FOR EDUCATION AND THE MASTERS RESEARCH COURSE RES 650 AND RES 651
FUT 602 – Media Literacy
The aim of this course is to introduce to the “modus operandi” of the media and its influence on society. In this area, many dilemmas are still open. One of them is certainly whether the media is merely an instrument in the hands of the ruling lite that uses global manipulative methods to keep citizens in obedience, or is it just a modern myth? The media with an insufficient educated public often unquestioningly accepts the media messages, without deeper analysis and the search for the true essence of which is cleverly hidden in a media message. Modern man has become a media addict and there is almost no man who somehow is not exposed to the influence of the media. The integral role of the media in the process of creation, and maintenance of a democratic state is realized precisely through freedom of expression and freedom of the media. These are circumstances that indicate the need to approach education and creating experts of the Media. These Contemporary media authors define literacy as theability to access, analysis, evaluate, and send messages through the media.
(Instructor: Dr. Radeslave Baltezarevic)
When a student completes the education modules they will:
> Have acquired skills to design syllabi and a curriculum
of their own creation for more effective learning about possible future developments in education and other areas.
> Be competent to design and carry out a research project with a final write up.
> Be able to carry out a research project in any field using Grounded Theory or standard methods.
> Be competent to help others design a curriculum project implementing concepts of the paradigm with output objectives and goals.
This is a prerequisite for Thesis in Advanced Post Graduate Studies. Along with the Futures Program, it is a prerequisite for the writing of thesis in the Advanced Post Graduate Studies of the International College of Interdisciplinary Sciences.EDU 500 Education, Learning, and Teaching; A New Curriculum Perspective for the 21st Century – (Required)3 credits
The rapid change in technology and the amount of accessible information to learners throughout the world coupled, with the speed of change, has brought innumerable changes to our perspectives in formal education to colleges and university programs. Courses will become more student – oriented with peer review and interactivity among the students and staff in online environments. We have only just begun to see the potential of “teaching by learners.”
EDU 501 Curriculum Creation and Redevelopment
– (Required) 3 credits
Curriculum development will become an experimental venture as participants put a new face on the historical models and create new models for this learning age. In this course the participants begin by creating the needs assessments of their group, which may include a variety of groups, and further the demands of output objectives as required for the quality assurance from the Bologna Conference.
Participants will be taught the significance of output objectives and their meaning to the quality assurance framework and learning by achieving the objectives. Participants will explore various modes of organizing content for a curriculum; the identification and application of criteria in the selection of methods in teaching will be studied. The need for and methods of evaluating a curriculum will be studied. Participants will develop a curriculum in an area of their choice suitable for a series of assignments.
(Dr. LaWanna Lease Blount)
EDU 502 – Comparative Education – Globalization and Education Course Description
This course is an introduction to the field of comparative education. It consists of educational philosophies, methods, patterns of control, financing, organization, and relationship with the larger society in selected countries of the world. Acomprehensive social science methodology is utilized which examines historical, political, economic and social factors that serve as the foundation for educational systems of nations. The course enables students to identify strengths and limitations of international comparative research, and to learn about relevant studies and scholars dealing with methodological and conceptual issues of comparative education. A special emphasis is placed on policy borrowing and lending and globalization studies. Through examination of cases, students are expected to learn multiple aspects of issues in educational change and to develop analytical and crucial thinking.
(Dr. Vannapond von Feiganblatt)
GEN 501 – The Social History of the American Family What will the American Family be in the 21st Century. (Required for those who are majoring in Family history or genealogy).
Students will study from the research by Andrew Cherlin, the expert in the Changing American Family, and read his texts of “Marriage Go-Round,”, “Public and Private Families” as we look at the changes in the family through time and how the American Family has evolved to its present state today. Cherlin’s research tells us that America has more marriages, divorces and cohabitation than other countries over the world.
Cherlin’s findings indicate that there are two aspectsin conflict in American that create this situation. What are they? Cherlin cautions us to look at the children’swelfare and what can be done about this rapid change of partners in homesin America. We will alsoexplore the research on the demise of the middle class family and why the middle class is disappearing in the book “Labor’s Love Lost” students will read their choice of other books on families and write their objectives and set their assignments on what they learned in their readings, and what the research tells us about.Students will engage in group, work in designing their research project on the family and draw conclusions about the future of the American Family.
(Dr. LaWanna Lease Blount)
RES 650 Quantitative and Qualitative Methodology for Research in Education (Required)
This course is designed to develop skills for the student to carry out research for the
Master’s thesis. Students will learn about different types of re
search, how to define the problem, study types of methodologies, parts of a research project, how design the data
collection methods as questionnaires and interview schedules, and utilizing data that exists for qualitative research. Also drawing conclusions and making recommendations for further research. – Vacant
RES 651 Doing Grounded Theory for Your Thesis –Dr. LaWanna Lease Blount (Required)
This course will follow the textbook by Kathy Charmaz – Constructing Grounded Theory. First developed by Anselm Strauss and Barney Glaser in 1967, Grounded Theory has now become a very poplar methodology for thesis students. EssentiallyGrounded Theory is based on the inductive development of theory from emergent data. This method offers a rigorous orderly method of theory development from social research. The grounded theorist collects data to resolve a problem or question. According to Glaser, everything is data. Thetheorist collects data he is also coding and memoing. Students will also learn this method using Glaser’s text. Doing Grounded Theory: Issues and Discussions.
Mill City: Sociology Press, 1998. (www.sociologypress.com)
THESIS – (Required) THE 690 – Master Thesis Seminar -(scientific writing) –online through conference calling
THE 699 Thesis –See Manual for Writing Thesis submitted in original hard copy documents.
Manual For Writing Theses and Dissertations by Dr. Lawanna LEASE BLOUNT,
2003, 2004, 2006, 2009 2015