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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


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