COURSE DESCRIPTIONSEDTC 640 Technology Change Management in Schools (3)(Formerly OMED 670.) An overview <strong>of</strong> the theories,approaches, and strategies that help teachers assume leadershiproles in implementing technology change in K–12 schools. Topicsinclude the role <strong>of</strong> change agents in K–12 schools, strategiesto meet the needs <strong>of</strong> technologically unskilled teachers, tools andtechniques to respond to diverse competency levels, and varioustraining models and approaches for adult learners. Structuredobservation is employed to critically assess the effectiveness<strong>of</strong> various technology training formats. In a guided project, atechnology-training seminar is designed, developed, and implementedfor delivery to colleagues.EDTC 645 Integration <strong>of</strong> Technology: Global Perspectives (3)(Formerly OMED 690.) Exploration <strong>of</strong> global perspectives onadvancing K–12 student learning through technology. Investigationcovers how schools design innovative units and programsthat take full advantage <strong>of</strong> technology’s ability to reach beyondnational borders and promote global understanding and howvarious nations approach the challenge <strong>of</strong> technology integrationin the schools. Focus is on evaluating best practices in the UnitedStates and other nations and on analyzing the role <strong>of</strong> policy inshaping the way resources are deployed to advance effective technologyintegration. Major projects include designing models forintegrating global understanding into curriculum and instruction,developing case studies <strong>of</strong> technology integration in variouscountries, and evaluating relevant research.EDTC 650 Special Topics in Instructional Technology (3)An exploration <strong>of</strong> current topics in instructional technology,which are <strong>of</strong>fered on a rotating basis. Individual topics focuson advanced instructional multimedia for the K–12 classroom(including building interactive multimedia materials that meetthe learning needs <strong>of</strong> diverse K–12 populations while developingskills using animation and other multimedia technologies)or on teaching and learning in the K–12 virtual school (includingpolicies and structures <strong>of</strong> K–12 virtual schools, teachingand course development strategies appropriate for elementaryand secondary school online courses, and emerging issues in theK–12 virtual enterprise).EDTC 670 Integrative Capstone Project (3)(Formerly OMED 680.) A self-directed project, in which teacherscollaborate with colleagues within or across grade levels ordepartments to incorporate innovations into their curricula. Aportfolio is built to demonstrate the development, implementation,and outcomes <strong>of</strong> the project. Study is designed to provideteachers the opportunity to apply previous knowledge and skillsgained from previous coursework.EDTP (Education: Teacher Preparation)EDTP 600 Pr<strong>of</strong>essional Fundamentals <strong>of</strong> Teaching andLearning (6)Preparation for effective entry into the classroom as a teacher.Topics include teaching in the contemporary school; humandevelopment; approaches to learning, diversity, and collaborationbeyond the classroom; learners with exceptional needs;curriculum, instruction, and assessment; teaching in the contentarea; and synthesis and application. Course materials and assignmentsfocus on documents created and/or typically utilized byschool systems and incorporate current school district initiatives.EDTP 635 Adolescent Development and Learning Needs (6)Preparation to support the unique development <strong>of</strong> adolescentsfrom various backgrounds, with varying beliefs, and with variedabilities. Learners are examined from the standpoint <strong>of</strong> developmentalcharacteristics; social, cultural, racial, and gender affiliation;socioeconomic status; religious influences; learning styles;special needs; and exceptionality. Adolescents are also examinedfrom biological, psychological, cognitive, and social perspectives;within the tapestry <strong>of</strong> their family and community; andthrough the influences <strong>of</strong> societal and cultural norms. Discussioncovers theories and concepts associated with human growth anddevelopment across the lifespan, focusing on typical and atypicaldevelopment <strong>of</strong> the adolescent.EDTP 645 Subject Methods and Assessment (6)An introduction to instructional strategies and curriculum forteaching secondary content that emphasizes effective instructionbased in understanding assessment and how assessmentinforms effective instruction. Topics include development <strong>of</strong>comprehensive assessment strategies and their interrelationshipswith creation <strong>of</strong> learning objectives, selection <strong>of</strong> instructionaltechniques, and preparation <strong>of</strong> instructional plans. Currenttrends in secondary school structures, issues <strong>of</strong> traditional andauthentic assessments, and teacher effect on student achievementare explored. Focus is on meeting individual needs and usecontent knowledge to inform instructional practice by drawingon knowledge gained through previous study and knowledgebases that reflect current research and best practices in secondarycontent areas.98G R A D U A T E C A T A L O G | 2 0 1 0 – 2 0 1 1
EDTP 650 Pr<strong>of</strong>essional Internship and Seminar (9)(Formerly OMAT 606.) Prerequisites: EDRS 600 and 605 andEDTP 640. An opportunity to apply the concepts, techniques,methods, and theories learned in previous coursework and fieldbasedexperiences through a pr<strong>of</strong>essional internship. Internshipactivities require completing observations, activities, and clinicalpractice in an approved secondary classroom appropriate forthe selected subject area certification, under the supervision <strong>of</strong>a school-based mentor and university field supervisor. Weeklyseminar meetings establish a learning community that assures acontinuing support system and provides a forum for feedbackand discussion <strong>of</strong> common readings, experiences, questions, andissues. An electronic portfolio is completed.EMAN (Emergency Management)EMAN 600 Comprehensive Crisis and EmergencyManagement (3)An analysis <strong>of</strong> all hazards, phases (mitigation, preparedness,response, and recovery), and actors involved in crisis and emergencymanagement. Discussion covers the definition <strong>of</strong> crises,emergencies, and disasters and concepts and issues in crisis andemergency management. Focus is on developing crisis, contingency,and incident management plans. Current frameworks,management systems, and command systems for organizing aresponse, deploying resources, managing the response organization,supporting crisis communication, and making decisionsin a turbulent environment are examined. Topics are discussedfrom U.S. and international perspectives.EMAN 610 Hazard Risk and Vulnerability Assessment (3)An examination <strong>of</strong> risk, hazard, and vulnerability. Topicsinclude systematic hazard risk assessment, risk mitigation(reduction), risk transfer, and risk analysis. Discussion coverscontemporary approaches to risk assessment and management<strong>of</strong> naturally or technologically induced hazards. Environmentalhazard assessment is also examined. Seminal works published inthe area are reviewed.EMAN 620 Information Technology in EmergencyManagement (3)An overview <strong>of</strong> the role <strong>of</strong> information in crisis and responsemanagement. Discussion covers disaster and crisis informationrequirements; information technologies and decision supporttools applied to crisis, disaster, and emergency management;and information problems encountered during emergencies.Tools used include the global positioning system (GPS), geographicalinformation systems (GIS), computer hardware, andhazard and emergency management-related s<strong>of</strong>tware packages,as well as decision analysis methods. Assignments include practicalcase studies.EMAN 630 Crisis Communication for Emergency Managers (3)An exploration <strong>of</strong> current strategies and tactics for managingthe range <strong>of</strong> communication responsibilities and issues that ariseduring a variety <strong>of</strong> crisis situations. Traditional and new mediamethods for analyzing crisis and communications managementissues (including the use <strong>of</strong> current technologies) are appliedusing relevant public relations research, theory, and case examples.A strategic approach is used to better identify issues, goals,stakeholders, messaging, and other aspects involved in developingcommunity-specific public responses to crisis situations.EMAN 670 Seminar in Emergency ManagementLeadership (3)Prerequisite: 30 credits, including all core and specializationcourses for the emergency management specialization (exceptMGMT 670). An examination <strong>of</strong> successful leadership in managingcrises, disasters, and emergencies through analysis <strong>of</strong> casestudies. Discussion covers the various characteristics and leadershipstyles most effective in emergency management. Varioustheories, models, historical examples, and practical applicationsare reviewed. Topics include breaking down barriers betweenbureaucratic systems and methods <strong>of</strong> operation; seeking to createa culture <strong>of</strong> disaster prevention and preparedness; acquiringresources for risk assessments, plan development, training, andexercising. Ethics and legal issues in emergency managementand the procurement <strong>of</strong> facilities and supplies are also examined.Focus is on understanding how integrated plans must addressspecific hazards, community vulnerabilities, and risks.w w w.umuc.edu / grad 99
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2010-2011CatalogGraduate School of
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From the DeanWelcome to the Univers
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IMPORTANT DATESCONTACT INFORMATIONA
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About the Graduate SchoolMISSION ST
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Online courses maintain the sameaca
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Other Dual Degree CombinationsMaste
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DOCTOR OF MANAGEMENT IN COMMUNITYCO
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RELATED CERTIFICATE PROGRAMSInitial
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- Page 84 and 85: COURSE DESCRIPTIONSINDEX TO COURSE
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FACULTYBartoo, DianeProgram Directo
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FACULTYCallahan, Caryl A.Collegiate
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FACULTYCrews, Gordon A.Adjunct Prof
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FACULTYEsler, Anne G.Adjunct Assist
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FACULTYWysocki, Carol D.Adjunct Pro
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UNIVERSITY POLICIESIV.CRITERIAStude
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UNIVERSITY POLICIESB. Directory Inf
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INDEXAAACRAO. See American Associat
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INDEXDDatabase systems technologyce
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INDEXInstructional sites, 4, 127Ins
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INDEXTechnology managementcourse de
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NOTES192G R A D U A T E C A T A L O
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ABOUT UMUCUniversity of Maryland Un