Adult Professional Studies (APS) Wilmore
Mr. J. Fee, Director
The mission of the Asbury Adult Professional Studies (APS) Program is to provide a quality academic program, within a Christian context, that equips nontraditional students to achieve professional excellence in their chosen field. The Adult Professional Studies Program prepares students for leadership and service to others, cultivates attitudes of lifelong learning, and fosters spiritual development.
ADMISSION
WHEN TO APPLY
Asbury University has a rolling admission policy. Applications for admission are accepted throughout the calendar year. Students are encouraged to apply for admission at the earliest possible date. An early application for admission provides optimal opportunity for financial aid awards, and course selection. Applications are accepted for the fall or spring semesters.
HOW TO APPLY
To obtain application materials and information, contact the APS Admissions Office by phone, - (859) 858-3511 ext. 2600; e-mail, APS@asbury.edu ;
or online at www.asbury.edu/aps/admissions .
Completed materials may be mailed to:
APS Wilmore Admissions Office
Asbury University
One Macklem Drive
Wilmore, Kentucky 40390
Admissions Requirements
1. Student must be 23 or 24 years of age with two years of full-time work experience or 25 years of age or older.
2. Completion of a minimum of 39 semester credit hours with a grade C- or better from an accredited institution of higher learning. All student need to be aware that this is 124 hour degree program.
3. Applicants must request each college or university previously attended to send an official transcript directly to the Asbury Adult Professional Studies Program office. Hand carried transcripts are not acceptable.
4. Application form and non-refundable $35 application fee.
5. Two satisfactory references--one from current or previous employer and one personal (non-family) reference.
Admission Decisions
1. Admitted in Good Standing
2. Provisional Admission
3. Denial
Applicants will be notified of the decision in writing.
Readmission
Former Asbury University students who have withdrawn from the University or have failed to maintain continuous enrollment must apply for re-admission. Student applying for re-admission must submit:
1. A completed Asbury University APS Application.
2. An official transcript of any course work from all institutions attended since the last Asbury University enrollment.
To be re-admitted, an applicant must be in good standing academically, socially and financially at Asbury University. An applicant not in good standing in one or more of these categories will be referred to the Admissions Review Committee for consideration.
Readmission is not automatically granted. In the event a former student is not readmitted, the university will provide the reason(s) in writing. The student may submit a request for reconsideration to the Adult Professional Studies Program Director whose decision then will be final.
POLICIES AND PROCEDURES
Students in APS are subject to the academic policies of the university and of undergraduate programs in particular.
Please refer to the ACADEMIC POLICIES section for information regarding university and undergraduate policies (outline of subjects listed below) for. More details may be found in the individual program’s student handbook.
All University Programs
Procedures
Enrollment
Advising
Students with Disabilities
Academic Integrity
Academic Appeals
Transcript Release Policy
Grades
Calendar and Credits
Grading System
Incomplete Grades
Repeat Course Policy
Change of Grade
Course Registration
Registration/Schedule Changes (Drop/Add)
Auditing Courses
Withdrawal from a course
Withdrawal from the University
Transfer Credit
Official Transcripts
Transfer Requirements & Limitations
Current Students Taking Credits Elsewhere
Undergraduate Programs
Classification (Freshman, Sophomore, etc.)
Residence Requirement (Enrollment Time at Asbury)
Student Academic Load (Full-Time, Part-Time)
Major and Minor Fields
Honors in Scholarship
Commencement Participation
Course Numbering
Contract Courses (Independent Studies, etc.)
Advance Credit by Examination (AP, CLEP, IB)
Probation and Suspension
Participation in Student Activities
POLICIES SPECIFIC TO APS
Attendance
1. The student is required to attend all class sessions because of the importance of the collaborative learning atmosphere. It is recognized that from time to time the student will have to miss a class session because of such matters as illness, court appearance, job requirement, important church involvement or a serious family matter. In the event that a student knows in advance that he/she will be absent, because of an extenuating circumstance, the student must seek to arrange an alternative assignment with the instructor of the modular course. The instructor, at his/her discretion, may be willing to give an alternative assignment that will take a minimum of four hours to complete. The grade for that assignment will then become the class participation grade for the class session that the student has not attended. By missing class, and not completing a makeup assignment, the student will lose the portion of the grade for class participation.
2. A student may not accumulate more than one class absence in a course. Students with more than one class absence will receive an “F” for the course regardless of the circumstances. There are NO exceptions to this policy for any reason.
3. A student is considered tardy if he/she arrives more than one half hour late for class or leaves earlier than one half hour before the end of class. Such a tardy or early class departure is considered a one third absence. Therefore, total absences of one and one third (1⅓) will result in a grade of F.
General Education Courses
The APS program is centered around the courses that make up the major programs. Students who need to complete additional general education or elective coursework to meet graduation requirements may do so through the Asbury University online course program during the regular registration process.
Alternatively a student may enroll, with permission, for general education or elective coursework at another institution. Please see University Academic Policies under Transfer Credit for information about “Credits Elsewhere Policies” in this Bulletin.
Credit by Demonstrated Competency
1. Students entering the Adult Professional Studies Program can earn additional semester units through Credit by Demonstrated Competency (CDC). A maximum of 24 semester credit hours toward graduation may be earned through CDC.
2. These units can come from a variety of different sources including, but not limited to, military training, workshops, seminars, self-study, non-credit classes, training programs, and work experience. The university evaluates and grants appropriate units for the student’s learning (not just the experience) from these sources. As much as possible the criteria recommended by the American Council on Education (ACE) and the Council for Adult and Experiential Learning (CAEL) will be used to evaluate student submissions for credit. Those wishing to apply for CDC credit will be expected to attend a workshop describing the process and expectations before beginning the process of a CDC application. The student must coordinate the CDC process with the ADULT PROFESSIONAL STUDIES Program Director.
3. The College assesses a Portfolio Evaluation Fee for credit hours applied for at the following rates:
1-9 credits $ 30.00 per credit
10-19 credits $300.00 flat fee
20-24 credits $600.00 flat fee
Students are assessed the appropriate fee listed above regardless of whether the amount of credit applied for is granted.
DEGREE PROGRAMS AND REQUIREMENTS
The Bachelor of Science degree may be earned through this program with a major in one of the following areas:
CRIMINAL JUSTICE
MANAGEMENT AND ETHICS
LEADERSHIP AND MINISTRY
ELEMENTARY EDUCATION GRADES P -5
DEGREE COMPLETION REQUIREMENTS FOR THE B.S.
1. Complete a minimum of 124 semester hours
2. Maintain a minimum cumulative GPA of 2.00
3. Fulfill the major requirements in one major.
4. Fulfill the liberal arts general education requirements.
2. Satisfy the residence requirement (three semesters in sequence including two as a senior).
7. Must file a "Graduation Application" form in the Registrar’s Office.
8. A minimum of 49 hours (not institutional credit) must be completed at Asbury University.
9. 50% of the hours/courses for all majors must be completed at Asbury University.
10. Complete comprehensive examinations and assessment tests as required by individual departments and programs or the University administration.
11. Students must graduate under the requirements of the Bulletin in effect at the time of first enrollment (note exceptions :
a. Students may be graduated under new requirements placed in effect while enrolled. Students are expected to meet all of the requirements (general education, major) for a particular Bulletin.
b. A student who re-enrolls or requests permission to complete degree requirements after an absence of two years becomes subject to degree requirements in effect at the time of re-enrollment or requested completion.
Additional requirements for education majors seeking certification.
1. Must maintain a minimum cumulative grade point average of 2.75.
2. Must maintain a minimum grade point average of 2.75 in their education professional courses.
3. Fulfill the state teacher education certification requirements. See details under Teacher Education section in School of Education.
Student with an Associate Degree
Any student accepted into the Asbury University Adult Professional Studies Program who has an Associate of Arts or Associate of Science degree awarded by Bluegrass Community and Technical College, Kentucky,or by Valencia Community College, Florida, will be deemed to have satisfied the Asbury University APS general education requirements. Asbury can transfer a maximum of 60.0 credits from these institutions.
Students waiving any general education requirements must still meet the 124 credits required for graduation.
Specific courses reguired for a major or for education certification which can be part of the general education requirements (such as PSY 100 or a communications course) cannot be waived.
APS GENERAL EDUCATION CORE
LIBERAL ARTS GENERAL EDUCATION
One of the fundamental beliefs of Asbury University is that every university student should have a well-balanced general education in order to prepare for living a full life, regardless of vocation or professional interests. It is intended to develop a logical and discriminating method of thinking to lead to an appreciation of the fine arts, good literature, and life elements that have lasting value; to give an understanding of the social and economic forces that affect life; and to provide an insight into the way various fields of learning contribute to human life.
GENERAL EDUCATION REQUIREMENT AREAS
Courses in the following areas are required for a bachelor’s degree. Courses in the major may satisfy some of the general education courses. See each individual major requirements for specifics. Students waiving any general education requirements must still meet the 124 credits required for graduation.
Bible and Theology (9 credits)
Old Testament
ACH 110 Old Testament Survey (3) or
OT 100 Understanding the Old Testament (3)
New Testament
ACH 120 New Testament Survey (3) or
NT 100 Understanding the New Testament (3)
Theology
ACH 300 Christian Worldview (3)
Writing and Communications (9 credits)
ENG 110 composition (3)
Plus two additional courses in writing or communications (6)
Literature (3 credits)
Humanities (9 credits)
Philosophy, literature, world language, world religion, or general humanities,as well as courses in the history and appreciation of art, music, or theatre
History (3 credits)
Social Sciences (6 credits)
History, psychology, sociology, anthropology, economics, or political science
Mathematics (3 credits)
Science (3 credits)
Science, Math and Technology (3 hours)
Note: It is the student’s responsibility to ensure that all degree requirements are met.
BIBLE COURSES (APS)
ACH 110 (3) Old Testament Survey—An overview of the books of the Old Testament designed to give the student a basic understanding of the history of the People of God, the geography of the Near East, and the basic theme of the theology of the covenants. May be satisfied by OT 100.
ACH 120 (3) New Testament Survey—A survey of the New Testament including events in the life of Christ, the development of the early church, the work of the followers of Christ, and the influence on organizations and people in the first century. May be satisfied by NT 100.
ACH 300 (3) Christian Worldview—The course will explore ways in which the student can develop a positive relationship with God as he/she explores the role of general revelation (the creation), special revelation (the Scriptures) and experiences God at work in the modern world.
College of Arts & Sciences
MAJOR PROGRAMS IN APS
Criminal Justice
Leadership & Ministry
Management & Ethics
CRIMINAL JUSTICE PROGRAM
The mission of the Criminal Justice Program is rooted in the call to all Christians to lives of personal and social holiness that affirms the dignity and worth of all persons and advances restoration, justice and peace within and between all persons and communities. Based upon an inter-disciplinary, liberal arts framework, a broad knowledge of the criminal justice field will prepare graduates to serve transformatively in law enforcement, the judiciary and the correctional systems, as well as within other areas addressing the intersection of human violence and community.
Goals:
Students will gain an understanding of the historical, philosophical, political, psychological, and sociological dimensions of criminal justice.
Students will develop a theological and biblical model of criminal justice systems, needs and mandates based upon restorative and peace-making justice perspectives.
Students will be encouraged in Christian spiritual formation necessary to frame, implement and sustain effective Christian engagement with criminal justice systems personally and professionally and on individual and corporate levels.
Students will develop a comprehensive understanding of and critical analysis of criminal justice systems on the local, national and international levels.
Students will develop ethically and morally based intervention and assessment approaches based upon restorative and peace-making justice models.
Students will be prepared to provide diversity-sensitive leadership within criminal justice systems that advance justice and healing and reconciliation among persons, groups and communities.
Students will be prepared for entry-level service positions, provided an education that facilitates advancement in current criminal justice employment positions, and/or for graduate study in criminal justice and related fields.
The curriculum for the major has been designed in reference to the standards established in 2005 by the American Academy of Criminal Justice Science.
CRIMINAL JUSTICE MAJOR
(45 general education + 51 semester hour major + 28 elective = 124 semester hours required)
General Education Requirement Areas (45)
Bible and Theology:
ACH 110/OT 100 Old Testament 3
ACH 120/NT 100 New Testament 3
ACH 300 Christian Worldview 3
ENG 110 Expos & Research 3
2 classes of Writing/Comm 6
1 class of Literature 3
3 classes of Humanities: 9
1 class of History 3
2 classes of Social Sciences (6)
(6 hours satisfied by required major classes.)
1 class of Mathematics 3
1 class of Science 3
1 class of Math/Sci/Tech 3
MAJOR REQUIREMENTS (51)
CRJ 101 Intro to Criminal Justice 3
CRJ 102 Restorative Justice 3
CRJ 302 Family & Dom Violence 3
CRJ 331 Research Methods 3
CRJ 401 Criminal Law & Process 3
CRJ 402 Judicial Systems 3
CRJ 403 Criminal Justice Ethics 3
CRJ 404 Fund Law Enforc & Corrct 3
CRJ 405 Spirit’l Form&Rest Comm 3
CRJ 407 Field Experience 3
CRJ 475 Senior Seminar 3
PS 101 Survey American Govt 3
PSY 340 Forensic Psychology 3
SOC 201 Social Problems 3
SOC 252 Juvenile Delinquency 3
SOC 312 Issues Intercult’l Relations 3
SOC 323 Urban Studies 3
Plus minimum of 28 hours of electives
CRIMINAL JUSTICE MAJOR COURSES
CRJ 101 (3) Introduction to Criminal Justice—A general overview of the criminal justice system including a description of the major agencies involved in the CRJ system: police, prosecution, courts, and corrections, and an analysis of their interdependence in the criminal justice process.
CRJ 102 (3)—Restorative Justice
The Restorative Justice Model is a philosophy founded on the belief that justice is best served when the community, victim, and offender receive balanced attention, and when all parties gain tangible benefits from their interactions with the juvenile and criminal justice system. Restorative Justice, sometimes referred to as the Peacemaking Perspective, represents an alternative lens to view, understand, and respond to crime and victimization. Restorative Justice increases opportunities for victim involvement in the justice process, involves the community in the process of offender accountability and restitution, and ensures that the offender gains the skills to function more effectively in the community.
CRJ 302 (3)—Family and Domestic Violence
Examination of the theoretical and empirical literature on violence against women, children, and elders. Addresses such issues as physical and sexual abuse of children, courtship violence, domestic violence, marital rape, and elder abuse.
CRJ 331 (3)—Intro to Research Methods
Overview of the research process, with emphasis on finding, using, and evaluating criminal justice research. Examination of both quantitative and qualitative social science research methods and procedures appropriate to the study of crime policy and criminal justice.
CRJ 401 (3)—Criminal Law and Process
This course covers selected topics in substantive criminal law: principles underlying the definition of crime such as the requirements of actus reus and mens rea and general doctrines such as ignorance of fact and ignorance of law, causation, attempt, complicity and conspiracy. Principles of justification and excuse are examined with particular attention to the doctrines of necessity, intoxication, insanity, diminished capacity and automatism. The substantive offense of homicide is extensively reviewed, and from time to time other offenses such as theft. Throughout, emphasis is placed on the basic theory of the criminal law and the relationship between doctrines and the various justifications for imposition of punishment.
CRJ 402 (3)—Judicial Systems
An in depth study of law-making and the American judicial process. Includes a systematic and comprehensive analysis of American courts, their pivotal role in the criminal justice system, and the function and responsibilities of the key personnel within them.
CRJ 403 (3)—Criminal Justice Ethics
Examines the moral, legal and normative obligations of the state and criminal justice professionals. Surveys the philosophies and theories of ethics and deviance.
CRJ 404 (3)—Fundamentals of Law Enforcement and Corrections
Examines theories and practice of organization, management, and daily duties as they relate to law enforcement and corrections officers. Organizational life, leadership, personnel management, bureaucracy, resource management, and other critical administration issues are addressed.
CRJ 405 (3)—Spiritual Formation and Restorative Community Building
This course seeks to build connections between spiritual formation and criminal justice. It arises from a belief that an integrative conceptualization of the biblical concept of restoration is a rich source to motivate, formulate, and sustain; and is more efficacious than a compartmentalized
model in which “secular” approaches to criminal justice are done by persons who also happen to be Christians. Prerequisites: CRJ 101, CRJ 102 and junior standing.
CRJ 407 (3) —Field Experience
Designed to broaden the educational experience through appropriate observational and participational work assignments. Prerequisites: junior standing.
CRJ 409 (3— Senior Seminar
Capstone course consisting of development and production of a senior level research paper grounded in relevant criminal justice literature. Emphasis on integration of knowledge acquired in previous courses. Prerequisites: senior standing.
PS 101 (3)—American Politics and Government
Designed to enable students to understand American political dynamics in an era of gridlock and red state/blue state tensions, this course begins with the Founders’ arguments about the nature of the regime they designed in 1787. Following an examination of the structure and politics of the legislative, executive, and judicial branches of government, the course covers critical topics in current American politics, such as interest group behavior, political parties, the federal budget, the media, shifting national demographics and political culture and ideologies.
PSY 340 (3)—Forensics Psychology
Provides an introduction to the major theories and issues related to the practice of forensic psychology. Emphasis is placed on the application and practice of psychology in both the civil and criminal justice systems with the following topics examined in depth: police and investigative psychology, family forensic psychology, psychology of crime and delinquency, victimology and victim services, legal psychology, expert witness testimony, consulting psychology, and correctional psychology.
SOC 201 (3)—Social Problems
An examination of the major social problems of today, drug trafficking, the connection between drug use and other types of crime, and a review of drug control policies, including the impact of the media and politics.
SOC 202 (3)—Juvenile Delinquency
A study of the problems of Juvenile Delinquency in America, including its nature and causes, the juvenile court system, methods of treatment, probation, detention, and prevention.
SOC 312 (3)—Issues in Intercultural Relations
A study of the cultural, political, economic, linguistic and social relationships between racial and ethnic groups in multicultural America, and within and between other nations. Emphasis will be on understanding the origins, history and current state of racial and ethnic groups, the appreciation of other cultures, and on the Christian responses to conflict.
SOC 323 (3)—Urban Studies
A study of urban social, economic, and political growth and their effects upon mass society. Emphasis on patterns of urban growth, demographic and ecological processes, institutions, folkways, and dynamics of social class.
LEADERSHIP AND MINISTRY PROGRAM
The Leadership and Ministry major is intended to provide students with a strong academic background in leadership skills, further Biblical knowledge, and augment ministry expertise. Christian concepts are foundational to the program. In addition, life and work experiences of students add richness to the program. A Christian worldview provides a deeper understanding of the opportunities and challenges in the leadership and ministry areas.
The Curriculum is intended for working adults with about one or two years or more of previously obtained credit and whose purposes for enrolling may include, but are not limited to, (1) individuals wanting to obtain leadership positions, (2) persons who want to work in areas pertaining to ministry, including lay ministry and professional programs, (3) persons who want to build their pastoral skills, and (4) individuals preparing for graduate school or seminary.
LEADERSHIP AND MINISTRY MAJOR
(39 general education + 54 major + 31 elective = 124 semester hours required)
General Education Requirement Areas (48 less 9 hours satisfied in major)
Bible and Theology (9)
(9 hours satisfied by required major classes.)
ENG 110 Expos & Research 3
2 classes of Writing/Comm 6
1 class of Literature 3
3 classes of Humanities: 9
1 class of History 3
2 classes of Social Science 6
1 class of Mathematics 3
1 class of Science 3
1 class of Math/Sci/Tech 3
MAJOR REQUIREMENTS (54)
LMN 322 History of Israel 3
LMN 332 Leadership in Ministry 3
LMN 342 Jesus and the Gospels 3
LMN 352 Studying/Tchng the Bible 3
LMN 362 OT Prophetic Literature 3
LMN 372 Dyn of Spirit Growth 3
LMN 378 Growth of NT Church 3
LMN 382 NT Letters 3
LMN 392 Congregational Ed 3
LMN 397 Christnty/Wrld Religions 3
LMN 412 Hist of the Early Church 3
LMN 422 Small Groups 3
LMN 432 Psalms and Wisdom 3
LMN 442 Organiz Strat in Ministry 3
LMN 462 Church Contemp Society 3
LMN 472 Christian Theology 3
MGT 315 Master Strat Personl Mgt 3
Plus minimum of 31 hours of electives
LEADERSHIP & MINISTRY COURSES
LMN 322 (3) History of Israel—A survey of Israel’s history as presented in the Pentateuch and the historical books with emphasis on creation, fall, covenant, kingship, and Israel’s role in God’s redemptive work.
LMN 332 (3) Leadership in Ministry—A survey of foundational principles of spiritual and organizational leadership in ministry settings. Particular focus is placed on team leadership and development of leaders.
LMN 342 (3) Jesus and the Gospels—A study of the life of Jesus in its ancient socio-historical and canonical contexts, and of the Four Gospels with regard to their literary genres and forms, settings, theology, and contemporary relevance.
LMN 352 (3) Studying and Teaching the Bible—An introduction to processes for studying and understanding the Bible with a view toward life application. Students develop skills in these processes, as well as in preparing and leading group Bible studies.
LMN 362 (3) Old Testament Prophetic Literature—A study of selected passages from key prophetic books focusing upon the prophets’ message of justice, mercy, salvation and future hope.
LMN 372 (3) Dynamics of Spiritual Growth—A study of the dynamics of Christian growth and maturity, with special emphasis on the Spirit-filled life. Concepts of discipleship and spiritual formation will be considered in the light of human developmental patterns. The course is concerned with students’ own spiritual growth, and their facilitation of others’ spiritual growth.
LMN 378 Growth of the New Testament Church—A study of the emergence and development of the first century Christian church in relationship to its historical, religious and philosophical milieu, with particular attention given to the Book of Acts.
LMN 382 (3) New Testament Letters—A study of select epistolary literature of the New Testament—especially Paul’s major letters, Hebrews, and 1 John—focusing on principles of interpretation, theological content, ethics, and spiritual formation.
LMN 392 (3) Congregational Education—Principles and practices for the church’s ministry of education and disciple-making will be considered, with concern for integration of Biblical/theological perspectives with the findings of educational and developmental research.
LMN 397 (3) Christianity and World Religions—A critical analysis of the beliefs and practices of contemporary religious systems, including Islam, Buddhism, Hinduism, animism, and secular humanism. Special attention is given to developing strategies for intersecting people groups who practice such religious systems with the message of the Gospel.
LMN 412 (3) History of the Early Church—A study of the development of the post-apostolic Christian church through the Council of Chalcedon (451 A.D.).
LMN 422 (3) Small Groups—An exploration of the value and function of small groups for discipleship and leadership development. Principles and practices of leading such groups will be studied, and students will become acquainted with historical and contemporary models of small group ministry.
LMN 432 (3) Psalms and Wisdom—An introduction to the Psalms and Wisdom Literature of the Old Testament emphasizing the theological themes of praise and worship, lament and doubt, and the ethical dimensions of biblical faith.
LMN 434 (3) Organizational Strategies in Ministry—A study of organizational strategies and administrative structures for effective ministry. Attention is given to planning, implementing and evaluating the organizational and administrative framework of various types of ministries.
LMN 442 (3) Theology of Mission—A study of theological foundations for mission, including examination of both Old and New Testament texts. Attention will be given to Israel’s responsibility for other nations, the commissions given by Jesus, and the missiological practices of Paul and other early church leaders, with an eye toward principles for reaching today’s world.
LMN 462 (3) The Church in Contemporary Society—The role of the Church within society will be explored in the light of Biblical teaching about the Kingdom of God, with concern for various models and expressions of church in the contemporary setting.
LMN 472 (3) Christian Theology—An exploration of the Christian faith from the perspective of biblical, historical, and systematic theology.
MGT 315 (3) Master Strategies for Personal Management—Course description: Emphasis on master strategies for achieving effective personal management, including goal attainment, prioritizing, learning style inventories, and critical analysis (includes a technology component.
MANAGEMENT AND ETHICS PROGRAM
The Management and Ethics major is intended to provide students with a background for making decisions both in their personal and professional lives. Decisions relating to career as well as an ethical framework for decision making to occur will be emphasized. Christian concepts will be foundational to the program. In addition, life and work experiences of students will add to the richness of the program. A Christian worldview will provide a deeper understanding of the opportunities and challenges in management and ethics areas.
The curriculum is intended for working adults with two years of college credit previously obtained. Their purposes for enrolling will include, but are not limited to, (1) individuals wanting to earn a degree for various reasons including for career development and the desire to do this in a Christian liberal arts college setting, (2) individuals wishing to have a degree with content in business or management, (3) individuals desiring to study ethics, (4) individuals desiring to prepare for graduate school or seminary.
MANAGEMENT AND ETHICS MAJOR
(48 general education + 45 semester hour major + 31 elective = 124 semester hours required)
General Education Requirement Areas (48)
Bible and Theology:
ACH 110/OT 100 Old Testament 3
ACH 120/NT 100 New Testament 3
ACH 300 Christian Worldview 3
ENG 110 Expos & Research 3
2 classes of Writing/Comm 6
1 class of Literature 3
3 classes of Humanities: 9
1 class of History 3
2 classes of Social Science 6
1 class of Mathematics 3
1 class of Science 3
1 class of Math/Sci/Tech 3
MAJOR REQUIREMENTS (45)
MGT 310 Goals/Priorities/Attitudes 3
MGT 320 Management Principles 3
MGT 330 Macroeconomics 3
MGT 340 Organizational Behavior 3
MGT 350 Microeconomics 3
MGT 360 Christian Ethics 3
MGT 370 Acct Concepts Managers 3
MGT 410 Princ of Mrktg & Sales 3
MGT 420 Entreprnrship/Small Bus 3
MGT 430 Legal Issues Business 3
MGT 440 Financ’l Decision Making 3
MGT 450 Statistics 3
MGT 460 Find/Motiv/Retain People 3
MGT 470 Contemp Issues Mgmt 3
MGT 480 Ethic Decisions Wrkplace 3
Plus minimum of 31 hours of electives
MANAGEMENT & ETHICS COURSES
MGT 310 (3) Goals, Priorities and Attitudes—The setting of goals, as well as priorities among those goals, with an emphasis on how those goals and priorities relate to the realities and aspirations of life. The attitude of the individual, including other aspects of psychological makeup and how it affects the ability and willingness to set goals and priorities. An emphasis on how goals, priorities and attitudes can lead to effective Christian personal management.
MGT 320 (3) Management Principles—A study of the five parts of managing organizations—planning, organizing, staffing, leading, and controlling/evaluating—with the study of principles for application to both not-for-profit and for-profit organizations with references to Scripture.
MGT 330 (3) Macroeconomics—An introductory course in macroeconomic theory with a primary emphasis on the study of economic aggregates. Topics include supply and demand, market process, economic role of government, measuring the nation's economic performance, unemployment, economic fluctuations, fiscal policy, money and the banking system, economic growth, international trade and foreign exchange markets.
MGT 340 (3) Organizational Behavior—Organizational goals, priorities and strategies interfacing with the behavior of individuals and groups inside the organization and in other affecting organizations. Attention given to the effect of organizational culture, government laws and regulations and the economy upon organizational behavior.
MGT 350 (3) Microeconomics—Introduction to the microeconomics theories of supply and demand, price determination, resource allocation, various degrees of competition and international trade and finance, as well as exploration of applications such as income inequality, rural and urban economics, social control of industry, and labor unions.
MGT 360 (3) Christian Ethics—A study of theoretical and practical problems of moral conduct and proposed solutions with an emphasis upon the nature of ethics, values, rights, obligations and opportunities.
MGT 370 (3) Accounting Concepts for Managers—Provides an overview of accounting from the perspective of a non-accounting manager. Develops the tools to understand the essentials of how finance functions within an organization. Includes internal controls, the function of accounting, historical accounting data and financial planning.
MGT 410 (3) Principles of Marketing and Sales—The use of organizational mission to develop a marketing approach to reach potential constituencies with image, product and service that will cause those constituencies to utilize the organization to meet their perceived needs in a manner that is profitable to the organization.
MGT 420 (3) Entrepreneurship and Small Business—Creativity, opportunity, leadership, excellence and profit combined into an entrepreneurial approach to Adult Professional Studies the mission in small businesses.
MGT 430 (3) Legal Issues of Business—A basic explanation of the law, its sources, development, and terminology and a discussion of specific legal doctrines and principles which affect business. Includes with an introduction to business organizations such as corporations and partnerships, contracts, legal documents and property.
MGT 440 (3) Financial Decision Making—The financial principles and accepted practices which need to be mastered by all managers including banking, money, credit, financial instruments, investments, financial planning, internal and external auditing, profit, stocks, bonds and other financial forms.
MGT 450 (3) Statistics—An introduction to fundamentals of the collection, analysis, and presentation of quantitative data to be used in decision-making procedures.
MGT 460 (3) Finding, Motivating and Retaining People—The organization's effort to find, motivate and retain effective people who will have a commitment to being part of a team to accomplish organizational mission.
MGT 470 (3) Contemporary Issues in Management—A course for managers to build on the principles of management to study current trends and developments in the field of management as found in business currently and in the literature of the field.
MGT 480 (3) Ethical Decisions in the Workplace—The development, discussion and resolution of ethical issues in organizations and how outcomes are impacted by ethical standards and Christian faith.
School of Education
MAJOR PROGRAMS IN APS
ELEMENTARY EDUCATION GRADES P – 5 PROGRAM (Kentucky)
The Elementary Education Grades P-5 certificate is intended to provide the working professional with a strong academic program that accommodates the demands of non-traditional students. The Elementary Education Adult Professional Studies Program prepares quality teachers who are committed to professional excellence and who positively impact P-5 student learning. This commitment is embodied in the School of Education’s model: “Facilitators of Student Success” which seeks to prepare educators in response to the Kentucky Teacher Standards who will be able to:
• Demonstrate knowledge of content
• Design/plan instruction
• Create/maintain learning climate
• Implement/manage instruction
• Assess and communicate learning results
• Demonstrate implementation of technology
• Reflect/evaluate teaching/learning
• Collaborate with colleagues/parents/others
• Engage in professional development
• Demonstrate professional leadership
• Demonstrate dispositions that facilitate student learning and success while fostering professional community
The curriculum is intended for working adults with one or two years of college credit previously obtained. The purpose for enrolling will be to complete the program with a P-5 Elementary Education certification in Kentucky. An integral facet of the program is education in a Christian context with preparation for service in various educational settings. Addressing a broad range of contemporary educational issues, many courses offer opportunities for working with school-age young people. Cooperating officials from nearby school systems, as well as the Kentucky Education Professional Standards Board, provide the Department staff and students access to practical experiences.
Another facet of this program is for adults who have an undergraduate degree in an area other than elementary education. Alternative certification is the route to Adult Professional Studies licensure for teaching in the elementary school. Through alternative certification an adult may be hired as a P-5 teacher as long as he/she has acquired a temporary provisional teaching certificate and has an undergraduate degree. The adult must also be enrolled in a program and be working toward the P-5 certification. The temporary provisional teaching certificate must be renewed on an annual basis and can only be renewed two times after the initial year of securing the temporary provisional certificate. Adults working toward certification for elementary education P-5 that already have an undergraduate degree are strongly encouraged to talk with an advisor In the Adult Professional Studies Program Elementary Education program.
Students who already hold an Bachelor’s degree do not need to complete general education requirements, but only the major requirements and any specific general education courses needed to satisfy teacher certification requirements.
ELEMENTARY EDUCATION GRADES P-5 MAJOR
(39 general education + 75 major + 10 elective = 124 semester hours required)
General Education Requirement Areas (48 less 9 in major)
Bible and Theology:
ACH 110/OT 100 Old Testament 3
ACH 120/NT 100 New Testament 3
ACH 300 Christian Worldview 3
ENG 110 Expos & Research 3
1 class of Communications 3
1 class of Writing/Comm 3
1 class of Literature 3
3 classes of Humanities: 9
1 class of History 3
2 classes of Social Sciences (6)
PSY 100 Intro to Psych - required 3
(3 hours satisfied by required major classes.)
Mathematics (3)
(3 hours satisfied by required major classes.)
1 class of Science 3
1 class of Sci, Math, Tech (3)
(3 hours satisfied by required major classes.)
MAJOR REQUIREMENTS (75)
EDA 200 Intro to Education 2
EDA 201 Field Exper Level I 1
EDA 220 Tech for Education 2
EDA 230 Hum Growth & Dev 2
EDA 274 Soc Stds/Sci in Class 3
EDA 276 Arts/Humanities 3
EDA 301 Field Exper Level IIA 1
EDA 320 Exceptional Learner 3
EDA 341 Read/Language Arts 2
EDA 342 Teaching of Reading 2
EDA 350 Literacy Assessment 3
EDA 360 Social Stud Methods 2
EDA 380 Elem Mth/Sci Meth 3
EDA 390 Facilit EL Stu Success 3
EDA 401 Field Exper Level IIB 1
EDA 405 Learn Perf & Assess 3
EDA 410 Classroom Mgmt 2
EDA 428 Interven for Differen 2
EDA 440 Student Teaching 12
ENA 240 Grsm & Comp El Tch 3
ENA 360 Children’s Lit 3
MTA 162 Elem School Mth I 3
MTA 261 Elem School Mth II 3
MTA 262 Elem School Mth III 3
PLUS
Interdisciplinary Emphasis
3 additional classes 9
*Not used to meet gen ed requirements.
[From Literature, history, philosophy, music, art, writing, communications, social sciences, science, world language, mathematics, technology, theatre.]
Plus minimum of 10 hours of electives
EDUCATION MAJOR COURSES (APS WILMORE)
EDA 200 (2) Introduction to Education—An introduction to the historical and contemporary dynamics of education in America. Topics of study include the philosophies and theories of education, legal implications, teacher organizations, career opportunities, learning styles relevant to varying cultures, and the significance of participatory democracy. This introductory course includes opportunities for working with experienced teachers in school classrooms in the area of intended major. Students enrolled in this course are required to enroll in ED 210 Introduction to Education Practicum concurrently.
EDA 201 (1) Level I Field Experience— This clinical field experience component is designed to enhance the initial School of Education cluster of courses. It has been designed to give prospective teacher education candidates an opportunity for initial exposure to classrooms in the public schools. Students will spend 70 clinical/field experience hours in a variety of authentic settings with a structured inquiry work sample project. A significant portion of this field component is designed to facilitate our students’ ability to work in schools with a high population of P-12 diverse students.
EDA 220 (2) Technology for Education—Introduction to the concepts of computer usage, productivity tools, and application of the computer for the classroom setting. Within the course, the student will acquire competency in using productivity tools which include word processing, data base, powerpoint, multimedia (authoring), gradebook applications, and web pages; and will evaluate software and utilize the internet. Instruction of other technologies including television and camcorders for designing and creating instructional materials will be incorporated. Fee
EDA 230 (2) Human Growth and Development—A study of the physical, emotional, social, cognitive, and moral aspects of human development through the life span including birth, childhood, adolescence, and adulthood, and their interaction with environmental and cultural influences pertaining to elementary and secondary school teachers. Includes Level I Field Component.
EDA 274 (3) Social Studies And Science Content In The Elementary Classroom—An overview of the content knowledge in the areas of science and social studies that elementary teachers need to have mastery in order to deliver the instruction and assess that content needed in the P-5 grades. Candidates will be presented this content through the Kentucky Core Content for Assessment in the areas of science and social studies. In addition, the candidates will see how the core content in these areas fit into the bigger picture of the entire curriculum in an elementary school program.
EDA 276 (3) Arts And Humanities And Practical Living/Vocational Content In The Elementary Classroom—An overview of the content knowledge in the areas of arts and humanities and practical living/vocational that teachers need to have mastery in order to deliver the instruction and assess that content needed in the P-5 grades. Some of the content included in these areas are music, drama, visual arts, dance, safety, careers, and health. Candidates will be presented this content through the Kentucky Core Content for Assessment in the areas of arts and humanities and practical living/vocational and learn the methodology in these content areas for instructional design and assessment. In addition, the candidates will see how the core content in these areas fit into the bigger picture of the entire curriculum in an elementary school program.
ED 301 (1) Level IIA Field Experience- This clinical field experience component is designed to enhance the School of Education’s second cluster of courses. ED 300 provides prospective teacher education candidates an initial opportunity to demonstrate their ability to plan and implement inquiry based instruction with P-12 students. Candidates will spend 70 clinical/field experience hours in variety of authentic settings with a guided inquiry work sample project. A significant portion of this field component is designed to further facilitate our students’ ability to work in schools with a high population of P-12 diverse students.
EDA 320 (3) Exceptional Learner in the General Education Classroom—An introduction to the field of special education dealing with the learning needs of exceptional children - those who are gifted and those who have intellectual, emotional, physical, or sensory disabilities. Course emphasis is on principles and procedures for adapting educational programs to accommodate the needs of these children in the general education classrooms. Prerequisites: Admission to the Teacher Education Program. Includes Level II Field Component.
EDA 341 (2) Reading and Language Arts Methods and Materials (P-5)—First course of the two-course reading/language arts sequence. A study of current methods and materials useful in teaching children to read, write, and develop proper language skills. The development of reading and language arts programs and appropriate teaching strategies for the primary school students will be emphasized. Time will be given to unit and lesson plans. Prerequisites: Admission to the Teacher Education Program. Includes Level II Field Component.
EDA 342 (2) Teaching of Reading (P-5)—Direct approaches to the teaching of reading, including phonics and other word identification techniques as well as comprehension strategies. Includes Level II Field Component.
EDA 350 (3) Literacy Assessment (P-5)—An introduction for prospective teachers to methods of language arts assessment. The reading interests and needs of average and exceptional readers are considered, and primary emphasis will focus on the study of current methods and materials useful in analyzing and treating the problems of disabled readers. Time is given to actual in-school diagnosis and remediation of a problem reader that focuses on impact on student learning and culminates in a literacy work sample. Prerequisites: Admission to the Teacher Education Program and ED 341. Includes Level II Field Component.
EDA 360 (2) Social Studies Methods and Materials (P-5)—Exploration of methods, materials, and motivational techniques in teaching social studies at the elementary level. Social studies instructional skills are developed through laboratory experiences. Time is given to unit and lesson plans. Prerequisites: Admission to the Teacher Education Program. To be taken concurrently with ED 380. Includes Level II Field Component.
EDA 380 (3) Elementary Math and Science Methods—Equips the future elementary teacher with appropriate methods, materials, and motivational techniques for the teaching of math and science. Students will begin to understand what is the nature of mathematics and science, what are appropriate expectations for learning in elementary math and science, what are exemplary teaching and assessment practices that support math and science programs, and what are available materials and resources for the teaching of math and science. To be taken concurrently with ED 360. Pre-requisites include: Admission to Teacher Education, MAT 162 & 261. Includes Level II Field Component
EDA 390 (3) Facilitating EL Student Success (Wilmore only) —This course addresses methods of assessment for teaching English Learners (EL) with an emphasis on a systemic assessment process as well as ethical and intercultural sensitivity. Students will be introduced to criteria to ensure consistent identification of EL students, as well as to determine their eligibility, placement, and duration of programs and services based on English language proficiency assessment. Candidates will acquire knowledge and skills related to language proficiency assessments that are linked to the new common curriculum, appropriate standardized assessments, and formative and summative assessments used for English Learners. Candidates will be prepared to analyze assessment results to create intervention plans and to design instruction and monitor progress for English Learners.
EDA 393 (3) Seminar—Seminars, cross-cultural experiences and special extended field experiences supervised by faculty, with appropriate reading and assessment.
EDA 395 (1-3) Extended Field Experience—This course extends the field experiences currently integrated within each of the education majors. It will (a) assist the student to connect theory & practice; (b) provide a sense of flow and schedule for a typical school day; (c) enable in-depth and extended interaction with classroom teachers and students, and (d) help the student apply content from methods classes in lesson planning & teaching. Students are involved in planning for and implementing lessons for both small and whole group instruction. This course also enables candidates who desire additional experiences in urban settings or with students who have diverse learning needs to have those opportunities. Credit/No Credit. Contract.
EDA 400 (1) Practicum: Level II Field component—Course intends to (a) help the student connect theory & practice; (b) provide a sense of flow for a typical school day; (c) enable in-depth interaction with classroom teachers and students, and (d) help the student apply content from methods classes in lesson planning & teaching. Students are involved in planning for and implementing instructions for both small group and whole class lessons. Co-requisite with Elementary Methods Block courses. Level II Field Component for elementary only.
EDA 401 (1) Clinical Field Experience Level IIB—This clinical field experience component is designed to enhance the School of Education’s third cluster of courses. ED 400 gives teacher education candidates a culminating opportunity to demonstrate their ability to plan, implement, assess, and analyze the inquiry based instruction that they have delivered prior to their student teaching experience. Students will spend 70 clinical/field experience hours in variety of authentic settings with an open inquiry work sample project. A significant portion of this field component is designed to further facilitate our candidates’ ability to work in schools with a high population of P-12 diverse students. [beginning Fall 2011]
EDA 405 (3) Learning Theories and Performance Assessment—Designed to examine classical learning theories of motivation and cognitive development of human behavior. Future teachers will be trained to interpret the results of standardized achievement tests, create performance-based assessment items, develop teacher-made tests which take into account a student's individual approaches to learning, and analyze the impact on student learning. A work sample which incorporates a skill set of instructional design, standard-based, unit planning, integration of formative and summative assessment measuring analysis of student learning is a requirement for the course. Prerequisites: Admission to the Teacher Education Program.
EDA 407 (1) Professional Preparation Seminar—Provides the skills and knowledge to complete a successful student teaching experience. Candidates will be exposed to the KTIP (Kentucky Teacher Intern Program) evaluation process, will be introduced to the methodology of the teacher work sample, and will work through the transition process from the college classroom setting to the classroom setting of an elementary school.
EDA 410 (2) Classroom Management—Examination of basic discipline technologies for students. Course emphases will include practical application of effective classroom environments, appropriate selection of management technologies for behavioral remediation, effective teaching styles and teacher behavior, efficient observation and conferencing skills. Course to be taken prior to student teaching. Note: The fall semester course focuses on management in the Elementary school, and the spring semester course focuses on management in the middle and secondary school.
EDA 428 (2) Interventions for Differentiation—The course focus is the teacher’s role in creating collaborative structures that provide interventions to ensure the learning for each child. Candidates will analyze Response to Intervention (RTI) for students, as well as analyze and assess effective collaboration models for English Learners (EL) and students with exceptionalities. To ensure the needs of all students can be met in the regular education classrooms, students will acquire an understanding of language acquisition theories and research based practices for English Learners.
EDA 440 (12) Student Teaching Elementary: Level III Clinical Component—During the first two weeks of the semester, students will meet in a full-day seminar to focus on teaching objectives, classroom procedures, motivation techniques, and legal implications for classroom teachers. Opportunities will be given for pre-placement conferences with cooperating teachers and observation. Each student will then be assigned full time for twelve weeks in a local school to observe, to participate, and to teach in classroom activities, which will include assessment, counseling, organizing materials, and participating in other professional activities. Placements will be made in a primary block setting, primary levels P1-P4, which includes the grade levels of P-3. Placements will be made in one setting grades P-5.
ENA 240 (3) Grammar and Composition for Elementary Teachers—Instruction in the teaching of composition as process in the elementary classroom. Using an interdisciplinary approach, the course will include a thorough review of basic grammar and a strong focus on ways to integrate grammar with the writing process. Instruction will provide a guide through drafting revision, and editing in modes developmentally appropriate for elementary students. Assessment strategies that foster student growth will be presented with focus on the use of the portfolio for classroom and system wide assessment.
ENA 360 (3) Children's Literature (P-5)—A survey of the various types of literature suitable for presentation to children of the elementary school level. The course is designed particularly for those who are planning to work with children in the elementary school.
MTA 162 (2) Elementary School Mathematics I—An emphasis on the skills and concepts related to the number systems of whole numbers through rational numbers. Problem solving, guided discovery, manipulatives, communication, (written and verbal), applications (connections), and technology will be incorporated. Prerequisite: MAT 100
MTA 261 (3) Elementary School Mathematics II—An emphasis on the notions and concepts related to two- and three-dimensional geometry. Problem solving, guided discovery, manipulatives, communication (written and verbal), applications (connections), and technology will be incorporated. Two lecture periods and one laboratory period per week. Prerequisite: MAT 162.
MTA 262 (3) Elementary School Mathematics III—An emphasis on the concepts related to the real number system, elementary probability and statistics, and consumer mathematics. Problem solving, guided discovery, manipulatives, communication (written and verbal), applications (connections), and technology will be incorporated. Two lecture periods and one laboratory period per week. Prerequisite: MAT 261.
2011-2012 BULLETIN 08/01/2011
