application
  2. Pay the non-refundable application fee ($30)
  3. Submit an official transcript showing the bachelor’s or significant progress toward completion of the bachelor’s degree. Applicants who received a degree from a USF System institution are not required to submit a transcript.  It is the applicant’s responsibility to have the transcripts(s) translated before submitting them as part of their admission credentials.  All foreign post-secondary transcripts must be evaluated by one of the credential evaluation services identified on the USFSM website and published by the appropriate international admissions office.  Transcripts not originally issued in English must be accompanied by a translation from one of the approved evaluation services.  Documents signed by a notary or other public official with no educational affiliation will not be accepted.
  4. Submit the Student Immunization and Medical History Form
  5. Request that the testing agency for the GRE or GMAT send scores directly to the USFSM Office of Admissions
  6. Complete Conduct Clearance Policy questions (if necessary)
  7. Review Florida Residence Policy for tuition purposes
  8. Sign-in to OASIS to monitor your admission status

 


Application Fee

USF System Regulation USF4.0107: Fees, Fines and Penalties

All applicants are required to submit an application fee of $30.00 for each graduate program to which they seek admission.

If applicants attended a USF System institution as a former degree-seeking student or non-degree-seeking student those applicants will also be required to submit the application fee.  Applicants have the option to pay their application fee by credit card (Discover, MasterCard, or Visa) or by E-Check (personal checking/savings account) through Graduate Online Application or OASIS. All application fees submitted are non-refundable.


Conduct Clearance Policy (Legal Disclosure Statement)

USF System Policy 30-018: Admission of Students with Prior Conduct Issues

All graduate applicants are required to answer the Conduct Clearance questions on the graduate application. The applicant will not be notified of the admission decision until answers to the two questions have been received and cleared by the Assistant Vice-President for Student Success and Engagement or designee, if warranted.


GKT (General Knowledge Test)

http://www.fl.nesinc.com/

The Florida General Knowledge Test (GKT) is one the Florida Teacher Certification Examinations for K-6 certification. Basic skills are evaluated through the General Knowledge Test that has 4 subtests: Essay (50 minutes), English Language Skills (40 minutes), Reading (40 minutes), Mathematics (100 minutes). Candidates must pass all four sections of this exam to be eligible for admission.  Applicants for the Master in Arts, Elementary Education program should submit official test scores to the USFSM Office of Admissions.


 


GMAT (Graduate Management Admission Test)

Applicants to programs requiring the GMAT must submit to USFSM GMAT scores earned within five (5) years of the desired term of entry. Official scores must be submitted to USFSM directly from the Pearson VUE Testing Service, but applicants may provide unofficial copies of their test scores to expedite the processing of their applications. Any offer of admission based on unofficial scores will not be finalized until official scores from Pearson VUE are received. The following are the Pearson VUE institution codes for USFSM:

  • X9R-MQ-01       M.B.A., USFSM
  • X9R-MQ-41       Hospitality Management, USFSM

Applicants who have taken the GRE may not have to submit a GMAT. The GMAT requirement may be waived at the discretion of individual graduate programs. Please contact the USFSM Office of Admissions directly for additional information.


 


GRE (Graduate Record Examination)

All applicants to programs requiring the GRE must submit to USFSM GRE test scores earned within five (5) years of the desired term of entry.  Official scores must be submitted to USFSM directly from the Educational Testing Service, but applicants may provide unofficial copies of their test scores to expedite the processing of their applications. Any offer of admission based on unofficial scores will not be finalized until official scores from ETS are received. The institution code for the USF System (including USFSM) is 5828 and applies to all tests administered by ETS. The GRE requirement may be waived at the discretion of individual graduate programs. Please contact the USFSM Office of Admissions directly for additional information.


 


Transcripts and Other Documents

One (1) official transcript from all institutions of higher learning where the applicant has earned a degree is required.  Former USF System institution students should not submit their USF transcript because it is already on file.  Applicants may provide unofficial copies of transcripts to expedite the processing of their applications. Any offer of admission granted based on unofficial transcripts will not be finalized until official transcripts are received in a sealed envelope from the Office of the Registrar where the applicant attended. All transcripts must be in English; it is the applicant’s responsibility to have all foreign post-secondary transcripts translated and evaluated before submitting them as part of the graduate application packet. Students applying while still completing an undergraduate degree must submit transcripts of at least six (6) semesters of completed undergraduate work. Final transcripts showing the award of a bachelor’s degree will be required if an applicant is admitted and enrolls.

 


 


Graduate Degrees Offered

Master’s Degrees

Program College Degree Type
Business Administration COB M.B.A.
Criminal Justice* CLASS M.A.
Education, General* CLASS M.A.
Educational Leadership CLASS M.Ed.
Elementary Education CLASS M.A.
Hospitality Management CHTL M.S.
Education, English Education CLASS M.A.
Teaching, Elementary Education CLASS M.A.T.
Social Work (Hosted) CLASS M.S.W.

* Curriculum is 100% online.

Graduate Certificates

Program College
Business Analytics (inactive) COB
Healthcare Quality Management (inactive) COB
Lean Operations and Six Sigma (inactive) COB
Online Teaching and Learning* CLASS
Post-Master’s in Educational Leadership CLASS
Reading Education (inactive) CLASS
Teacher Preparation CLASS

* Curriculum is 100% online.


 



 


Business Administration

Degree Type: M.B.A.
CIP Code 52.0201
Major Code BAS
Department Code SRB
Minimum Total Hours 40
Degree Website usfsm.edu/academics/programs-and-majors/graduate/business-administration/

Program Information

The USF Sarasota-Manatee Professional Master of Business Administration (MBA) is a 40-credit hour program intended for but not limited to working professionals. Classes are held on Saturdays and the program can be completed either on a full or part-time basis. The program offers working or non-working students in the Sarasota and Manatee County area geographical convenience, flexibility, quality, and affordability. A variety of instructional methods are used to engage students, depending upon the nature of the course material. These include case studies, experiential learning, group projects, presentations, and educational technology, as well as the more traditional lecture discussion approach. The focus of our approach to education is to help students develop the insights and skills necessary to reach integrative and innovative solutions to today’s complex business challenges.

Accreditation

The program is accredited through the University of South Florida’s College of Business, which is accredited by the Association to Advance Collegiate Schools of Business (AACSB) International: In addition, the University is regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

Assurance of Learning Goals and Objectives

Goal 1: Our graduates are ethical leaders of organizations.

Objective 1a: Our students will successfully influence and motivate others.
Objective 1b: Our students will interact and communicate effectively with diverse people.
Objective 1c: Our students will make ethical decisions.

Goal 2: Our graduates are strategic thinkers.

Objective 2a: Our students will apply and integrate knowledge of functional business areas.
Objective 2b: Our students will think critically to make effective business decisions.
Objective 2c: Our students will strategically analyze and plan in competitive environments.

Goal 3: Our graduates are innovative.

Objective 3a: Our students will develop creative and feasible solutions to business problems.

Goal 4: Our graduates are effective communicators.

Objective 4a: Our students will deliver oral presentations.
Objective 4b: Our students will write professional documents.

Admission

Applicants must meet the University requirements (see Graduate Admissions) as well as the requirements listed below.

Program Admission Requirements

  • Upper-Level GPA of 3.00
  • 500 or higher GMAT score or 1,050 or higher score if GRE taken before August 1, 2011 or 300 or higher if GRE taken after August 1, 2011.
  • International applicants from non-English-speaking countries must also have a TOEFL score of 550 or higher on the written version, a minimum score of 213 on the computer-based test or a 79 on the internet-based test
  • Two (2) years of full-time work experience preferred, but not required prior to enrollment.
  • A resume
  • Two (2) letters of recommendation
  • Statement of purpose

Student must be formally admitted or conditionally admitted into the MBA Program before being allowed to take courses.

Conditional Admission Requirements

An applicant who has not taken the GMAT/GRE may be conditionally admitted provided that s/he has
1) at least one (1) year of full-time work experience,
2) an undergraduate upper-level GPA of 3.00 and above, and
3) an undergraduate degree from an institution having an AACSB-accredited business school (EQUIS accreditation also accepted for international applicants) or membership in Beta Gamma Sigma.

Conditionally admitted applicants who earn a GPA of 3.20 or above in three (3) of the following courses within a year shall be admitted to the MBA program.

• Six (6) credit hours from any two (2) of the following three (3) credit hour courses: ACG 6026, ECO 6005, QMB 6303, FIN 6406
• Three (3) credit hours from the following three (3) credit hour courses: MAN 6055, MAR 6815, ISM 6405

Total Hours 40 credit hours

  1. Required Managerial Tool Courses  – (24 credit hours): Students are required to take eight (8) managerial tool courses (3 credit hours each). These courses provide the basic skills in business administration. The techniques, theories, concepts, and tools learned in these courses provide the student with a strong foundation for the more advanced application courses to follow. Students who graduated with an undergraduate degree in Accounting from an AACSB accredited program within the last five (5) years may apply to waive the managerial tool accounting course (ACG 6026).  In place of the waived course, students will take a three (3) credit hour application course in an accounting related area to earn the minimum 40 credit hours in the MBA program.
    Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
    ACG 6026 Accounting Concepts for Managers 3 None
    ECO 6005 Introduction to Economic Concepts for Managers 3 None
    FIN 6406 Financial Management 3 PR: ACG 6025, ECP 6702
    ISM 6405 Informatics and Business Intelligence 3 None
    ISM 6436 Operations & Supply Chain Processes 3 PR: Basic Statistics
    MAN 6055 Organizational Behavior and Leadership 3 Graduate Standing
    MAR 6815 Marketing Management 3 None
    QMB 6303 Applied Business Analytics 3 None
  2. Required Application Courses (12 credit hours):  In addition to the tool courses, students are required to take four (4) application courses (3 credit hours each) for a total of twelve (12) credit hours.  Students can pursue either a General Business track or an Accounting track.  The requirements for the two tracks are as follows:
    General Business Track Accounting Track
    One (1) 3-credit hour Finance application course (FIN 6XXX) or Business Valuations (ACG 5375)and three (3) other 3-credit hour application courses from any of these courses: FIN 6XXX, MAN 6XXX, ISM 6XXX, MAR 6XXX, QMB 6XXX, ACG 5XXX, BUL 5XXX, TAX 5XXX Four (4) 3-credit hour application courses in Accounting, Law or Tax (ACG 5XXX, BUL 5XXX, TAX 5XXX).If a student is waived out of the accounting tool course, he/she will take a 5th 3-credit hour application course from ACG 5XXX, BUL 5XXX or TAX 5XXX and a one-hour directed study course
  3. Required Integrated Business Application Courses (4 credit hours): In the final semester, students must take the 4-hour capstone course.
    Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
    GEB 6895 Integrated Business Applications 4 PR: ACG 6026, ECO 6005, MAN 6147, MAR 6815, ISM 6021, FIN 6406, QMB 6305, FIN 6466, MAN 6726

Certificate Programs

The areas of study for the graduate certificates are created within the mission of graduate education.  Students will be awarded certificates upon completion of specific coursework. The graduate certificate is not defined as a degree rather, it is a focused collection of courses that, when completed, affords the student some record of distinct academic accomplishment in a given discipline or set of related disciplines.  Moreover, the graduate certificate is not viewed as a guaranteed means of entry into a graduate degree program. While the courses comprising a graduate certificate may be used as evidence in support of a student’s application for admission to a degree program, the certificate itself is not considered a prerequisite.


 


COB Certificate Requirements

Admission Requirements

  1. Students must apply and be accepted into the graduate certificate area of study to be eligible to receive a certificate.
  2. Minimum requirements for admission are an earned baccalaureate degree or its equivalent from a regionally accredited college or university.
  3. Each graduate certificate area of study sets the requirements for admission, including minimum grade-point average, standardized test scores, and other similar criteria as part of the application.
  4. Prospective non‐degree-seeking graduate certificate students must meet University graduate admissions grade point average requirements.
  5. Students are encouraged to contact the appropriate advisor prior to applying.
  6. All students who wish to pursue approved graduate certificates must be admitted to prior to completion of their second graduate certificate course.
  7. Certificate-seeking students not currently enrolled in a degree-granting graduate program, will be admitted into a separate classification within the University, and will be classified as “Graduate Certificate Students.”
  8. The College will note successful completion of a certificate on the student’s transcript upon completion.
  9. Students pursuing a graduate certificate will be required to meet the same academic requirements as those defined for degree-seeking students to remain in “good standing.”
  10. All graduate certificate students may apply one graduate course to two graduate certificates.
  11. All graduate certificate students must meet all prerequisites for courses in which they wish to enroll.
  12. Should a graduate certificate student subsequently apply and be accepted to a degree-granting program, up to twelve (12) hours of USF System credit earned as a graduate certificate student may be applied to satisfy graduate degree requirements.  Any application of such credit must be approved by the degree-granting college and must be appropriate to the program.
  13. For information on transfer of credit policies pertaining to Graduate Certificates, refer to the Transfer of Credit Policy for more information.

Completion Requirements

To receive a graduate certificate:

  1. Students must successfully complete certificate requirements as established by the university.
  2. Students must submit a completion form.
  3. Degree-seeking students must submit the completion form before graduating from their degree program.
  4. Non-degree-seeking students must submit the completion form no later than one semester after completing their certificate coursework.
  5. Students must have been awarded a bachelor’s or higher degree.

Business Analytics Certificate

Certificate Information

Program Admission Deadlines:  This program is not currently accepting applications.

Certificate Code: XBA

Program Information

A graduate professional certificate in Business Analytics is designed to equip the student with a set of skills necessary for business data analysis using modern analytics tools and techniques.  Judicious use of sound analytics techniques can give organizations a competitive edge, much needed in today’s competitive business environments. Both statistical tools and operations research tools are covered in this professional certificate.


Healthcare Quality Management Certificate

Certificate Information

Program Admission Deadlines:  Applications are not currently being accepted for this certificate.

Minimum Total Hours: 15

Certificate Code:  XHM

 


 


Lean Operations and Six Sigma Certificate

Certificate Information

Program Admission Deadlines : This program is not currently accepting applications.

Certificate Code: XLO

Program Information

The graduate professional certificate in Lean Operations and Six Sigma is designed to equip the student with a set of skills necessary for analyzing, designing, and implementing Lean and efficient processes and operations within the context of an organization.  The concepts of Six Sigma are also covered.  At the end of the certificate program, the student should be able to attempt  Lean and Six Sigma related certificate exams.  Six Sigma is a quality management philosophy that is gaining widespread acceptance across all areas of business operations – both in manufacturing and in service industries.


 


College of Hospitality & Tourism Leadership

In this section...


 


Hospitality Management

Degree Type: M.S.
CIP Code 52.0901
Major Code HMA
Department Code DEA
Minimum Total Hours 30
Degree Website usfsm.edu/academics/programs-and-majors/graduate/hospitality-management//

Program Information

The Master of Science in Hospitality Management is a 30-credit hour program offered through USFSM’s CHTL. The program will educate students to use strategic development techniques in a variety of private, public and institutional sectors of hospitality environments. Graduates of this program will go on to play a vital role in addressing the changes and challenges in the hospitality industry within our region, state, nation and world. An effective hospitality leader must possess a wide range of strategic and conceptual skills. Our program is designed to foster strong analytical skills, technological abilities, effective communication and logical ethical approaches to the hospitality industry and academia. Case studies, experiential learning, research projects, and presentations are utilized, along with the more traditional lecture-discussion approach.

All hospitality graduate courses are taught on the USFSM campus during the week, as well as being offered via distance live, through “zoom” technology, for those who live outside the area.  Distance live students will attend class via “zoom” technology at the same time and day as the live on-campus students.  For students interested in distance live via “zoom”, students must inform the graduate advisor at the time of enrolling into the Master of Science in Hospitality Management program.  Students are also responsible for informing the professor if they will be attending class via “zoom”.

Students graduating with this degree will be attractive to corporate offices of hospitality businesses. They will focus on strategic decision-making in the development of hospitality models within the areas of organizational effectiveness, finance, marketing, technology of hospitality ventures and the expanded use of the Internet to improve and expand customer service.

Intended Learning Outcomes

Upon completion of the Hospitality Management Program, students will be able to:

  • Strategic Management: Apply analytical and interpretive skills using strategic management principles and practices in a hospitality and tourism business setting.
  • Marketing: Apply advanced marketing strategies and tactics in the hospitality industry for developing sustainable competitive advantage in the hospitality industry such as strategic pricing, revenue management, customer loyalty programs, and proven communication mixes.
  • Finance: Apply financial management concepts in the hospitality industry.
  • Organizational Effectiveness: Apply organizational effectiveness methodologies in the hospitality industry.
  • Information Systems and Technology: Manage information systems and technology within the hospitality industry.
  • Research Methods: Apply the appropriate statistical procedures and research methodologies within the hospitality industry.
  • Lodging Management: Plan, organize, lead and evaluate hotel and lodging operations.
  • Restaurant and Foodservice Management: Plan, organize, lead and evaluate restaurant and food service operations.
  • Hospitality Law and Hotel Management Contracts: Negotiate a hotel management contract and compare/contrast the varying strengths from an owner’s and operator’s perspective.
  • Communication: Demonstrate oral and written communication competencies that support and enhance managerial effectiveness.

Program Admission Requirements

  • Bachelor’s degree or equivalent from a regionally accredited university.
  • Plus one (1) of the following:
    • 3.00 (out of 4.00 scale) or higher overall or upper division (last 60 hours) GPA in the baccalaureate degree. OR
    • A satisfactory score on the Graduate Record Exam (GRE) OR (GMAT) Graduate Management Admissions Test. (See admission advisor for recommended score range)

Include the following:

  • $30.00 application fee. This fee is required of all applicants including USF System graduates.
  • GRE or GMAT test scores taken within the last five (5) years if GPA (overall or upper division) is less than 3.00 (out of 4.00 scale). You may submit your application without your GRE/GMAT scores, but please include the date you plan to take the test.
  • A current resume with employer references which includes at least one of the following: one year of full-time experience in a management capacity in the hospitality industry or in a related industry, a minimum of one year of full-time teaching experience in a hospitality management program, or two years of full-time entry level experience in hospitality or in a related industry.
  • A brief essay of approximately 1000 words describing
    • The applicant’s background
    • Future career goals
    • Reasons for pursuing a hospitality graduate degree
    • How a USFSM MS degree can help the candidate reach their career goals.
  • Three letters of recommendation: at least one from a college faculty member and the others may be from a former employer or a person able to evaluate the applicant’s potential for success in a graduate degree program.

International Students

  • TOEFL score of at least 79 on the Internet based test OR A score of at least 6.5 on IELTS with at least 6 on all three components.
  • One (1) official transcript from all institutions of higher learning where the applicant has earned a degree. It is not necessary to send USF transcripts. (All foreign transcripts require a course by course evaluation and cumulative and upper-level GPA calculations from an approved foreign transcript evaluation service.)
  • Foreign Transcript Evaluation Services website

Requirements (Total minimum Hours 30)

Required  Courses (27 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
HMG 6467 Managerial Accounting and Finance for the Hospitality Industry 3 None
HMG 6296 Strategic Mgmt & Competitive Strategy for Hospitality & Tourism 3 PR: HMG 6246 Waiver may be approved by the college dean
HMG 6596 Marketing Leadership for Hospitality & Tourism 3 None
HMG 6246 Organizational Effectiveness in Hospitality 3 None
HMG 6507 Hospitality & Tourism Information Systems & Technology 3 None
HMG 6586 Research Methods & Statistics for Hospitality 3 None
HMG 6259 Lodging Management 3 None
HMG 6267 Restaurant and Foodservice Management 3 None
HMG 6606 Hospitality Law & Hotel Management Contracts 3 None

Research Thesis or Graduate Internship Option Courses (3 credit hours)

Student must consult with graduate advisor to choose their master’s option during their first year.

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
HMG 6972 Master’s Thesis 3 PR: All MS in Hospitality Courses; Advanced Graduate Level
OR
HMG 6946 Graduate Internship 3 None

 


 


College of Liberal Arts & Social Sciences

In this section...


 



 


Criminal Justice

Degree Type: M.A.
CIP Code 43.0103
Major Code CRJ
Department Code CJP
Minimum Total Hours 33
Degree Website usfsm.edu/academics/programs-and-majors/graduate/criminal-justice/

Mission

The Master of Arts (M.A.) in Criminal Justice online program develops in qualified students the skills to apply principles, theories, and research in the field of criminal justice to “real world” issues.

Learning Outcomes

Upon completion of the M.A. in Criminal Justice, the students will be able to:

  1. Demonstrate a critical understanding of classical and contemporary criminological theories.
  2. Critically assess current issues related to crime and criminal justice using sound research tools.
  3. Produce clear, concise, and convincing theoretically informed evidenced-based solutions to problems related to crime and the criminal justice system.
  4. Critically evaluate the extent and causes of crime.

Each of these learning outcomes will prepare graduates for careers within the criminal justice field and related industries.

Program Overview

The program consists of ten (10) graduate courses, 33 credits.

  • Five (5) core courses, which must be taken in sequence
  • Five (5) variable topics courses
  • For optimal progression through the program, students should take at least one course of the sequenced core each fall and spring; core courses may not be offered in the summer.

Curriculum

Courses cover major ideas, issues, theories, and research in the field of crime and criminal justice, intended to develop theoretical reasoning and research skills, as well as the application of theory to practice. Students will develop the competencies needed for successful careers in criminal justice-related fields and industries.

CURRICULUM PROGRESSION, ELECTIVE COURSES, AND SCHEDULING OPTIONS ARE SUBJECT TO CHANGE.

Required Core (all 5 courses, 18 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
CCJ 6932 Issues in Criminal Justice Administration 3 None
CCJ 6705 Research Methods in Criminology 4 CI
CCJ 6118 Introduction to Criminology Theory 4 CI
CCJ 6706 Quantitative Analysis in Criminology I 4 PR: CCJ 6705
CCJ 6935 Topics in Criminology and Criminal Justice 3 CI This course should be taken after completion of the following courses:  CCJ 6932, 6705, 6706, and 6118

Elective Courses

Any five (5) courses from this list (15 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
CCJ 6406 Theory, Practice, and Research in Law Enforcement 3 CI
CCJ 6930 Current Issues in Corrections 3 Repeatable with different subject matter
CCJ 6935 Topics in Criminology and Criminal Justice* 3 CI; Repeatable with different subject matter
CJE 6268 Minorities & Crime 3 None
DSC 6020 Terrorism & Homeland Security 3 None

*Special topics vary but typically include:  Crime Prevention, Interpersonal Violence, Juvenile Delinquency, Miscarriage of Justice, Race & Crime, White Collar Crime.

 

Eligibility Requirements

  • Students must have a bachelor’s degree from a regionally accredited university.
  • Students must have a minimum GPA of 3.00 in upper-level courses of the undergraduate degree.
  • Students with an undergraduate GPA of below 3.00 in their upper-level course work may still be eligible if they take the GRE and achieve a combined verbal and quantitative score of 1000 or higher if taken before August 1, 2011, OR 300 or higher on new GRE taken after August 1, 2011. The GRE can be taken multiple times to achieve the required score.
  • If not admitted, students may take three (3) courses in the program as a non-degree seeking student.  If they receive a B or better in each course, they may be reconsidered for, but not guaranteed, admission into the program. (Note: Financial Aid does not apply for courses taken as a non-degree-seeking student.)

Graduate Application Procedure

  • Application review and acceptance is ongoing; students may enter the program at any time, but the best time to begin the program is fall semester.
  • The first step is to submit an electronic USFSM graduate application.
  • Then proceed to submit the other required documents
    • A sealed official undergraduate transcript(s);
    • Two letters of recommendation, addressing issues relating to past academic performance or work experience
    • A 1-2 page Statement of Purpose, indicating your reasons for seeking a master’s degree in Criminal Justice Administration and the particular areas of criminology or criminal justice that interest you.

Send the required documents to:

USF Sarasota-Manatee
Office of Admissions
8350 N. Tamiami Trail, C107
Sarasota, FL 34243


 


Social Work

A part-time cohort of the USF Tampa School of Social Work M.S.W. program, hosted by USF Sarasota-Manatee.

Degree Information

Minimum Total Hours 60
CIP Code 44.0701
Department Code SOK
Major Code SOK
Program (Major/College) Delivered by the USF Tampa School of Social Work and hosted by USF Sarasota-Manatee

Contact Information

USF Tampa School of Social Work Website www.usf.edu/cbcs/social-work/programs/msw-program/
USF Sarasota-Manatee Social Work Website usfsm.edu/academics/programs-and-majors/graduate/social-work/

Program Mission

The MSW program is a specialized course of study designed to prepare graduates for clinical practice with individuals, families and groups in agency or organization-based community practice settings. The program is designed to produce graduates who exhibit professional standards, values, and ethics in the practice of social work; who demonstrate a respect for human beings and a commitment to the capacity for growth and change in people; and who demonstrate the application of professional social work principles through professional discipline and self-awareness in the service of all clients. Graduates will be able to engage in a range of practice methodologies appropriate for treatment of individual and family problems and in work with groups.

Accreditation

  • The USF Tampa School of Social Work is accredited by the Council on Social Work Education (CSWE)
  • For information on institutional regional accreditation, visit the usfsm.edu for SACSCOC accreditation information for USF Sarasota-Manatee.

Degree Information

  • The program runs in cohorts.
  • Students currently take 2-4 courses a term for eight (8) consecutive terms.
  • The entire program is 24 courses, including field placements (60 credits).
  • Students that enter the program with a bachelors in Social Work are exempt from the first three semesters.
  • The program is designed for students to pursue part-time—taking courses Monday-Wednesday evenings and some Saturdays.
  • Every effort is made to find field placements that can also accommodate the schedules of working students.  However, 4 of the 10 hour weekly commitment must be available during the time agencies typically operate (M-F, 8-5PM).
  • Each student is assigned one of the USF Sarasota-Manatee Social Work faculty members as a mentor.
  • Students are assisted in details of registration and progress toward graduation by a graduate academic advisor in the School of Social Work of USF Tampa.

Admission

  • Students must apply and be accepted into the program.
  • Students must have completed a bachelors degree to be eligible to apply.
  • The application process includes:
    • 2 personal essays
    • GPA above a 3.00
    • three (3) letters of reference
    • some type of background in social services or 30-40 hours of volunteer work in a social service field

Program

Part-time (Total Hours = 60)

1st Semester–Fall 2017

Course Number  Title Credit Hours
SOW 6105 Foundations in Human Behavior 3
SOW 6305 Foundations of Social Work Micro Practice 3
SOW 6348 Diversity and Social Justice 3

2nd Semester–Spring 2018

Course Number  Title Credit Hours
SOW 6186 Foundations of Social Work Macro Practice 2
SOW 6235 Foundations of Social Welfare and Policy 3
SOW 6534 Field Instruction I 1

3rd Semester–Summer 2018

Course Number  Title Credit Hours
SOW 6405 Foundations of Social Work Research & Statistics 3
SOW 6553 Field Instruction IA 2
SOW 6931 Elective: India Study Abroad (optional in lieu of electives in semesters 7 & 8) 6

4th Semester–Fall 2018

Advanced Standing (AS) Students Enter Here

Course Number  Title Credit Hours
SOW 6124 Psychopathology 3
SOW 6342 Social Work Practices with Individuals 3
SOW 6554 Field Instruction IB (AS do not take) 2
SOW 6931 Elective (AS only) 3

 

5th Semester–Spring 2019

Course Number  Title Credit Hours
SOW 6438 Evaluations of Clinical Practice in Diverse Settings 3
SOW 6362 Social Work Practice with Couples and Families 3
SOW 6555 Field Instruction IIA 2

6th Semester–Summer 2019

Course Number  Title Credit Hours
SOW 6126 Health, Illness and Disability 3
SOW 6368 Social Work Practice with Groups 3
SOW 6556 Field Instruction IIB 2

7th Semester–Fall 2019

Course Number  Title Credit Hours
SOW 6236 Social Welfare Policy Development & Analysis 3
SOW 6557 Field Instruction IIC 2
 SOW 6931 Elective 3

8th Semester–Spring 2020

Course Number  Title Credit Hours
SOW 8907 Capstone Project 1
SOW 6558 Field Instruction IIIA 2
 SOW 6931 Elective 3

 


 


School of Education

Location:
Telephone: 941-359-4531
Website: usfsm.edu/school-of-education/

As an institution accredited by the National Council for Accreditation of Teacher Education (NCATE), the University of South Florida Sarasota-Manatee (USFSM) meets the highest standards of professional educator preparation in the United States of America. The Continuous Improvement Commission of the Council for Accreditation of Educator Preparation (CAEP) granted USFSM NCATE accreditation for both its initial and advanced educator preparation programs. Accreditation affirms we meet the rigorous standards of the professional education community. Our programs have been examined by the best in the field and have passed this test of excellence. NCATE’s performance-based accreditation system for educator preparation ensures that education candidates are prepared to make a difference in P-12 student learning. Providers accredited under NCATE standards are now served by the single specialized accreditation system for educator preparation in the United States, the Council for the Accreditation of Educator Preparation (CAEP). More than 900 educator preparation providers participate in the CAEP accreditation system.

Vision

The vision of the School of Education (SOE) is to lead in transforming the educational endeavors of our region and to be recognized nationally for excellence in our work. We admit applicants who are highly qualified, developed in their abilities to ensure that all pupils learn, committed to continuous improvement of their own praxis, and prepared to assume leadership roles in the school settings in which they will work.

Mission

The School of Education’s (SOE) mission is to prepare effective educators who will learn, lead, inspire, and transform their schools and communities through critical and imaginative literacies. We see the process of learn, lead, inspire and transform as recursive and not linear.  Our mission guides the SOE to prepare educators poised to positively engage in and positively impact individuals and their communities, locally, nationally, and globally.  We meet our mission through programs grounded in research-based practices, critical perspectives, and clinical experiences.  Our school and community partnerships form a solid basis for program assessment and continuous improvement.

Goals

Goal areas of the SOE are in content knowledge, reflective and ethical practice, evaluation and decision making, educational design, and the learner as an individual in the community. Faculty, students, staff and members of our community identified the following seven candidate proficiencies expected of each candidate:

  1. Content Knowledge
    • Candidates demonstrate depth and breadth of content knowledge for their respective roles.
  2. Reflective and Ethical Practice
    • Candidates engage in reflective and ethical practice as educators.
  3. Evaluation and Decision Making
    • Candidates make professional educational decisions drawing on analysis of data and research from a variety of sources
  4. Educational Design
    • Candidates design educational experiences that result in successful learning.
    • Candidates demonstrate proficiency in educational technology aligned to the NETS-T standards.
  5. Learner as an Individual in the Community
    • Candidates construct learning environments that reflect the diversity of experiences, perspectives, and cultures of their students and the larger world.
    • Candidates communicate in ways that demonstrate fairness, respect, and sensitivity to diversity, setting high academic expectations for all students.

Additional specific program-based competencies for candidates seeking Florida certification are delineated by the Florida Department of Education.

Students of Concern Policies and Processes

The SOE is responsible for ensuring that its students (hereinafter referred to as “candidates”) exhibit the knowledge, skills and dispositions outlined in the conceptual framework, institutional, state, and national standards, including a commitment to fairness and the belief that all students can learn.  Further, as educators our candidates must exhibit the highest ethical standards in their role as moral exemplars in the community.

There are occasionally patterns of observed behaviors that could give rise to a concern that a candidate’s dispositions and professional deportment are not sufficiently developed or are even inconsistent with those expected of a professional educator.  Both the SOE administration and the candidate will be made aware of concerns that a candidate is not meeting the standard of knowledge, skills, or dispositions that are expected by the college and specifically outlined in institutional, state, or national standards.  This awareness will be communicated in a manner that is sufficiently formative and allows the candidate to reflect, consider alternatives, and attempt to make any changes necessary consistent with fulfilling their professional career aspirations.  The process should be sensitive, transparent, and effective.

There are provisions so that the faculty and supervisors who work with the candidate in subsequent semesters aware of the concerns and the plans developed to address those concerns.  There will always be more than one representative of the faculty who agrees that the concerns warrant intervention.  This shall be an internal process managed by a small committee of faculty, referred to as the Pre-completion Educator Professional Support Committee (PEPSC).  The knowledge, skills, and/or dispositions of concern and plans of action are documented in the committee’s files, but do not ordinarily become part of the candidate’s academic file.  This process in the SOE is complementary to processes already in place in the university (such as those in student affairs, academic probation, etc.) and will focus on the professional preparation of the candidate.


 


Education General (M.A.)

Degree Type: M.A.
CIP Code 13.0101
Major Code EDD
Department Code LEA
Minimum Total Hours 34
Degree Website usfsm.edu/academics/programs-and-majors/graduate/education-general/

Program Information

The M.A. in Education is a selective degree program designed for individuals with an undergraduate degree and who seek to advance their career in an educational role in business, non-profit, and educational settings.  It is appropriate for working professionals because classes are online. This program of study does not lead to state certification or licensure; therefore, students who seek teaching certification should consider the Master of Arts in Teaching (M.A.T.) Program.  This degree program offers students an opportunity to pursue an area of concentration in the following:

  • Online Teaching and Learning (34 credit hours) (OTL)

The interdisciplinary sequence of courses enables students to individualize the plan of study consistent with program strengths and personal career goals.  Research skills and strategies to improve education are included.

Intended Learning Outcomes

  1. Content Knowledge
    • Candidates are knowledgeable about principles in  human development and education and instruction.
  2. Reflective and Ethical Practice
    • Candidates are reflective, demonstrated through reflection on problems in education and that pertain to ethical issues.
  3. Evaluation and Decision Making
    • Candidates are analytical of data, theoretical underpinnings, research, and curriculum & instruction, and use their analyses to evaluate and inform the decision they make for education design and practice.
  4. Educational Design
    • Candidates create effective instructional programs.
    • Candidates demonstrate proficiency in educational technology aligned to the NETS-T standards.
  5. Learner as an Individual in the Community
    • Candidates construct learning environments that reflect the diversity of experiences, perspectives, and cultures of their students and the larger world.
    • Candidates communicate in ways that demonstrate fairness, respect, and sensitivity to diversity, setting high academic expectations for all students

Admission Requirements

  • Bachelor’s degree from a regionally accredited university with a 3.00 (4.00 scale) or better GPA in upper division coursework; or
  • Have earned a graduate degree with a 3.50 GPA from a regionally accredited institution.
  • A personal statement (300-500 words) stating educational or professional purpose for pursuing this graduate degree.  Because this is a selective graduate program, the personal statement will be closely reviewed in the decision process.
  • A current resume

Note:  students with an upper level undergraduate degree with a GPA below 3.00 may still be eligible for admission if they take the GRE and achieve a 1000 combined score (old scale) or 300 combined score (new scale).

International Applicants

  • All applicants whose native language is other than English or who have earned a degree from an institution outside the United States must meet the University requirements relative to international graduate admission, (e.g. TOEFL scores, etc.). In addition to these university requirements, applicants to the School of Education must provide the following:
    • An external, course-by-course evaluation of the foreign degree by an approved external agency, and based on official transcripts with cumulative and upper-level GPA calculations;
    • A social security number in degree programs requiring practica or clinical education;
    • Other information as required by the program of interest, (e.g. Graduate Record Exam scores, etc.).

Graduation Requirements

  • A planned program of study should be completed and filed with academic advisor before or during first term of study.
  • Successful completion of all courses as listed with a minimum grade point average of 3.0 on 4.0 scale.
  • Grades below a ‘C’ are not acceptable toward degree requirements.
  • At the time of graduation, only those courses completed within the previous 5 years will count toward the degree.
  • Student must apply for graduation by deadline of the term in which the student wishes to graduate.
  • All required assignments in Taskstream [if applicable] are satisfactorily completed.
  • Candidates must be enrolled in a minimum of 2 credit hours of graduate study in the semester in which they graduate.

Required Coursework Total Minimum Credit Hours 34

Required Core Requirements (17 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDF 6215 Learning Principles Applied to Instruction 4 CI
EDF 6481 Foundations of Educational Research 3 PR: EDF 6432; DPR
EDF 6606 Socio-Economic Foundations of American Education 4 None
EDG 6627 Foundations of Curriculum and Instruction 3 PR: EDG 4620
EDF 6809 Intro to Comparative and International Education 3 None

Required Courses – Concentration in Online Teaching and Learning (OTL) (17 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDF 6284 Problems in Instructional  Design for Computers 3 Computer literacy
EDF 6944 Field Experience 4 CI Recommend PR: EDG 6935 with a minimum grade of “C” or better and CI. This course is taken in the last semester after the completion of 27-30 credit hours of core and concentration requirements.
EME 6076 Introduction to Online Teaching and Learning 4 None
EME 6613 Development of Technology-Based Instruction 3 EDF 6284; DPR
EDG 6935 Seminar in Curriculum Research 3 None

Program and/or course requirements are subject to change, per state legislative mandates and Florida State Department of Education program approval standards if applicable to this program.  Please contact program academic advisor for more information.

Course Inventory is a searchable database for all USF courses.


 


Educational Leadership (M.Ed.)

Admission Deadlines Fall: June 1
Spring: October 15
Summer: March 1
Degree Type: M.Ed.
CIP Code 13.0401
Major Code CAS
Department Code LEA
Concentration Codes PSD, NPC, CUL
Minimum Total Hours 36
Degree Website usfsm.edu/academics/programs-and-majors/graduate/educational-leadership/

Program Information

The Master of Education (M.Ed.) in Educational Leadership is a state-approved program designed to develop outstanding educational leaders and supervisors for Florida and the nation. The M.Ed. Educational Leadership prepares school leaders to perform their designated tasks in an effective, ethical and efficient manner. The degree provides coursework that meets the Florida Principal Leadership Standards for K-12 schools in instructional leadership, operational leadership and school leadership.

M.Ed. in Educational Leadership offers students an opportunity to pursue a concentration in one of three areas:  K-12 Public School Leadership, Curriculum Leadership, and Non-Public or Charter School Leadership.

Each concentration has a unique focus in Educational Leadership; students are encouraged to consider their career goals to determine the appropriate concentration.

  • K-12 Public School Leadership (PSD): Effective school leaders must be focused instructional leaders who are able to lead in diverse school settings. Successful completion of the concentration fulfills degree and core curriculum requirements for Florida certification in Level I K-12 Educational Leadership – Administrative Class.  Please be advised that program and/or course requirements are subject to change, per state legislative mandates, Florida State Department of Education program approval standards, and accreditation criteria.
  • Non-Public or Charter School Leadership (NPC): The face of education is changing nationwide and many private, charter, alternative, or independent schools are emerging. This concentration is designed for educational leadership positions in non-public K-12 settings that do not require Florida administrator certification. The program emphasizes leadership elements related to instruction, decision-making processes, building a strong learning environment, political and social context, and management. Graduates of this concentration are not eligible for Florida administrator certification.
  • Curriculum Leadership (CUL): Graduates of this concentration bring leadership skills to curriculum-focused roles in schools, district offices, and education-related organizations. The concentration is designed to teach and assess the knowledge, skills and dispositions of effective leadership in curriculum, instruction, and professional development for K-12 teachers or other educators. This concentration does not satisfy all requirements for administrator certification.

Intended Learning Outcomes

  1. Content Knowledge
    • Candidates demonstrate a comprehensive understanding of the knowledge base in the discipline across seven domains of leadership standards.
  2. Reflective and Ethical Practice
    • Candidates develop well-reasoned beliefs based on integrity and respect for the rights of others.
  3. Evaluation and Decision Making
    • Candidates critically analyze, integrating theory, research, and practice, making decision that set the strategic direction of changes needed.
  4. Educational Design
    • Candidates promote a positive learning culture with support for instructional and curricular improvement using practical abilities to facilitate, monitor, and evaluate organizational development.
    • Candidates demonstrate the use and promotion of technology and information systems to monitor, manage, and enrich the learning environment.
  5. Learner as an Individual in the Community
    • Candidates embrace diversity and address implications of diversity and exceptionality in policy and  practice.
    • Candidates demonstrate ability to engage others in reflective practice, effective communication, and reading.

Admission Requirements

Core Requirements – All Concentrations

  • Applicants must meet University requirements (See Graduate Admissions)
  • A bachelor’s degree from a regionally accredited institution or an international equivalent.
  • Minimum 3.00 GPA on a 4.00 scale in upper division undergraduate coursework from a regionally accredited institution. Applicants with GPAs below 3.00 must submit GRE scores from within the last five (5) years. If the upper division GPA is below 3.00, contact the admissions advisor for options prior to completing any courses.
  • Three (3) letters of reference addressing the applicant’s instructional expertise and leadership potential. At least one of the three (3) letters of reference must be from the applicant’s current or recent direct supervisor.

Additional Requirements – Concentration Specific

K-12 Public School Leadership Concentration (PSD)
  • Documentation of a valid Florida Professional Educator’s Certificate (please provide a print-out of current certification(s) from FLDOE’s Educator Certification Lookup)
  • Teaching under a full-time contract for a minimum of two (2) years. Confirmation may be required.
  • Proof of English for Speakers of Other Languages (ESOL) training (3-hour course or 60 hours of district in-service education; applicants who do not possess this training will be required to complete TSL 5085).
  • A letter of intent (brief statement outlining experience and goals for the degree).
  • Documentation of successful demonstration of the core standards for effective educators outlined in the Florida Educator Accomplished Practices (FEAPs) and a documented track record of achieving student gains. Candidates not employed by a Florida public school district may provide equivalent documentation of two years of effective instruction with a record of learning gains.
Non-Public or Charter School Leadership Concentration (NPC)
  • Documentation that candidate is in or seeks an educational leadership position in a private, non-public, charter, or other school setting that does not require Florida State Certification.
  • A letter of intent discussing professional experiences and interests.
Curriculum Leadership Concentration (CUL)
  • Satisfactory two (2) years post-Bachelor’s teaching or satisfactory curriculum related experience (K-12 preferred) with either a Florida Professional Educator’s Certificate (please provide a print-out of current certification(s) from FLDOE’s Educator Certification Lookup) or a letter of verification from the employing institution.
  • Goals statement (1-2 pages) discussing professional experiences and interests in curriculum leadership with adults.

Note: Contact the graduate advisor if you do not meet the above criteria.

Dual Concentration Option

Candidates wishing to pursue 2 concentrations must be eligible for admission to and complete all degree requirements for both concentrations. Contact the graduate advisor for additional details and requirements.

International Applicants

All applicants whose native language is other than English or who have earned a degree from an institution outside the United States must meet the University requirements relative to international graduate admission, (e.g. TOEFL scores, etc.). In addition to these university requirements, applicants to the School of Education must provide the following:

  • An external, course by course evaluation of the foreign degree by an approved external agency, and based on official transcripts with cumulative and upper-level GPA calculations;
  • A social security number in degree programs requiring practica or clinical education;
  • Other information as required by the program of interest, (e.g. Graduate Record Exam scores, etc.).

Portfolio

The electronic portfolio is a reflective capstone activity that allows student to synthesize their academic program of study, field experiences and achievements in professional practice as an evaluative assessment. It is completed as a part of EDA 6945 Practicum. This takes the place of the comprehensive exam.

Taskstream

TaskStream is a web-based electronic portfolio required of students in the School of Education (SOE) programs.  It provides a way to submit documents, including Critical Tasks, Transition Point Projects, Disposition Self-Assessments, and forms such as the Filed-work and Diversity Tracking Forms to instructors for feedback and assessment.  These assessments are used to evaluate candidate progress toward meeting standards set by the faculty, Florida Department of Education where applicable and pertinent professional organizations.  The SOE faculty analyzes data from the assessments and uses the data for program planning in order to ensure continuous improvement.

USF Sarasota-Manatee School of Education degree-seeking students enrolled in a course with a Critical Task, Transition Point Project, Dispositions Assessment, Field-work, or Portfolio, are required to have a subscription to Taskstream; please visit the Taskstream homepage to create an account – https://www1.taskstream.com/

Graduation Requirements

Core Requirements – All Concentrations

  • A planned program of study should be completed and filed with the academic advisor during the first semester of study.
  • Completion of all courses as listed on planned program of study with a minimum grade point average of 3.00 on a 4.00 scale.
  • Grades below “C” are not acceptable toward degree requirements.
  • At the time of graduation, only those courses completed within the previous five (5) years will count for the degree.
  • Student must apply for graduation by deadline of the term student wishes to graduate.
  • All required assignments in Taskstream are satisfactorily completed.
  • Candidates must be enrolled in a minimum of two (2) hours of graduate study in the semester in which they will graduate.
  • Candidates who change concentrations must complete a practicum experience appropriate to the new concentration.

Additional Requirements – Concentration Specific

K-12 Public School Leadership Concentration

• Successful completion of the Educational Leadership: K-12 Public School Leadership (M.Ed) program fulfills the requirements for Florida certification in Level 1 K-12 Educational Leadership – Administrative Class. The Florida Educational Leadership Exam (FELE) must be passed prior to graduation for this concentration. Official score report submission to USFSM SOE graduate advisor is required.

*Please be advised that program and/or course requirements are subject to change per state legislative mandates, Florida State Department of Education program approval standards, and accreditation criteria.

Coursework Requirement – Total Credit Hours 36-39

Degree Core (21 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDA 6106 Administrative Analysis and Change 3 PR: EDA 6061
EDA 6192 Educational Leadership 3 PR: EDA 6061
EDF 6481 Foundations of Educational Research 3 PR: EDF 6432; DPR Please see advisor regarding prerequisite
EDG 6285 School Curriculum Improvement 3 None. Open only to teachers in service. Please see advisor regarding waiver
EDS 6050 Principles and Practices of Educational Supervision 3 PR: EDA 6192; Graduate Standing
EME 6425 Technology for School Management 3 None
EDA 6945 Administration Practicum 3 PR: EDA 6061; Completion of a significant amount of the student’s program Student should take during their last semester

Concentrations

K-12 Public School Leadership Concentration (PSD) (15-18 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDG 6627 Foundations of Curriculum and Instruction 3 PR: EDG 4620 Please see advisor regarding prerequisite
EDA 6061 Principles of Educational Administration 3 None
EDA 6232 School Law 3 PR: EDA 6061
EDA 6242 School Finance 3 PR: EDA 6061
EDA 6503 The Principalship 3 PR: EDA 6061
TSL 5085 Theory and Practice for Teaching English Language Learners 3 None Waived with documentation of 3-hour course or 60 hours of district in-service education

Non-Public or Charter School Leadership Concentration (NPC) (15 credit hours)

The following two (2) courses (6 credit hours) are required:

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDA 6061 Principles of Educational Administration 3 None
EDA 6232 School Law 3 PR: EDA 6061

Choose three (3) courses (9 credit hours) of the following:

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDF 6432 Foundations of Measurement 3 None
EDF 6606 Socio-Economic Foundations of American Education 4 None
EDG 6627 Foundations of Curriculum and Instruction 3 PR: EDG 4620 Please see advisor regarding prerequisite
EDA 6242 School Finance 3 PR: EDA 6061
EDA 6503 The Principalship 3 PR: EDA 6061
EDG 6935 Seminar in Curriculum Research 3 None
EDF 6809 Intro to Comparative and International Education 3 None
EEX 6248 Instructional Approaches for Exceptional Populations 3 None
EEC 6205 E.C.: Curriculum and Authentic Assessment 3 None

 

Curriculum Leadership Concentration (CUL) (15 credit hours)

The following two (2) courses (6 credit hours) are required:

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDG 6627 Foundations of Curriculum and Instruction 3 PR: EDG 4620 Please see advisor regarding prerequisite
EDG 6935 Seminar in Curriculum Research 3 Should be taken in semester before EDA 6945

Choose three (3) courses (9-10 credit hours) of the following:

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDA 6061 Principles of Educational Administration 3 None
EDF 6284 Problems in Instructional Design for Computers 3 None
EDF 6606 Socio-Economic Foundations of Education 4 None
EDF 6809 Intro to Comparative and International Education 3 None
EEC 6205 E.C.: Curriculum and Authentic Assessment 3 None
EEX 6248 Instructional Approaches for Exceptional Populations 3 None
RED 6247 District and School Level Supervision in Literacy 3 PR: LAE 6315, RED 6544, RED 6545, RED 6747

 


Education, English Education (M.A.)

Program Admission Deadline Summer: March 1
Fall: June 1
Spring: October 15
Degree Type: M.A.
CIP Code 13.1305
Major Code ASF
Department Code EDR
Minimum Total Hours 33
Degree Website usfsm.edu/academics/programs-and-majors/graduate/english-education/

Program Information

The M.A. in Education, English Education is designed for those with a Bachelor’s degree in the field of English and/or a related appropriate initial certification who desire to increase their competency in this subject specialization or to receive additional professional preparation in education. Graduates of their program will have a Master’s degree in Education that includes 18 graduate credit hours in English. Thus, they could be hired to teach secondary English in a private school or lower-level college English. This program does not require certification nor does it lead to certification. The cross disciplinary sequence of courses explores content area as well as technologies for the classroom. Research skills and strategies to improve instruction are included and a field experience/clinical education is required.

Intended Learning Outcomes

  1. Content Knowledge
    • Candidates are knowledgeable about English as a content area and of application of English to educational practice
  2. Reflective and Ethical Practice
    • Candidates are reflective, demonstrated through reflection on problems in education in general and that pertain to ethical issues
  3. Evaluation and Decision Making
    • Candidates are analytical of data, theoretical underpinnings, research, and curriculum & Instruction, and use their analyses to inform educational design and practice
  4. Educational Design
    • Candidates create effective instructional programs
    • Candidates use technology in teaching and assessment
  5. Learner as an Individual in the Community
    • Candidates construct learning environments that reflect the diversity of experiences, perspectives, and cultures of their students and the larger world
    • Candidates communicate in ways that demonstrate fairness, respect, and sensitivity to diversity, setting high academic expectations for all students

Admission Requirements

  • Applicants must meet University requirements (see Graduate Admissions) as well as requirements listed below.
  • Bachelor’s degree in English, or at least 24 upper-level credits in English or related field, from a regionally accredited university.
  • Students with fewer than 24 upper-level undergraduate course credits in English may still be accepted in the program, but they will be required to make up the deficiency in undergraduate coursework by taking additional graduate courses in English while in the program.
  • Undergraduate upper-level GPA of 3.00 or above. Students with an upper-level GPA score below a 3.00 on a 4.00 scale may still be eligible if they take the GRE and achieve a 300 combined score with a minimum of 156 verbal scale (new scale) or a 1000 combined score with a minimum verbal score of 550 (old scale).
  • An essay (300-500 words) stating educational or professional purpose for pursuing this graduate degree study.
  • A letter of recommendation from a former professor, assessing the applicant’s readiness for graduate study. If that is not possible because the applicant has been out of school for many years, a letter from a work supervisor, addressing the same key issues will be acceptable.

International Applicants

All applicants whose native language is other than English or who have earned a degree from an institution outside the United States must meet the University requirements relative to international graduate admission, (e.g. TOEFL scores, etc.). In addition to these university requirements, applicants to the School of Education must provide the following:

  • An external, course by course evaluation of the foreign degree by an approved external agency, and based on official transcripts with cumulative and upper-level GPA calculations;
  • A social security number in degree programs requiring practica or clinical education;
  • Other information as required by the program of interest (e.g. Graduate Record Exam scores, etc.).

Comprehensive Examination

All candidates must take and successfully pass a Master’s Comprehensive Examination in English Education the last semester of their program. Note: This exam is not offered during the summer term.

Graduation Requirements

  • A planned program of study should be completed and filed with the academic advisor during the first semester of study.
  • Student must complete all courses as listed on planned program of study with a minimum grade point average of 3.00 on a 4.00 scale.
  • Grades below “C” are not acceptable toward degree requirements.
  • At the time of graduation, only those courses completed within the previous five (5) years will count toward the degree.
  • Student must apply for graduation by deadline of term student wishes to graduate.
  • All required assignments in Taskstream [if applicable] are satisfactorily completed.
  • Candidates must be enrolled in a minimum of two (2) hours of graduate study in the semester in which they graduate.

Coursework Requirements Total Minimum Hours 33

Required Core (18-20 credit hours minimum)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDF 6432 Foundations of Measurement 3 None
LAE 5362 Methods of Teaching English Language Arts 3 None
ENC 6700 Studies in Composition Theory 3 None Must be completed prior to clinical education
TSL 5241 Applied Linguistics in Teaching Diverse Students 3 None
EDF 6809 Intro to Comparative and International Education 3 None
or   Students will take either course
EDF 6606 Socio-Economic Foundations of American Education 4 None
LAE 6389 Practice in Teaching Literature 3 None Clinical Education:  Student should complete in final term (fall or spring only)
or Students will take either course
ENC 6745 Teaching Practicum 3 None Clinical Education:  Student should complete in final term (fall or spring only)

Approved Electives (15 credit hours)

Students will choose fifteen (15) credit hours of electives (AML, ENC, ENL, ENG or LIT) at the 5000 level or above in addition to the coursework shown above. At least one (1) elective course must be at the 6000 level.

Program and/or course requirements are subject to change, per state legislative mandates, and Florida State Department of Education program approval standards. Please contact Program for more information.

Candidate must complete a comprehensive examination during the final term (not offered in summer).

Course InventoryA searchable database for all USF Courses.


 


Teaching, Elementary Education (M.A.T.)

Degree Type: M.A.T.
CIP Code 13.1202
Major Code TEE
Department Code EDR
Minimum Total Hours 39
Degree Website usfsm.edu/academics/programs-and-majors/graduate/teaching-elementary-education/
Please be advised that program and/or course requirements are subject to change, per state legislative mandates, Florida State Department of Education program approval standards, and/or accreditation criteria.

Program Information

The Masters of Arts in Teaching (M.A.T.) Elementary Education is a program designed to prepare outstanding elementary teachers (K-6). Students enter this program after completing baccalaureate degrees in fields other than education. Successful graduates earn Florida teaching certification in elementary education, K-6, with an ESOL (English for Speakers of Other Languages) endorsement. Program graduates learn, lead, inspire, and transform their schools and communities.

Through coursework and supervised field experiences, M.A.T. graduates will demonstrate depth and breadth of content knowledge; self-reflection, professional growth and ethical practice; use of research-based practices and data to make instructional decisions; design educational experiences that result in positive impact on student academic achievement; demonstrate proficiency integrating technology; enhance learning environments to meet the needs of diverse experiences, perspectives, and cultures of students; and communicate in ways that demonstrate fairness, respect, and sensitivity to diversity, setting high academic expectations for all students.

The University of South Florida Sarasota-Manatee and our partner school districts (Manatee, Sarasota, Charlotte) have entered into partnerships to ensure that candidates have a uniquely focused experience in the public schools. School sites have been selected for onsite instruction and excellent mentoring.

Effective Fall 2018, New College of Florida students may participate in an accelerated 4+1 program to earn the MAT in Elementary Education in one year by taking one MAT graduate course in spring of their senior year while at NCF.  Interested students should contact the School of Education for details.

Intended Learning Outcomes

  1. Content Knowledge
    • Elementary Education candidates demonstrate depth and breadth of content knowledge and content pedagogical knowledge across subject areas.
  2. Reflective and Ethical Practice
    • Elementary Education candidates demonstrate self-reflection, professional growth, and ethical practice.
  3. Evaluation and Decision Making
    • Elementary Education candidates use research-based practices and data to make instructional decisions.
  4. Educational Design
    • Elementary Education candidates design educational experiences that result in positive impact on student academic achievement.
    • Elementary Education candidates are proficient in integrating technology to enhance academic achievement.
  5. Learner as an Individual in the Community
    • Elementary Education candidates enhance learning environments to meet needs of the diverse experiences, perspectives, and cultures of their students.
    • Elementary Education candidates communicate in ways that demonstrate fairness, respect, and sensitivity to diversity, setting high academic expectations for all students.

Admission Requirements

  • Applicants must meet University requirements (see Graduate Admissions) as well as requirements listed below.
  • All programs require earned degrees from regionally accredited institutions or an international equivalent.
  • Applicants must have a bachelor’s degree or master’s degree from a regionally accredited university, and have earned a “B” (3.00 on a 4.00 scale) average or higher in all work attempted cumulatively or as an upper division student.
  • Admission will be determined by a holistic evaluation of undergraduate GPA and/or test scores from either the GKT or the GRE.
  • Passing scores in all sections of the General Knowledge Test of the Florida Teacher Certification Exam (GKT) must be within 10 years of application for certification; or a passing score on the GRE sections that equate to the GKT subtests (on or after July 1, 2015). See advisor for required scores.
  • Applicants must also submit a personal statement (500 words) that addresses the applicant’s experiences (including any prior experience working with children) and what prompted to want to become an elementary education teacher.
  • Current resume
  • Interview, if applicable

International Applicants

Applicants whose native language is not English or who have not earned a degree in the U.S. must, according to university policy, submit a TOEFL score (minimum of 550 paper-based, 213 computer-based, or 80 internet-based test) with the admissions application. See the international admissions website for further clarification and exemptions. Please check with the program regarding the policy on evaluation of transcripts.

International students entering this degree program must obtain a social security number for purposes of the practicum, the clinical and certification testing. An external course by course evaluation of the foreign degree is required with the admissions application.

Taskstream

TaskStream is a web-based electronic portfolio required of students in the School of Education (SOE) programs.  It provides a way to submit documents, including Critical Tasks, Transition Point Projects, Disposition Self-Assessments, and forms such as the Filed-work and Diversity Tracking Forms to instructors for feedback and assessment.  These assessments are used to evaluate candidate progress toward meeting standards set by the faculty, Florida Department of Education where applicable and pertinent professional organizations.  The SOE faculty analyzes data from the assessments and uses the data for program planning in order to ensure continuous improvement.

USF Sarasota-Manatee School of Education degree-seeking students enrolled in a course with a Critical Task, Transition Point Project, Dispositions Assessment, Field-work, or Portfolio, are required to have a subscription to Taskstream; please visit the Taskstream homepage to create an account – https://www1.taskstream.com/

Coursework Requirements Total Minimum Credit Hours 39

Required Core Courses (9 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
RED 6514 The Reading Process in the Elementary Grades 3 None
EDE 6326 Instructional Planning for Diverse Learners 3 None
EDF 6432 Foundations of Measurement 3 None Process Core

Required Concentration Courses (30 credit hours):

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
TSL 5086 ESOL II-Secondary Language & Literacy Acquisition in Children & Adolescents 3 PR: TSL 5085 See advisor for course registration and sequencing; Inclusive of practicum (12-hours per week)
TSL 5241 Applied Linguistics in Teaching Diverse Students 3 None
MAE 6117 Teaching Elementary Math 3 None
SCE 4310 Teaching Elementary School Science 3 Admission to School of Education and completion of General Distribution Requirements in the Natural Science area; School of Education Majors only
SSE 6617 Trends in K-6 Social Science Education 3 School of Education Majors only; Dual Track or MAT Admission
RED 6540 Assessment in Literacy 3 PR: LAE 6315, RED 6544, RED 6545, RED 6747 See advisor regarding prerequisites
LAE 6315 Writing and Writers: Trends and Issues 3 None
EDE 6328 Development & Management of Diverse Learners 3 PR: EDE 6326 Inclusive of Clinical Education II Practicum
EDG 6947 MAT Final Internship 1-9 DPR; S/U Must apply to and be approved by the Coordinator for Clinical Education

Practicum and Clinical Education

Candidates will be required to complete several field experiences and clinical education experiences throughout the teacher preparation program.  It is the policy of the SOE that a candidate who does not successfully complete a field experience or clinical education experiences will be terminated from the program.

The final clinical education experience involves observing and teaching in a classroom.  Clinical education experience sites are available in the counties served by USFSM.  Candidates should meet with an advisor to discuss eligibility for Clinical Education.

Special requirements for enrollment in the final clinical education are:

  1. Admission to the SOE.
  2. Passing scores on all sections of the General Knowledge Test or GRE.
  3. Completion of fingerprinting and background check as required by the school district in which the student is placed.
  4. Successful completion of the Practicum/Clinical Education II.
  5. Completion of an application for the final Clinical Education III.
  6. Completion of all professional education and specialization coursework including the ESOL documentation, prior to Clinical Education III.
  7. Passing scores on all sections of the FTCE exams. Evidence of passing scores is due by the date established by the Coordinator of Clinical Education, normally 45 days prior to the end of the semester before final internship.

During the clinical education year, students progress as a cohort.  Ordinarily, participation as a full-time student is required.  All students are required to complete 12-hours a week (minimum) of practicum during their program and a final full-time Clinical Education in their last semester.  Placements are made for students in local school districts.

Transition Point Project

Students are required to complete a Transition Point Project in the fall semester prior to the final clinical requirements. Candidates must pass the Transition Point Project in order to continue the program; if the candidate fails twice, he or she will be deemed as not making academic progress and will be subject to dismissal from the program. The project requires work independent of courses. A candidate may submit only one Transition Point Project during a semester.

Action Research Project

Students are required to complete an Action Research Project during their final clinical requirement semester. Candidates must pass the Action Research Project in order to graduate from the program. The project requires work independent of courses.

Graduation Requirements

  • A planned program of study should be completed and filed with academic advisor during first term of study.
  • Students must pass all sections of the Florida Teacher Certification Exams (FTCE):  the General Knowledge test (GKT) or GRE, the Professional Ed Exam, and the Subject Area Exam in Elementary Ed K-6 and must submit an original copy of the results to the college prior to their final clinical education semester (normally 45 days before the semester prior to final internship).
  • Completion of all required coursework having maintained a 3.00 GPA or better.
  • Grades below “C” are not acceptable toward degree requirements.
  • At the time of graduation, only those courses completed within the previous five (5) years will count for the degree.
  • Student must apply for graduation in the term the student wishes to graduate.
  • All required assignments in Taskstream are satisfactorily completed.
  • Candidates must be enrolled in a minimum of two (2) hours of graduate study in the semester in which they graduate.

Please be advised that program and/or course requirements are subject to change, per state legislative mandates, Florida State Department of Education program approval standards, and accreditation criteria.

Course InventoryA searchable database for all USF Courses.


Certificate Programs

The areas of study for the graduate certificates are created within the mission of graduate education.  Students will be awarded certificates upon completion of specific coursework. The graduate certificate is not defined as a degree; rather, it is a focused collection of courses that, when completed, affords the student some record of distinct academic accomplishment in a given discipline or set of related disciplines.  Moreover, the graduate certificate is not viewed as a guaranteed means of entry into a graduate degree program. While the courses comprising a graduate certificate may be used as evidence in support of a student’s application for admission to a degree program, the certificate itself is not considered a prerequisite.


 


SOE Certificate Requirements

Admissions Requirements

  1. Students must apply and be accepted into the graduate certificate area of study to be eligible to receive a certificate.
  2. Minimum requirements for admission are an earned baccalaureate degree or its equivalent from a regionally accredited college or university.
  3. Each graduate certificate area of study sets the requirements for admission, including minimum grade-point average, standardized test scores, and other similar criteria as part of the application.
  4. Prospective non‐degree seeking graduate certificate students must meet University graduate admissions grade point average requirements.
  5. Students are encouraged to contact the appropriate advisor prior to applying.
  6. All students who wish to pursue approved graduate certificates must be admitted prior to completion of their second graduate certificate course.
  7. Certificate-seeking-students not currently enrolled in a degree-granting graduate program will be admitted into a separate classification within the University, and will be classified as “Graduate Certificate Students.”
  8. The School will note successful completion of a certificate on the student’s transcript upon completion.
  9. Students pursuing a graduate certificate will be required to meet the same academic requirements as those defined for degree-seeking students to remain in “good standing.”
  10. All graduate certificate students may apply one graduate course to two graduate certificates.
  11. All graduate certificate students must meet all prerequisites for courses in which they wish to enroll.
  12. Should a graduate certificate student subsequently apply and be accepted to a degree-granting program, up to twelve (12) hours of USF System credit earned as a graduate certificate student may be applied to satisfy graduate degree requirements.  Any application of such credit must be approved by the degree-granting college and must be appropriate to the program.
  13. For information on transfer of credit policies pertaining to Graduate Certificates, refer to the Transfer of Credit Policy for more information.

Completion Requirements

To receive a graduate certificate:

  1. Students must successfully complete certificate requirements as established by the university.
  2. Students must submit a completion form.
  3. Degree-seeking students must submit the completion form before graduating from their degree program.
  4. Non-degree-seeking students must submit the completion form no later than one semester after completing their certificate coursework.
  5. Students must have been awarded a bachelor’s or higher degree.

 


Online Teaching and Learning

Program Information

The Graduate Certificate in Online Teaching and Learning (XOP) is a 14-credit hour non-degree program of graduate level coursework offered by the USF Sarasota-Manatee School of Education for those interested in learning more about virtual instruction. The four (4) courses will provide a strong foundation in curriculum design and instruction so that participants are prepared to design, facilitate, deliver and assess on-line learning.

Admission requirements:

  1. A Bachelor’s degree in any field from a regionally accredited university with a minimum 3.00 (on a 4.00 scale) GPA,
  2. Official (original and sealed) transcripts from all institutions of higher education (degrees earned from USF do not require transcripts),
  3. Resume
  4. Letter of Interest (250 words) indicating your objectives in pursuing this course of study.

Total Credit Hours Required: 14

Program requirements: 

This non-degree certificate program is a 14 graduate level credit course of study and should be completed within a three (3) year period of time.

Upon successful completion of the required courses, the student will fill out a Completion of Program form and will be issued a certificate indicating program completion.

Required Core (14 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
EDF 6284 Problems in Instructional Design for Computers 3 Computer literacy
EDF 6944 Field Experience 4 DPR
EME 6076 Introduction to Online Teaching and Learning 4 DPR
EME 6613 Development of Technology-Based Instruction 3 PR: EDF 6284; DPR

Up to twelve (12) hours of certificate course credits may be applied to a graduate degree with college approval.  Non-degree-seeking students and transfer students may apply one course to a graduate certificate with college approval.

 


 


Post-Master’s Certificate in Educational Leadership

The Post-Master’s Certificate in Educational Leadership (EDLD) is for those persons with an earned master’s degree in a field other than educational leadership and who wish to add educational leadership to their Florida Professional Educator’s Certificate.  The modified program is a non-degree program consisting of approximately 30-33 credit hours of coursework that meets Florida Principal Leadership Standards for K-12 schools in instructional leadership, operational leadership and school leadership. Successful completion fulfills program and core curriculum requirements for Florida certification in Level I K-12 Educational Leadership – Administrative Class.  The number of courses required will vary, depending upon the student’s master’s degree coursework.

Admission Requirements

  • A Master’s degree from a regionally accredited institution with a minimum 3.00 GPA
  • Official (original & sealed) Master’s and Bachelor’s transcripts.  (Degrees earned from USF do not require transcripts.)
  • A valid Florida Professional Educator’s Certificate (please provide a copy clearly showing border and seal).
  • Proof of English for Speakers of Other Languages (ESOL) training (3-hour course or 60 hours of district in-service education)
  • Three letters of professional recommendation. At least one of the three (3) letters of reference must be from the applicant’s current or recent direct supervisor.
  • A letter of intent (brief statement outlining experience and goals).
  • Evidence of teaching under a full‐time contract for a minimum of two (2) years.

Certificate Requirements

Within the minimum total of 30-33 credit hours, students completing the Post-Master’s Certificate are required to complete an ESOL training requirement.  If the student does not complete a 3-credit-hour course in ESOL or does not have documentation of the completion of sixty (60) hours of ESOL district in-service education, they will be required to complete TSL 5085.  Students should include documentation with the application if the requirement has already been met. In addition to coursework, successful completion of the Florida Educational Leadership Exam (FELE) is required for certificate completion.

Upon successful completion of the necessary courses, portfolio (a reflective capstone activity), and tests, a notation is placed on the student’s transcript indicating completion of a Post-Master’s Certificate in Educational Leadership; however, the student must apply to the FLDOE for state certification. 

Courses

Please see the Educational Leadership M.Ed. course listing. The number of courses required will vary depending upon the student’s master’s degree coursework, but at least 18 credit hours must be taken at USFSM.  Applicants wanting consideration of previous Master’s coursework must supply a university catalog course description and course syllabus for each course they want reviewed and indicate which USF course may be comparable.

Note:  Previous coursework cannot be older than five (5) years at the time the student completes the Post-Master’s Certificate in Educational Leadership. The faculty program coordinator will evaluate coursework to determine acceptability and applicants will be provided with a list of recommended courses for completion of the Post-Master’s Certificate. Please be advised that certificate and/or course requirements are subject to change, per state legislative mandates, Florida State Department of Education program approval standards, and accreditation criteria.

Course Inventory A searchable database for all USF Courses


 


Post-Baccalaureate Certificate in Teacher Preparation

This post-baccalaureate certificate program (EDUM) is approved by the Florida Department of Education to provide professional preparation according to Rule 6A-5.066, F.A.C., for those who seek an approved alternative route to Florida Certification.  Individuals who hold a baccalaureate degree from an accredited or approved institution who are pursing professional teaching certification from FLDOE are eligible. The certificate program provides rigorous instruction in creating a safe learning environment in P-12 classrooms, effective instructional planning and strategies for teaching diverse learners including those with disabilities, applying research-based instructional practices to reading in disciplines, instruction of English Language Learners, and using assessment data to inform instruction.  Successful completion of this certificate results in the following endorsement on the student transcript: “Completed State-Approved Professional Training Option.”

Those electing the graduate level course work may apply some coursework as appropriate to one of the following degree programs: Master’s in Teaching, Master’s in Education, Master’s in Educational Leadership. Additional requirements must be met to be eligible for admission into these graduate degree programs. Please speak to an advisor for more information.

Mission

The School of Education’s mission is the mission for this certificate program: to prepare effective educators who will learn, lead, inspire, and transform their schools and communities.

There is a need in our community for educators in content specific areas, particularly in math and science for middle and high school. Students with a bachelor’s degree in a content area, who have a Statement of Eligibility or Temporary Teaching Certificate from FLDOE need specific coursework to meet the requirements specified in 6A-4.006, General and Professional Preparation in order to pursue a Professional Teaching Certificate. The Florida Department of Education forecasts a continuing need of teachers in all areas.

Learning Outcomes

Program Learning Outcomes

  1. Candidates demonstrate knowledge of effective management of the learning environment such that the environment is safe and that student learning is demonstrated.
  2. Candidates apply knowledge of human development and learning to prepare effective learning environments and provide effective instruction for diverse student populations.
  3. Candidates demonstrate accurate use of multiple sources of data to inform planning and instruction to improve student achievement.
  4. Candidates demonstrate effective instructional strategies for diverse learners, including students with disabilities.
  5. Candidates effectively apply research-based instructional practices of reading to instruction in their discipline.
  6. Candidates demonstrate effective instruction for teaching English Language Learners.

Admission Requirements

  • Applicants must meet University requirements (see Undergraduate or Graduate Admissions) as well as requirements below.
  • Bachelor’s degree or equivalent from a regionally accredited university, and have earned a “C” or a 2.50 on a 4.00 scale average or higher in all work attempted cumulatively or as an upper division student, or
  • A graduate degree from a regionally accredited institution with at least a 2.50 GPA for the preceding baccalaureate, or a 2.50 GPA for the graduate degree.
  • Applicants must have a Statement of Status of Eligibility.
  • A personal statement (500 words) that addresses the applicant’s experiences (including any prior experience working with children) and what prompted the decision to become a teacher.
  • Current resume
  • Interview, if applicable

Required Courses (18 credit hours)

Course Number Title Credit Hours Requisites (KEY) Notes (KEY)
ESE 4322 Classroom Management for Diverse School and Society 3 None
OR
ESE 5344 Classroom Management for a Diverse School and Society 3 None Learning Outcome a

 

EDF 3122 Learning and the Developing Child 3 PR: General psychology; School of Education Majors only Learning Outcome b; See advisor to waive prerequisites
OR
EDF 6133 Child & Adolescent Development and Learning 3  None  Learning Outcome b

 

EDF 4430 Measurement for Teachers 3 School of Education Majors only Learning Outcome c
OR
 EDF 6432 Foundations of Measurement 3  None  Learning Outcome c

 

 EDE 4323 Planning for Instruction of Diverse Learners 3 PR: EDE 4223, EDF 3604, EDF 3122, TSL 4240; Learning Outcome d
OR
EDE 6326 Instructional Planning for Diverse Learners 3  None Learning Outcome d

 

RED 4333 Content Area Reading 3 Learning Outcome f
OR
RED 6544 Cognition, Comprehension, and Content Area Reading: Remediation of Reading 3 None Learning Outcome f

 

TSL 4344 Foundations of Teaching ESOL in Mainstream Classes 3 CP: TSL 4240 Learning Outcome f; See advisor to waive prerequisite
OR
TSL 5085 ESOL I – Theory and Practice of Teaching English Language Learners 3  None Learning Outcome f

 


 


Graduate Course Descriptions

USF Sarasota-Manatee makes every effort to offer all the degree and certificate programs listed in this catalog. USF Sarasota-Manatee does not commit itself to offer all the courses, programs, and majors listed in this catalog unless there is sufficient demand to justify them. Some courses may be offered only in alternative semesters or years, or even less frequently if there is little demand.
Course Number Title Cr Col Course Description Requisites (KEY)
ACG 5205 Advanced Financial Accounting 3 BA Accounting for business combinations, preparation of consolidated financial statements, home office/branch relationships, foreign operations and transactions, partnerships. PR: ACG 3113
ACG 5375 Valuation of Closely Held Businesses 3 BM Prepares students to assess how a firm can increase its value.  Students develop an understanding of the principles behind business valuation and learn how to use these principles to assess a company’s value through a case study. PR: ACG 2021
ACG 5505 Governmental/Not-For-Profit Accounting 3 BA Application of financial and managerial accounting, and auditing, principles and theory to both governmental and not-for-profit entities. PR: ACG 3113; CR: ACG 4632
ACG 6025 Financial Accounting for Managers 2 BA Study of (1) accounting concepts and standards applicable to presentation of financial information to interested users, (2) structure and interpretation of financial statements, especially issues of income determination and assessment measurement. Not available for credit for graduate students in the Master of Accountancy program
ACG 6026 Accounting Concepts for Managers 3 BA A graduate level introduction to the role of accounting information in the decisions of internal and external users of financial information and statements. None
ACG 6936 Selected Topics in Accounting 1-4 BA The course content will depend on student demand and instructor’s interest. None
ADE 6080 Adult Education in the United States 4 ED A study of the adult education movement in the United States from its beginnings to the present lifelong learning enterprise it has become. Economic and cultural factors of the past are examined with a view toward implications for the future. None
ADE 6160 Program Management in Adult Education 3 ED An examination of the methods for establishing a productive adult education program, and the principles and procedures involved in designing, organizing, operating, and evaluating comprehensive adult education programs. None
ADE 6161 Curriculum Construction in Adult Education 4 ED Curriculum scope, the process of planning and organizing instructional programs with emphasis on task analysis and process evaluation. Concentrates on basic principles affecting the planning of Adult Education activities, including an overview of the human forces that both impinge on and motivate human behavior in an adult learning environment. None
ADE 6360 Methods of Teaching Adult Education 3 ED An exploration of different methods, techniques, and materials available to help adults learn. Concentration on the process of designing effective learning experiences for adults and developing the competencies of self-directed learning. None
ADE 6370 Human Resource Development 3 ED A study of learning, training, and education as it is practiced in the public, private and the non-profit sectors. Course covers HRD history, key competencies, and relevant theory. None
ADE 6385 The Adult Learner 3 ED An investigation of the physiological and psychological changes in the adult life span and the implications these have for adult learning capabilities. Concentration on the identification of principles of adult learning, differences between adults and youth as learners, and a review of research on adult learning. None
ADE 6931 Selected Topics in ADE and HRD 1-5 ED Each topic is a course under the supervision of a faculty member. The title and content will vary according to the topic. None
AML 5305 Studies in Individual American Authors 3 LM This course provides advanced study of two or three selected authors who are considered to have made major contributions to the development of American literature. None
BUL 5332 Law and the Accountant 3 BA A comprehensive study of commercial law as it affects the practice of accounting. PR: BUL 3320; CI
CCJ 6118 Introduction to Criminology Theory 4 BC An introduction to, and comparison of, major historical and contemporary theories that seek to explain criminal behavior or the existence of crime in society. None
CCJ 6406 Theory, Practice, and Research in Law Enforcement 3 BC This issue-oriented course explores the relationships among theory, practice, and research as these are reflected in the problems and challenges that confront law enforcement. None
CCJ 6459 Grant Writing for Criminal Justice Administration 3 LM Its purpose is to provide MACJA students with the skills to write a grant proposal that could be submitted to a research agency such as the National Institute of Justice. However, the skills learned will be transferable to other public service agencies. None
CCJ 6705 Research Methods in Criminology  4 BC Introduction to the basic methods of criminological research; overviews philosophy of science, research ethics, research design issues such as sampling and measurement, and methods of data collection, including survey, experimental, and evaluation research. None
CCJ 6706 Quantitative Analysis in Criminology I 4 BC Introduction to data management utilizing computer statistical packages and elementary statistical techniques used in criminological research: descriptive and inferential statistics, group comparisons, measures of association, linear regression. PR: CCJ 6705
CCJ 6905 Directed Independent Study 1-12 BC Independent study in which student must have contract with instructor. Majors only; S/U
CCJ 6910 Directed Research 1-19 BC S/U
CCJ 6930 Current Issues in Corrections 3 BC This course is designed to review and analyze the major issues and dilemmas that confront corrections today, including overcrowding, inmate rights, privatization, control of gangs, control of inmates, and the availability or programs and services. Attention will also focus on the strategies and/or controversies associated with these issues. Repeatable with different subject matter
CCJ 6932 Issues in Criminal Justice Administration 3 LM This course will focus on some of the most significant issues facing today’s criminal justice administrator. None
CCJ 6933 Juvenile Delinquency 3 LM This course is a comprehensive overview of juvenile delinquency and the juvenile justice system. It explores theories of delinquency, how juvenile delinquents are handled, and recommended prevention/rehabilitation strategies. None
CCJ 6935 Topics in Criminology and Criminal Justice 3 BC Analysis and discussion of topics of major concern in criminology and criminal justice that are not covered in regular courses. None
CCJ 6936 Current Issues in Law Enforcement 3 BC This course will focus on some of the most significant issues facing law enforcement agencies today. Some topics included will be: police use of deadly force; review of police conduct; police unionization; police corruption; media relations; civil liability; and community/problem-oriented policing. None
CJE 6268 Minorities and Crime 3 BC This course provides an overview and discussion of issues surrounding the relationship between minority groups and the criminal justice system. It focuses on overt and institutional racism and discrimination and its relationship to the justice system. None
DSC 6020 Terrorism and Homeland Security 3 BC This course will introduce you to the phenomena of contemporary terrorism and extremism. Emphasis will be placed on extremism as a foundation for terrorist behavior, types of terrorism, and how governments and law enforcement agencies respond to terrorism. None
EBD 6215 Advanced Theories and Practices in Emotional Handicaps 3 ED In-depth study of specific behavioral disorders of children and youth, with an emphasis on educational implications and interventions. PR:  Introductory course in special education
ECO 6005 Introduction to Economic Concepts for Managers 3 AS A graduate level introduction to the economic foundations of decision making, this course addresses the fundamental tools of micro and macroeconomic analysis and how they can be applied to firms operating in both domestic and global markets. None
ECO 6936 Selected Topics in Economics 1-4 AS The course content will depend on student demand and instructor’s interest. Graduate Standing
ECP 6702 Managerial Economics 2 AS This course presents the microeconomic theory of price determination in an exchange economy with special emphasis on the behavior of firms in various market structures. None
EDA 6061 Principles of Educational Administration 3 ED Educational administration as a profession. Consideration of organization, control, and support of the educational system. None
EDA 6106 Administrative Analysis and Change 3 ED Change and change strategies in formal and informal organizations are foci. Students will develop change strategies and will apply them to selected situations. PR: EDA 6061
EDA 6192 Educational Leadership 3 ED Administration course that addresses change, influences, and planning systems. Also examines personnel functions for administrators. PR: EDA 6061
EDA 6194 Educational Leadership II: Building Capacity 3 ED Three major themes to improve schools within a clear/compelling moral purpose: 1) communities of differences; 2) teacher development through professional community building; and 3) learners and learning through capacity building at the school level. PR: EDA 6192
EDA 6232 School Law 3 ED Basic essentials of School Law. A review of court decisions affecting American education with emphasis on Florida State statutes. PR: EDA 6061
EDA 6242 School Finance 3 ED Financial support of education by local, state, federal sources, with emphasis on Florida; introduction to educational budgeting. PR: EDA 6061
EDA 6503 The Principalship 3 ED Organization and administration of the school. Emphasis on the competencies necessary for leadership and management by the principal as the administrator and instructional leader. PR: EDA 6061
EDA 6910 Directed Research 1-19 ED PR: EDA 6061; Graduate Standing; S/U
EDA 6945 Administration Practicum 3-8 ED Field experiences in school systems for identifying and analyzing educational problems and their solutions. Application of concepts developed in the student’s program. PR: EDA 6061; Completion of a significant amount of the student’s program; S/U
EDE 6326 Instructional Planning for Diverse Learners 3 ED Introduction to the theories and practices that support children’s learning. Includes accessing resources that support teaching, developing lessons, designing appropriate assessments, and the elements that influence instructional decision-making. None
EDE 6328 Development & Management of Diverse Learners 3 LM The course is designed to deepen candidates’ understanding of child growth/development in the classroom contexts of learning and behavior management for diverse and exceptional populations. Candidates will participate in a field experience for 12 hrs/wk. PR: EDE 6326 with a grade of “C” or better
EDE 6365 Culturally Responsive Pedagogy for Elementary Student Learning 3 ED This course provides the opportunity for the learner to develop the knowledge, skills, process, and understanding of the techniques and methods needed to develop as a culturally responsive teacher. Graduate Standing
EDE 6458 Reflecting on Instructional Decision Making 1-3 ED Develops the students’ abilities to reflect upon teaching practice and evaluate instructional decisions on K-6 student learning. The first hour is taken with the practicum. The second hour is to be taken in conjunction with final internship. CR: For first hour: EDE 6946, for second hour EDG 6947
EDE 6506 Managing and Differentiating the Instructional Environment in Elementary Schools 3 ED Examines the legal issues affecting classroom/school management, school safety and professional ethics. Explores research and knowledge of best practices and a variety of teaching and management strategies for a diverse elementary classroom setting. None
EDE 6906 Independent Study: Elementary/Early Childhood Education 1-6 ED Independent study in which students must have a contract. S/U
EDE 6946 Practicum Field Experience 3 ED This intensive practicum experience is designed to complement foundational MAT coursework and is completed during the second block of the MAT program. This course is restricted to majors and is not repeatable. S/U only. PR: RED 6514, FLE 5345, and 9 additional credits in program courses; CR: EDE 6458
EDF 6165 Group Processes for Educational Personnel 1-3 ED Application of group process research to the needs of professional educators and training officers. None
EDF 6215 Learning Principles Applied to Instruction 4 ED Learning principles and their application to classroom instruction. None
EDF 6133
Child and Adolescent Development and Learning
3 LM This course examines child and adolescent growth and development with specific emphasis on investigative methods and application to instruction organization/management of learning environments. None
EDF 6284 Problems in Instructional Design for Computers 3 ED This course focuses on the systematic design of instructional courseware, including analysis, media selection, and evaluation. Topics include instructional strategies, screen design, response analysis, feedback and interactivity. Computer literacy
EDF 6432 Foundations Of Measurement 3 ED Basic measurement concepts, role of measurement in education, construction of teacher-made tests and other classroom assessments, interpretation of standardized tests, and fundamental descriptive statistics for use in test interpretation. None
EDF 6481 Foundations of Educational Research 3 ED Analysis of major types of educational research designs, including experimental, correlational, ex post facto and case studies. PR: EDF 6432; DPR
EDF 6492 Applied Educational Program Evaluation 3 ED Design, development, implementation, interpretation, and communication of both formative and summative educational program evaluation studies. PR: EDF 6432, EDF 6446; DPR
EDF 6606 Socio-Economic Foundations of American Education 4 ED Socio-economic factors as they relate to the work of professional educators and the role of public education in American society. None
EDF 6736 Education, Communication, and Change 3 ED Developments in communication as a process of social change as it affects students, teachers, and traditional school arrangements. None
EDF 6809 Intro to Comparative and International Education 3 LM This course provides an examination of the major issues surrounding comparative and international perspectives in education. None
EDF 6906 Independent Study: Educational Foundations 1-6 ED Independent study in which students must have a contract with an instructor. S/U
EDF 6938 Selected Topics 1-4 ED Exploration and demonstration of knowledge in an area of special interest to the student and/or in an area for which the student needs to demonstrate a higher level of competence. Designed to fit the needs of each student. None
EDF 6944 Field Experience 1-4 ED Demonstrate skills in the practice of the student’s specialty. Objectives will be defined by the needs of the individual student CI
EDG 6285 School Curriculum Improvement 3 ED Open only to teachers in service. Complete faculty participation required. None
EDG 6627 Foundations Of Curriculum And Instruction 3 ED Open to all graduate students. Introductory course in curriculum and instruction at the graduate level, basic to all specialized courses in the field. Emphasis on foundations, design, basic concepts, theory, and trends of curriculum from early childhood through secondary levels. PR: EDG 4620
EDG 6931 Selected Topics in Education 1-4 ED Each topic is a course under the supervision of a faculty member. The title and content will vary according to the topic. None
EDG 6935 Seminar in Curriculum Research 1-3 ED Critical evaluation of current research and curriculum literature, design and analysis of individual research topics leading to satisfaction of research requirements. None
EDG 6947 MAT Final Internship 1-9 ED Open to graduate degree candidates only. Supervised teaching at the secondary or junior college level as appropriate. DPR; S/U
EDG 6975 Project: Master’s/Specialist 2 ED Individual scholarly project planned and completed with the approval of the advisor and program committee. None
EDS 6050 Principles and Practices of Educational Supervision 3 EP Three major themes to improve schools within a clear/compelling moral purpose: (1) communities of differences; (2) teacher development through professional community building; and (3) learners and learning through capacity building at the school level. PR: EDA 6192; Graduate Standing
EEC 6205 E.C.: Curriculum and Authentic Assessment 3 ED This course focuses issues, strategies and research associated with curriculum and authentic assessment. This course is open to graduate non-majors and is repeatable for three hours credit. None
EEC 6265 Early Childhood Programs and Advanced Curriculum 3 ED Historical traditions and contemporary programs and curriculum models analyzed with an emphasis on dominant practices, methodologies, and current research that influences curriculum development in programs serving young children. Open non-majors/RTHC. None
EEX 5752 Working With Families: A Pluralistic Perspective 3 ED The impact of the socio/cultural environment on the education of at-risk children and children with disabilities; family systems theory, principles of multi-cultural education, strategies for working effectively with families of school-age children, diverse cultures and family structures represented in school populations today. PR: Introductory course in special education; Graduate Standing
EEX 6025 Trends and Issues in Special Education 3 ED Survey of all exceptionalities including current trends and issues related to the field of special education. DPR
EEX 6065 Collaborative Transition and Career Planning for Students with Low Incidence Disabilities 3 ED This course offers an analysis of collaborative, interdisciplinary transition planning strategies and explores issues surrounding the development and use of functional, community-based curriculum for adolescents with severe or profound disabilities. Graduate Standing
EEX 6222 Advanced Psychoeducational Assessment of Exceptional Students 3 ED Theory and methodology associated with norm-referenced, criterion-referenced, curriculum-based, ecological, and psychoneurological assessment procedures for exceptional students. Graduate Standing; Introductory courses in exceptional student education and educational assessment
EEX 6234 Identification and Assessment of Individuals with Low Incidence Disabilities and ASD 3 ED Critical analysis of the processes in place to identify students with severe/profound intellectual disabilities and/or autism spectrum disorder (ASD). Explores curriculum instruction and assessment in a least restrictive environment. Graduate Standing
EEX 6245 Transitional Programming for the Adolescent and Young Adult Exceptional Student 3 ED Procedures for implementing educational programs with exceptional adolescents. Includes educational programming, alternative programs, community resource coordination, career/occupational education, and advocacy. Graduate Standing; Introductory course in educating exceptional students
EEX 6248 Instructional Approaches for Exceptional Populations 3 ED In-depth study of instructional strategies that are effective when teaching students with emotional disturbance, mental retardation, and learning disabilities. Content includes techniques for curriculum adaptation, IEP development; direct, data-based and metacognitive strategy instruction; and micro-computer applications. Graduate Standing; Introductory course in special education
EEX 6476 Curriculum and Instruction for Students with Low Incidence Disabilities 3 ED Analysis of current issues and best practices in assessment for teaching, curriculum content, and instruction for students with severe disabilities and the provision of educational services within inclusive general education settings and home communities. Graduate Standing
EEX 6612 Management and Motivation of Exceptional and At-Risk Students 3 ED Available to non-majors. Focuses on approaches to classroom management and motivational strategies when working with exceptional students. Content includes applied behavior analysis techniques, psychoeducational approaches, and social skills training. PR: Introductory course in special education; Graduate Standing
EEX 6732 Consultation and Collaboration in Special Education 3 ED Theories of consultation and collaboration. Overview of service delivery models in special education. PR: Introductory course in special education; Graduate Standing
EEX 6939 Advanced Seminar: Paradigms, Practices, and Policies in Special Education 3 ED An advanced graduate seminar stressing cross-categorical relationships. Topics include research that deals with paradigms for providing service, service models, and legal mandates. DPR; Students should be in the last semester of coursework for master’s degree
EEX 6943 Practicum in Exceptional Student Education 1-4 ED Supervised field work in exceptional student education with children (including preschool handicapped) who have learning disabilities, mental handicaps, emotional and behavioral disabilities, physical disabilities, or multiple disabilities. Graduate Standing; Admission to Master’s Degree Program in Special Education; DPR; S/U
ELD 6015 Advanced Theories and Practices in Specific Learning Disabilities 3 ED Various conceptual and/or theoretical models are reviewed; current trends and issues related to education of children with specific learning disabilities. PR: Introductory course in exceptional child education; Graduate Standing
EME 6076 Introduction to Online Teaching and Learning 4 LM The course will explore the principles of the online teaching and learning community and instructor competencies used in facilitating online courses. None
EME 6425 Technology For School Management 3 ED This course provides information and skills necessary for administrators and teachers to effectively use the computer and application software to manage information. Students use programs such as word processors, database managers, and spreadsheets to facilitate management tasks at the school and classroom level. In addition, general computer education topics are covered which provide for the computer literacy of school administrators. None
EME 6613 Development of Technology-Based Instruction 3 ED Application of computer-based instructional design principles to the development of technology-based instruction. This course also incorporates state-of-the-art materials and methods involving digital technologies. PR: EDF 6284; DPR
EME 6936 Applications of Computers as Educational Tools 3 ED Selected topics in the application of computing and related technology to the teaching and learning processes. Separate sections will focus on topics such as telecommunications, image and sound processing, interactive media, artificial intelligence, data acquisition, and information systems. Computer literacy
EME 6972 Online Teaching and Learning Master’s Project 2 LM Students work to design and create an online course in the Learning Management System of the university synthesizing theoretical work completed in the program. PR: EDF 6944 with a grade of “C” or better
EMR 6052 Advanced Theories and Practices in Mental Retardation 3 ED In-depth study of the complex social and biological aspects of mental retardation with particular reference to effects on education. PR: Introductory course in exceptional student education; Graduate Standing
ENC 6745 Teaching Practicum 3 ED To supplement and deepen theoretical and practical experiences during the first teaching semester. To combine and apply different theoretical approaches to teaching writing in actual classroom practice. None
ENG 6916 Directed Research 1-19 AS Varies. M.A. Level Graduate Standing: S/U
ENL 5137 British Novel 1900 to the Present  3 LM  This course provides advanced study of trends and influences in longer British fiction from about 1900 to the present. It traces the development of the novel form focusing on works and authors considered to have made major contributions to British fiction. None
ESE 5342 Teaching the Adolescent Learner 3 ED Emphasis is placed on adolescent developmental and learning needs linking them to practices in the classroom appropriate to the diverse secondary education population (ESOL, special education, multicultural, at-risk, etc.) in preparation for planning responsive standards-based instruction. None
ESE 5344 Classroom Management for a Diverse School and Society 3 ED This course covers practical, theoretical, philosophical and ethical aspects of school and society, the education profession, and secondary schools with particular focus on classroom management, school violence, school safety, educational law and other critical social issues. None
FIN 6406 Financial Management 2-3 BA The study of processes, decision structures, and institutional arrangements concerned with the acquisition and utilization of funds by a firm. The course includes the management of the asset and liability structures of the firm under both certainty and uncertainty. PR: ACG 6025, ECP 6702
FIN 6416 Advanced Financial Management 3 BA A synthesis of the theory and the practice of corporate finance. Particular attention is given to the role of the agency problems and agency cost in explaining why the observed consequences of financial decisions often deviate from those predicted by traditional theory. PR: FIN 6406 or equivalent
FIN 6427 Corporate Financial Planning 3 BA This course is an introduction to financial planning methods. It will provide techniques to forecast the financial statements of a company, capital budgeting, cash flow analysis and valuation. It is a Finance application class for MBA students. PR: FIN 6406 with a minimum grade of B
FIN 6465 Financial Statement Analysis 3 BA This course provides an understanding of the relationship between financial statements produced in accordance with generally accepted accounting principles (GAAP) and the information such statements contain that is useful to stakeholders. PR: FIN 6406
FIN 6515 Investments 3 BA An examination of the risks and returns of alternative investment media within the framework of various valuation models. Special attention is given to the investment process and the criteria for investment decisions. PR: FIN 6406
FIN 6595 The Efficiency of Financial Markets  3 BM Students develop an understanding of the data and computer technology resources available for use in analyzing financial markets. Traditional financial models and theories are examined and evaluated via statistical and regression analysis PR: FIN 6406
FIN 6605 International Financial Management 3 BA The course provides a foundation for the understanding of financial management of international business. The subjects covered relate to: international finance, multinational business finance, and financial market theory. PR: FIN 6406 or equivalent
FIN 6915 Directed Research Var. BA Master’s Level Graduate Standing; S/U
FIN 6934 Selected Topics in Finance 1-4 BA Depending upon the scope and magnitude of the work required. Includes special lecture series. Graduate Standing
GEB 6895 Integrated Business Applications 3-4 BA Part I of advanced study of business decision-making processes under conditions of risk and uncertainty, including integrating analysis and policy formation at the general management level. PR:  ACG 6026; ECO 6005; MAN 6147; MAR 6815; ISM 6021; FIN 6406; QMB 6305; FIN 6466, MAN 6726
GEB 6930 Selected Topics 1-3 BA The content and organization of this course will vary depending on student demand and faculty interest. Graduate Standing
GEO 6119 Geographical Techniques and Methodology 3 AS Analytic study of a technique or investigation into an aspect of methodology. Graduate Standing; Geography Majors Only
GEY 7911 Directed Research in Aging Studies 1-19 BC Research on selected topics in aging studies under the direct supervision of a member of the graduate faculty in aging studies. S/U
GIS 5049 GIS for Non-Majors 3 AS An introduction to the concepts underlying digital thematic mapping and geographical information systems (GIS) for non-geography majors and non-geography graduate students. None
GIS 6100 Advanced Geographic Information Systems 3 AS Spatial problem solving utilizing GIS mapping and statistical methods. The course is designed to give students hands-on experience in using computerized techniques for geographic analysis. Graduate Standing; Geography Majors only
HMG 6246 Organizational Effectiveness in Hospitality 3 HM Examine organizational effectiveness methodologies including Continuous Quality Improvement, Six Sigma, Geri, Hospitality Leadership and Sustainability as they relate to human resources leadership and effectiveness in the hospitality industry. None
HMG 6257 Graduate Seminar in Hospitality Management 3 HM Examine the technical & managerial aspects in hospitality mgmt. Review & examine business departments of enterprises in assessing mgmt’s goal of effective & efficient control. Discussions include energy conservation, waste mgmt & pollution control. None
HMG 6259 Lodging Management 3 HM This course examines research, critical issues, trends in the lodging industry from a strategic perspective. This course is the application of research to practical and theoretical issues in the lodging industry. None
HMG 6267 Restaurant and Foodservice Management 3 HM This course allows students to apply the principles of management, analysis, and planning that they have learned in their prior required coursework to issues in multi-unit restaurant and foodservice operations. None
HMG 6296 Strategic Management & Competitive Strategy for Hospitality & Tourism 3 HM The course is designed to provide students with an opportunity to develop and hone their analytical and interpretive skills using strategic management principles and practices in a hospitality & tourism business setting. PR: HMG 6246
HMG 6335 Graduate Seminar in Club Management 3 HM This seminar course allows students to apply the principles of management, analysis, and planning that they have learned in their prior required coursework to issues in club operations. None
HMG 6446 Hospitality Information Systems 3 HM The course focuses on managing information systems as a strategic asset to mold competitive strategies and change organizational management processes. None
HMG 6467
Managerial Accounting and Finance for the Hospitality Industry
3 HM Managerial accounting & financial management as practiced in the hospitality industry is covered. It applies principles of finance & accounting to decision-making that can be applied to the hospitality industry. None
HMG 6477 Financial Management for the Hospitality Industry 3 HM Managerial accounting & financial management as practiced in the hospitality industry is covered.  It applies principles of finance & accounting to decision-making that can be applied to the hospitality industry. None
HMG 6507 Hospitality & Tourism Information Systems & Technology 3 HM Diverse facets of hospitality/tourism information systems and technology will be discussed. The role of Chief Information Officer (CIO), concept of open system, planning & managing e-commerce, global distribution systems, resources appl. software, etc. None
HMG 6555 Electronic Marketing for Hospitality & Tourism 3 HM Focusing on advanced electronic marketing theory, strategy, & techniques for the hospitality industry. Highlighting critical issues facing e-marketers in the industry, legal/ethical implications, database, consumer information & corporate e-responsibility. PR: HMG 6596
HMG 6586 Research Methods & Statistics for Hospitality 3 HM The objective of this course is to learn development of hospitality research projects and application of statistical data analysis tools. None
HMG 6596 Marketing Leadership for Hospitality & Tourism 3 HM Advanced marketing strategies and tactics known to be effective in the hospitality and tourism industry for developing sustainable competitive advantage such as strategic pricing, revenue management, customer loyalty programs, proven communication mixes. None
HMG 6606 Hospitality Law & Hotel Management Contracts 3 HM Functions of the law, legal environment, legal reasoning, and contract negotiation at a high level will be presented. Students will represent “Owners” or “Operators” in teams of two and conduct mock hotel management contract negotiations. None
HMG 6756 Graduate Seminar in Convention and Exhibition Mgmt. 3 HM This seminar course allows students to apply the principles of management, analysis, and planning that they have learned in their prior required coursework to issues in convention and exhibition management. None
HMG 6908 Independent Study 1-6 HM The Independent Study course in the School of Hotel & Restaurant Management permits a graduate student to enrich his/her interest in a particular area of specialized hospitality knowledge, research, and/or practice. None
HMG 6916 Masters Professional Project 3-6 HM This course is an independent study under the direction of a faculty supervisor.  The project is designed to demonstrate analytical skills that students have acquired during their graduate education. PR: HMG 6477; HMG 6296; HMG 6596; HMG 6246; HMG 6507; HMG 6586
HMG 6938 Special Topics in Hospitality 1-6 HM Special Topics course to be used for new courses to be taught as a trial basis or until approved, etc. All topics are to be selected by instructor and department Dean. This is a graduate level Special Topics course. None
HMG 6946 Graduate Internship 1-6 HM Coordinated hospitality training combines practical experience with integrated academic analysis of principles, theory, and standard practices applied to operational situations. Approval from Advisor/Dean to take graduate internship. None
HMG 6972 Masters Thesis 1-6 HM Independent Study under the direction of the thesis advisor. Individual discussion format & comprehensive review of the thought process, hypothesis, development, research methodology, data collection, data analysis, etc. Restricted to Majors/repeatable. PR: Must Complete all MS in Hospitality Courses
ISM 6123 Systems Analysis and Design 3 BA This course includes the foundations and methodologies for analysis of existing systems; the design, development, and implementation of new systems. PR: ISM 6021 or equivalent
ISM 6217 Database Administration 3 BA Advanced principles of Database Administration. Database Organization Models. Disaster Planning for Database Files. PR: ISM 6123 or equivalent
ISM 6318 Agile Project Management & Leadership 3 BM APML focuses on the crucial Agility skills in modern-day Project Management. Combining the highly popular Scrum Agile with fundamentals of Project Mgmt, the course provides a practical, composite approach for project & organizational leadership. None
ISM 6404 Business Analytics and Big Data 3 BM This course provides an overview of the tools and techniques used for business analytics and big data. It covers descriptive, predictive and prescriptive analytics and essential technologies for managing and processing big data, such as Hadoop, R, NoSQL. PR: QMB 6358 with a minimum grade of B, ISM 6305 with a minimum grade of B
ISM 6405 Informatics and Business Intelligence 3 BM Organizations use information systems to support the collection and analysis of information in order to strengthen their competitive positions. This course focuses on the technologies, methods and information used to promote IT-enabled decision making. None
ISM 6436 Operations and Supply Chain Processes 3  BA Operations Processes is an overview of several aspects of Operations management, a discipline in business concerned with managing the transformation of inputs into outputs. PR:  Basic Statistics
ISM 6442 International Aspects of Information Science 3 BA Role of managers and information technology professionals in global business organizations and in deploying information systems to enable global operations. PR: ISM 6021
ISM 6930 Selected Topics in MIS 1-6 BA Selected topics in MIS None
LAE 5362 Methods of Teaching English Language Arts 3 LM Explores best practices and develops methods for integrating reading, writing, speaking, listening, viewing, and critical thinking activities into secondary and post-secondary English language arts classes. None
LAE 6315 Writing and Writers: Trends & Issues 3 ED The purpose of this course is to examine writing as a developing symbol system that is embedded in social and cultural contexts. Students will develop instructional strategies to facilitate children’s writing development, as well as develop individual strategies for composing personal and professional texts. None
LAE 6389 Practice in Teaching Literature 1-3 ED A course that allows the prospective college English teacher to experiment with teaching techniques that will determine the most effective ways to teach literature and teach college English teachers the variety and importance of literary techniques and their relevance to various subject matters. None
LAE 6637 Current Trends in Secondary English Education 3 ED Curricular patterns and instructional practices in secondary English. PR: LAE 4335 or LAE 4642
LAE 6947 Internship in Secondary Education for English 6 ED Students will work with a cooperating teacher and university supervisor to complete their internship requirements in a classroom setting assigned by the university. None
LIN 6932 Selected Topics 1-4 AS Content will depend upon instructor’s interests and students’ needs. Such topics and neurolinguistics, bilingualism, and discourse analysis may be taught. None
LIS 5020 Foundations of Library and Information Science 3 AS Introduction to the study of library and information science, history; organization; specialized literature; outstanding leaders; current trends, issues, and problems; the place of the information agency in society with its contributions to that society. None
LIS 5937 Selected Topics in Library Studies 1-4 AS Covers a variety of topics in such areas as collection development, reference services, technical services, and administration. None
LIS 6271 Research Methods in Library and Information Science 3 AS Overview of present status of research in library and information science; introduction to research methods and their application to librarianship; designed to prepare students to evaluate and plan research studies relating to library and information science. PR: LIS 5020, LIS 6603, LIS 6725 or LIS 6735
LIS 6409 Introduction to Library Administration 3 AS Behavioral approach to libraries as organizations; administrative principles, theories, and problems of all types of libraries; methods of administration; use of case studies, role plays, and in-basket exercises. None
LIS 6511 Collection Development and Maintenance 3 AS Developmental approach to building library collections of both print and non-print materials. Emphasis upon evaluation, selection, and acquisition of library materials as they uphold the objectives of the institutions for which they are selected and acquired. CP: LIS 6271
LIS 6542 The Curriculum and Instructional Technology 3 AS Effective utilization of instructional materials as they relate to specific areas of curriculum in elementary and high school programs. None
LIS 6603 Basic Information Sources and Services 3 AS An examination of the basic sources of information in the general library; of bibliographical control of all communication media, with emphasis on those tools of most value to general reference services. None
LIS 6711 Organization of Knowledge I 3 AS Principles of the organization of knowledge emphasizing descriptive cataloging, including the MARC format, the use of LSCSH and the Library of Congress classification, and searching the OCLC Online Union Catalog. None
LIS 6735 Technical Services in Small Libraries 3 AS Covers aspects of technical services including acquisitions, cataloging, and circulation systems as they relate to school media centers, small public libraries, and information centers. Automation is emphasized in all aspects of the course. None
LIT 6096 Studies in Contemporary Literature 3 AS Drama, poetry, fiction, and literary criticism; authors to be studied include Ionesco, Thomas, Miller, T. Williams, Beckett, Camus, Burgess, Morrison, and Walker. None
LIT 6934 Selected Topics in English Studies 1-6 AS Current topics offered on a rotating basis include The Nature of Tragedy; The Nature of Comedy and Satire; and the Nature of Myth, Allegory, and Symbolism; the Epic; Utopian Literature. Other topics will be added in accordance with student demand and instructor interest. None
MAE 6117 Teaching Elementary Math 3 ED This course provides for the development of knowledge and skills necessary to prepare students as teachers of mathematics in elementary classes as recommended by the National Council of Teachers of Mathematics in its guidelines for teachers. None
MAE 6906 Independent Study in Mathematics Education 1-6 ED This course permits a student to explore a topic of interest in depth under the direction and supervision of a faculty member. None
MAN 6055 Organizational Behavior and Leadership 2-3 BA An examination of the theory and practice of management, including the study of goals and means, the functions of management, and the administrative process in general. Graduate Standing
MAN 6116 Diversity and Organizational Justice 3 BA Course deals with questions, dimensions of style and structure, problems and paradigms of solutions that have come out of management experience of a changing workforce during the past twenty years. Emerging styles of leadership among people of diverse cultural backgrounds will be explored as solutions, not as problems. None
MAN 6601 International Management 3 BA A study of the characteristics of the international and multinational company, environmental constraints, personnel and labor relations factors, and strategic planning and policies. Graduate Standing
MAN 6726 Strategic Business Analysis 2 BA Examines techniques to creatively vision and analyze the future to prepare individuals and organizations for future opportunities and threats. Designed to familiarize students with techniques for analyzing the future, critical issues, how the future will impact them as individuals. Graduate Standing
MAN 6789 Social Media Managment and Strategy 3 BP This course builds a basic foundation of the “how to” of online social networking sites to help students understand how these sites can be used by businesses and professionals to manage, network, recruit, market, and address customer concerns. None
MAN 6905 Independent Study 1-19 BA Independent study in which student must have a contract with an instructor. S/U
MAN 6930 Selected Topics 1-4 BA Designed to be taken either under general guidance of faculty member on some facet of management not offered in a regular course or with regularly scheduled graduate courses for more in-depth study. None
MAR 6336 Promotional Management 3 BA Management of the promotional function as part of the total marketing program. Includes a study of relevant buyer behavior concepts, resources and budgets, media, creative aspects, and effectiveness measurements as they relate to the management tasks of developing, implementing, and evaluating promotional strategy. PR: MAR 6815
MAR 6406 Sales Management 3 BA A study of the sales function of the firm approached from the perspective of the sales manager. Emphasis is placed upon the development of the student’s problem-solving, decision-making, and analytical skills. PR: MAR 6815
MAR 6815 Marketing Management 2-3 BA Analysis of operational and strategic planning problems confronting marketing managers. Topics include buyer behavior, market segmentation, information systems, product selection and development, pricing, distribution, promotion, and sales force management. None
MAR 6816 Marketing Strategy 3 BA A study of strategic marketing planning and problem-solving processes as practiced by the modern market-oriented firm. The course is designed to develop marketing problem-solving, decision-making, and planning skills through the extensive use of case analysis. PR: MAR 6815
MAR 6936 Selected Topics in Marketing 1-4 BA The content and organization of this course will vary according to the interests of the faculty and students involved in any given term. None
MHS 5020 Foundations of Mental Health Counseling 3 BC A skill-building course on the utilization of one’s self in mental health counseling relationships. Includes study of the origin, history, professional functions and current issues in the discipline of mental health counseling. None
MHS 5480 Human Growth and Development 3 BC Human development theory as applied in psychotherapy and case management rehabilitation, mental health, and addiction settings. Majors Only
NGR 6140 Pathophysiology for Advanced Practice 4 NR Central concepts of pathophysiology: embryologic origins, cells, tissues, organs, and systems. Provides essential knowledge base in pathophysiology across the life span for advanced nurse practice nurses. None
NGR 6143 Pathophysiologic Concepts in Acute Care Nursing 3 NR This course will explore pathophysiologic mechanisms of the major body systems in critically ill patients across the lifespan. PR: NGR 6140; NGR 6121
NGR 6737 Ethical, Legal, and Policy Issues in Advanced Nursing Practice 3 NR Emphases on contemporary ethical, legal, and policy issues related to advanced nursing practice and health care delivery; issues are analyzed at the global, national and local levels; nursing’s role in agenda setting and strategies for health care reform. None
NGR 6800 Nursing Research 3 NR Research designs and methods for nursing with primary emphasis on these topics: critique of research studies, researchable problems, research designs, instruments and other data collection methods, approaches to data analyses using computer applications, and preparation of research proposals for thesis, directed research, or funded research.(CI) None
PAD 5807 Urban and Local Government Administration 3 AS Analysis of the role of the administrator at the municipal level, the division of functions, policy formation, alternative governmental structures, effects on the administrative process. Graduate or Senior Standing
PAD 5836 Comparative Public Administration 3 AS How organizations and managers perform within a particular environment, potential impact of innovation, and how service is accomplished in a variety of socio-economic environments. Graduate or Senior Standing
PAD 6041 Ethics and Public Service 3 AS The purpose of this course is to provide students with an understanding of the ethical dimensions of public service, with particular attention focused on the role, duties and responsibilities of the public administrator. Additionally, the course seeks to help students develop awareness, skill, and value framework to act ethically in their public service and management roles. None
PAD 6060 Public Administration Theory 3 AS Examination of major theoretical and practical developments in public administration with focus on organization theory and current research trends in the field. Graduate Standing
PAD 6934 Selected Topics in Public Administration 1-3 AS A flexible format to offer specialized courses not available within the regular curriculum. None
PHC 6146 Health Services Planning and Evaluation 3 PH Study of health services planning concepts/methods, and evaluation, with an emphasis on facilities and manpower planning, providing an in-depth orientation to information requirements for health planning, and methods to cover gaps of information. PR: PHC 6050
PHC 6160 Health Care Financial Management 3 PH An introduction to the  financial management practices in health care organizations, cost behavior analysis,  financial statement analysis, and the time value of money. PR: PHC 6102 and at least one undergraduate course in Financial or Managerial Accounting
PHC 6421 Public Health Law and Ethics 3 PH This course provides students with an overview of major ethical and legal concepts. The course considers the role of the legal system in resolving public health problems through the legislature, the courts, and administrative agencies. PHC 6102 recommended
QMB 6303 Applied Business Analytics 3 BM This course covers a variety of tools and techniques for the analysis of large and complex business data and how to apply them to various business problems ranging from manufacturing, marketing, finance, accounting, economics and management. None
QMB 6357 Statistics for Business Professionals 3 BM This course covers the basic principles of Statistics as used by business professionals. Topics include descriptive statistics, hypothesis testing, analysis of variance, regression, time series models, non-parametric methods, statistical quality control. None
QMB 6615 Lean Operations 3 BM Course focuses on the concepts/principles of Lean Operations. Methods/tools/techniques utilized in Value Stream Transformation and for improving operational efficiencies as they relate to manufacturing, service, and healthcare organizations are emphasized PR: ISM 6436
QMB 6696 Six Sigma 3 BM Course focuses on the concepts/principles of Six Sigma. Methods/tools/techniques utilized to design and optimize product/process/service quality for Six Sigma levels of performance in manufacturing, service, and healthcare organizations are emphasized PR: QMB 6357, ISM 6436 each with a minimum grade of “C”
RCS 5035 Rehabilitation Counseling: Concepts and Applications 3 BC Introduction to the profession of Rehabilitation Counseling and current issues in the field. Coverage includes rehabilitation history, legislation, case management and related services for Americans with disabilities. None
RCS 5080 Medical Aspects of Disability 3 BC A survey of medical conditions and disabilities encountered by rehabilitation and mental health counselors. Examines the relationship of client handicaps, physical and mental, to rehabilitation and mental health programming. PR: RCS 5780
RCS 5450 Fundamentals of Substance Abuse Counseling 3 BC An overview of alcohol and other drug abuse. Explores the extent and rate of abuse in the United States, causes, biology, psychosocial aspects, legal aspects, and treatment. None
RCS 5780 Legal, Ethical, Professional Standards and Issues in Counseling 3 BC An overview of all aspects of professional functioning including history, roles, organizational structures, ethics, standards and credentialing. Contemporary and developing issues in the field of professional counseling will also be addressed. None
RCS 6220 Individual Evaluation and Assessment 3 BC Examines assessment procedures utilized in rehabilitation and mental health counseling settings and critical issues in the evaluation of people who are mentally and physically disabled. PR: RCS 5080, RCS 5780, RCS 6440
RCS 6301 Career and Lifestyle Assessment 3 BC Career development, lifestyle, and related factors with special emphasis on the needs of individuals with disabilities. Includes job placement and a survey of work requirements in different occupations and how these relate to functional limitations. PR: RCS 5080, RCS 5035, MHS 5020, RCS 6470, RCS 6440
RCS 6407 Counseling Theories and Practice 3 BC An extension and intensification of the rehabilitation and mental health counseling skills developed in RCS 5404. Includes the study of counseling theories and their contribution to successful counseling and rehabilitation practice. PR: MHS 5020, RCS 5035, RCS 5080, RCS 6440
RCS 6408 Diagnosis and Treatment of Psychopathology 3 BC Psychopathology as applied to psychotherapy and case management in mental health, addictions, and other rehabilitation settings. PR: MHS 5020, RCS 6440, RCS 5080, RCS 5035; Majors Only
RCS 6409 Counseling in Community Settings 3 BC Course is designed to acquaint students with profession of counseling, varied settings in which rehabilitation, mental health counselors, and marriage & family therapists work, pattern of service delivery, & future trends in the profession. Majors only. PR: MHS 5020
RCS 6440 Social and Cultural Foundations of Counseling 3 BC Counseling issues in a multicultural and diverse society. Special emphasis on psychosocial adjustment and counseling for individuals with physical and mental disabilities. PR: RCS 5780
RCS 6459 Professional Skills for Addictions Counselors 3 BC The course will be a more in depth and hands on approach to the transdisciplinary foundations that are essential for the work of substance abuse professionals. Application to practice and professional readiness will be the focus. PR: RCS 5450
RCS 6476 Human Sexuality Counseling 3 BC Course is designed to introduce students & mental health professionals to the diverse nature and construct of human sexuality. The curriculum meets the Florida Statute 491 licensure requirement as a contact area in “human sexuality theories”. Majors only. None
RCS 6510 Group Theories and Practice 3 BC Theoretical and empirical issues in group counseling are examined in the context of an ongoing group. Emphasis is on application to rehabilitation and mental health counseling. PR: RCS 5035, RCS 5080, MHS 5020, RCS 6440
RCS 6740 Research and Program Evaluation 3 BC Training in the evaluation and utilization of available research studies and the development of research skills. An individual research project is required. PR: RCS 5780
RCS 6803 Practicum in Counseling 3 BC Field work experience in rehabilitation mental health counseling. PR: RCS 5080, MHS 5020, RCS 6440, RCS 5035
RCS 6825 Internship 3 BC Student placement in an approved intern setting for a minimum of 600 hours of supervised experience. All required courses in M.A. program; S/U
RCS 6906 Independent Study 1-19 BC Independent study where the student must have a contract with a faculty member. S/U
RCS 6930 Seminar in Rehabilitation Counseling 1-4 BC Selected issues and problems in rehabilitation counseling with subject and scope to be determined by instructor. None
RED 6247 District and School Level Supervision in Literacy 3 ED District and School Level Supervision in Literacy familiarizes students with issues related to the organization and monitoring of elementary and secondary reading programs at the school and district levels, with an emphasis on the former. PR: LAE 6315, RED 6544, RED 6545, RED 6747
RED 6449 Literacy and Technology 3 ED Literacy and Technology focuses on technology as a tool for literacy instruction. Throughout the course, students will preview and evaluate literacy-related software and websites, critique research related to literacy and technology, and design, develop, and present software programs for literacy learning and instruction. None
RED 6514 The Reading Process in the Elementary Grades 3 ED Prepares students in the foundations of literacy including learning principles, teaching and assessment strategies for providing literacy instruction to emergent, novice, transitional, and accomplished readers and writers in the elementary grades. None
RED 6540 Assessment in Literacy 3 ED RED 6540 is a three credit graduate level course which focuses on methods of analysis of children’s literacy and strategies for promoting language, reading and writing development. Authentic literacy assessment in classroom and other instructional environments, informal assessment and diagnosis, and standardized tests will be utilized in evaluation of the multiple factors in reading, writing and language process and problems. PR: LAE 6315, RED 6544, RED 6545, RED 6747
RED 6544 Cognition, Comprehension, and Content Area Reading: Remediation of Reading 3 ED In-depth study of reading comprehension. Emphasis is placed on discussion of the concepts of cognition and learning, metacognition and comprehension of text included in the reading process. Process in the reading/writing, connection, specific reading strategies, and procedures for comprehension of text in the content areas are presented. None
RED 6545 Issues in Vocabulary and Word Study 3 ED The purpose of this course is to provide students with an understanding of current theory and research about reading and writing vocabulary instruction and the interactive causes of literacy disabilities. None
RED 6748 Teacher Research Methods in Reading 3 ED Teacher Research Methods in Reading familiarizes students with the application of classroom action research methodologies in literacy. Course content is directed toward developing understandings of the need for teacher research and a mindset for becoming a teacher researcher. Students will develop a knowledge base in quantitative, qualitative, case study, and portfolio-based research methodologies for teachers. None
RED 6749 History and Models of Reading: Prevention and Intervention of Reading Difficulties 3 ED History and Models of Reading: Prevention and Intervention of Reading Difficulties reintroduces students to literacy through the historical and scientific research perspective. None
RED 6786 Teacher Research Methods in Reading 3 ED Teacher Research Methods in Reading familiarizes students with the application of classroom action research methodologies in literacy. Course content is directed toward developing understandings of the need for teacher research and a mindset for becoming a teacher researcher. Students will develop a knowledge base in quantitative, qualitative, case study, and portfolio-based research methodologies for teachers. PR: EDF 6481, RED 6747, RED 6545, RED 6544, RED 6247, RED 6449
RED 6846 Practicum in Reading 3 ED Practicum in Reading is a graduate course covering topics and issues relevant to assessment and remediation of reading problems in school-aged children. It is an application course, where students work at a school site with children who are experiencing reading problems. PR: RED 6747, RED 6545, RED 6544, RED 6540
RED 6906 Independent Study: Reading Education 1-6 ED Independent study in which students must have a contract with an instructor. S/U
SOW 6105 Foundations in Human Behavior 3 BC Introduces a systems perspective on understanding the relationships inherent in human growth and development. Special emphasis is placed on issues involving minorities, women, the disabled, various family forms, and sexual preference. None
SOW 6124 Psychopathology 3 BC This third course in the behavior sequence focuses on mental and emotional disorders. Content includes broad classifications of mental and behavioral disorders and their biopsychological disorders and implications of social work practice in dealing with these disorders. Majors Only
SOW 6126 Health, Illness, and Disability 2 BC This fourth course in the behavior sequence focuses on physical disorders and implications of social work practice in the area of long-term protracted chronic illnesses and the ensuing psychosocial disabilities. Majors only
SOW 6235 Foundations of Social Welfare Policy 3 BC Examines historical antecedents of social welfare as an institution and current state of social welfare programs in America. Emphasis is placed on understanding social, economic, and political forces that shape policies and programs. None
SOW 6236 Social Welfare Policy Development & Analysis 3 BC Presents various methods of policy analysis with emphasis on distinctions among legislative, administrative, and judicial policy. Examines roles and responsibilities of the professional practitioner in the policy process. None
SOW 6305 Foundations of Social Work Micro Practice 3 BC Describes full range of social work interventions, from micro to macro. Historical development of practice methods and survey of current techniques. None
SOW 6348 Clinical Practice Perspectives on Race and Culture 3 BC Theories for clinical practice, with emphasis on the psychosocial model. Explores basic skills for clinical practice. None
SOW 6362 Social Work Practice with Couples and Families 3 BC Emphasizes selection of techniques in the psychosocial model of treatment. Primary focus on family, couple, and parent-child problems. Course includes skill practice lab sessions. None
SOW 6368 Social Work Practice with Groups 3 BC Focus on psychosocial model of group treatment. Comparison with individual and family modality. None
SOW 6375 Advanced Social Work Macro Policy 3 BC Studies facets of organizational environment in which clinical practice takes place; develops skills in various macro practice functions of the agency, such as supervision, program operations, and interagency relations. PR: SOW 6426, SOW 6368, SOW 6535
SOW 6405 Foundations of Social Work Research and Statistics 3 BC This is the first of four research methods courses intended to introduce students to the various methods, designs, measurements, and statistical techniques in social work research. None
SOW 6438 Evaluation of Clinical Practice in Diverse Setting 3 BC Course builds on foundation content of SOW 6405. Program evaluation, single subject/system design, and statistical and qualitative concepts are discussed in order to facilitate the use of empirical and evidence based interventions in social work practice. Must be admitted to the graduate Masters of Social Work program; Majors Only
SOW 6534 Field Instruction I 1 BC Supervised field instruction in a social service agency, consisting of 20 hours per week, plus a 3-hour practice seminar. None
SOW 6553 Field Instruction Sequence IA: Part-Time 2 BC This is the first of a series of seven field instruction courses designed to provide students with opportunities to develop beginning clinical social work competency in applying knowledge to practice situations. PR: SOW 6114, SOW 6348; CR: SOW 6124
SOW 6554 Field Instruction Sequence IB: Part-Time 2 BC This course is the second of seven sequential courses. Each consists of 10-15 hours per week (150 hours total) of agency field learning taught by an agency field instructor with a one-hour practice seminar taught by a University-based instructor. PR: SOW 6553; S/U
SOW 6555 Field Instruction Sequence IIA: Part-Time 2 BC This course is the third of seven sequential courses. Each consists of 10-15 hours per week of agency field taught by an agency field instructor on a one-hour practice seminar taught by a University-based instructor. PR: SOW 6554
SOW 6556 Field Instruction Sequence IIB: Part-Time 2 BC This course is the fourth of seven sequential courses. Each consists of 10-15 hours per week of agency field taught by an agency field instructor on a one-hour practice seminar taught by a University-based instructor. PR: SOW 6555
SOW 6557 Field Instruction Sequence IIC: Part-Time 2 BC This course is the fifth of seven sequential courses. Each consists of 10-15 hours per week of agency field taught by an agency field instructor on a one-hour practice seminar taught by a University-based instructor. PR: SOW 6556
SOW 6558 Field Instruction Sequence IIIA: Part-Time 2 BC This course is the sixth of seven sequential courses. Each consists of 10-15 hours per week of agency field taught by an agency field instructor on a one-hour practice seminar taught by a University-based instructor. PR: SOW 6557
SOW 6559 Field Instruction Sequence IIIB: Part-Time 2 BC This course is the last of seven sequential courses. Each consists of 10-15 hours per week of agency field learning taught by an agency field instructor on a one-hour practice seminar taught by a University-based instructor. PR: SOW 6558
SOW 6900 Independent Study 1-3 BC A reading program in selected topics under supervision of a faculty member. A formal contract must be approved by School Director. MSW Majors Only
SOW 6931 Selected Topics in Social Work 1-4 BC MSW Majors Only; DPR
SSE 6617 Trends in K-6 Social Science Education 3 ED This course focuses on theoretical foundations and strategies employed by effective social studies teachers in motivating K-6 aged youth to acquire the information, skills, and reasoning unique to the social sciences. Students also conduct research. Dual Track or MAT Admission
TAX 5015 Federal Taxation of Business Entities 3 BA Tax issues encountered by small businesses. Includes tax planning, capital formation and preservation, tax compliance and tax alternatives. PR: TAX 4001 with a grade of “C” or better, not C-
TSL 5085 ESOL I – Theory and Practice of Teaching English Language Learners 3 ED This course is for undergraduate degree holding, preprofessional (preservice) teachers to learn about appropriate instruction, assessment and learning opportunities for Limited English Proficient (LEP) students in the content areas. None
TSL 5086 ESOL II-Secondary Language & Literacy Acquisition in Children & Adolescents 3 ED This course is designed to provide students with a critical understanding of instructional delivery which caters for the linguistic and literacy needs of minority / heritage communities. PR: TSL 5085
TSL 5241 Applied Linguistics in Teaching Diverse Students 3 LM Instructional applications of teachers’ knowledge about language (phonology, morphology, syntax, pragmatics, discourse) and language acquisition in linguistically diverse classrooms.  None
TSL 5242 ESOL III-Language Principles, Acquisition & Assessment for English Language Learners 3 ED This course provides an overview of the components of language, linking them to methods and techniques of providing comprehensible instruction to LEP students. PR: TSL 5086

 

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