mun graduate education course descriptions

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Course Descriptions - Memorial University of Newfoundland

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Course Descriptions

Graduate Programs, Faculty of Education

1

March 9, 2012

6100 - Research Designs and Methods in Education

Education 6100 is an introductory course in research designs and methods. It is intended to

cover the broad spectrum of research methods found in published research in education. The

course has two main goals: to help students make sense of the research they can be expected to

encounter in their graduate program and their professional practice, and to provide the basis for

more intensive study in particular research methods required in the conduct of their own

research.

6105 - Social and Cultural Difference and Education

This course examines the intersection of multiple and inter-related markers or dimensions of

social and cultural difference and institutional practices. In particular, the course provides ways

of analyzing and understanding differences which challenge monocultural and discriminatory

assumptions. Also explored are the ways in which such insights provide direction for the

development of culturally responsive and sensitive policy, reflective and anti-discriminatory

teaching, more inclusive and responsive curriculum, and more equitable practices on a wide

range of educational sites.

6106 - Popular Culture and Literacy Education

This course focuses on the educational and pedagogical dimensions of popular culture as they

pertain specifically to youth. It highlights the array of literacies practised in contemporary multimediated

and technologically advanced cultures, as well as the complex social processes

involved in the reading and teaching of popular culture. The course draws on various theoretical

frameworks with which to analysis and to assess the intersections of knowledge, power, desire

and social identity in cultural practices. The informing questions of the course are: How, and in

what ways, are media, technologies and culture pedagogical? and, What do educators need to

know about media, technologies and culture in order to be (more) effective pedagogically? This

course is designed as an introduction to these issues.

6107 - Arts Education: Creativity in the Classroom

The course focuses on creativity, learning theory and practices through the arts across the

curriculum. Using a seminar format we take advantage of cultural artifacts, settings, and

expertise in the region. Participants engage in a series of experiences designed to increase their

understanding of the theoretical underpinnings of interdisciplinary teaching through the arts and

aesthetic expression and to foster the creation of appropriate learning contexts for their students

in all grades.

6108 - Literacy and Language Education: Sociocultural Perspectives

This course examines socio-cultural perspectives on literacy and language education. Drawing on

the scholarship of both well-established and emerging scholars, in particular within the New

Literacy Studies, the course provides an opportunity for a critical engagement of prevalent and

decontextualized notions of language and literacy education. It examines research, policy,

curriculum, pedagogy, through an analysis of culture and power and a focus on social justice, to

glean insights into how language and literacy education may be transformed so as to enhance

both student success and social equity.

6202 - Social Context of Education Leadership

This course analyses the cultural, political, and economic contexts of education in contemporary

society, and identifies educational change processes and school improvement efforts within the

political, cultural and economic milieu. Particular emphasis will be given to the implications for

the organization of education and teacher and staff development.

6203 - Leadership: Theory and Practice

This course examines the multi-faceted concept of leadership. Attention will focus on the

knowledge base of leadership theories and concepts, and will explore what these findings can

contribute to educational leadership. Leadership analysis will be conducted within the context of

the traditional as well as emergent paradigms (i.e. the evolution of thought in educational

administration). Emphasis will be placed on the knowledge, attitudes and skills that enable an

instructional leader to work effectively with diverse work groups, to draw from staff and

community the best they have to offer. As well, it will help students to discern from research,

theory and practice, strategies to assist in the rethinking of current approaches to instruction and

curriculum. This requires knowledge of the curriculum and of instructional practices, so that

schools can work towards the building of a learning environment responsive to the needs of

students in a rapidly changing society.

6204 - Educational Administration: Theory and Practice

This three-unit course provides an introduction to educational administration as a field of

specialized study. It examines traditional as well as emerging paradigms in the study of

educational administration, with specific emphasis on the theoretical and conceptual constructs

important for understanding administration of learning environments. The goal of the course is

to develop a critical awareness of the values underlying various theoretical approaches to the

study of administration in learning environments.

6205 - Educational Policy: Theory and Practice

This 3 credit hour course investigates the various dynamic process in which educational policies

are developed, implemented, and evaluated. In addition to examining the theoretical foundations

of educational policy, an emphasis will be placed on the pragmatic aspects of the policy-making

process.

6290 - Research and Development Seminar in Educational Leadership Studies

This course will provide students with the opportunity to research, develop, and share/pre a

scholarly product through a creative, reflective process that draws upon and links with prior

program experiences.

6291 - Internship in Educational Leadership Studies (6 credit hours)

Internship in Educational Leadership Studies is a full-time practical experience for a minimum of

ten weeks and is normally undertaken after of near the completion of course work. The purpose

of an internship is to provide a graduate student with a breadth and depth of experience in a

practical setting.

6292 - Project in Educational Leadership Studies (6 credit hours)

Project in Educational Leadership Studies is normally taken at the completion of the course work

and is intended to facilitate the conceptualization and writing of a project under the direction of a

supervisor. A project is a theoretically based product intended for possible use in educational

settings.

6293 - Paper Folio in Educational Leadership Studies (6 credit hours)

Paper Folio in Educational Leadership Studies is a set of three scholarly papers on one topic

related to a graduate student’s program specialization but which must go beyond course content.

The writing of the paper folio is normally undertaken after or near the completion of course

work. The purpose of a paper folio is to provide a graduate student with an opportunity to study

and write about a topic of contemporary professional interest under the direction of a University

supervisor.

6300 - Teaching and Learning

This course examines how particular ways of thinking about what constitutes teaching and

learning inform and shape institutionalized (schooling) practices. The course revisits established

theoretical traditions and often taken-for-granted practices within teaching and learning to make

explicit the assumptions which inform them and to question their individual and social

implications and effects for teachers and learners. In so doing, the course introduces ways of

thinking which are self-reflexive and critical, which challenge established traditions, and which

provide frameworks for rethinking teaching and learning in the context of efforts to improve

education and to enhance educational equity.

6321 - Supervisory Processes in Education

This course examines alternative approaches to the processes of educational supervision. It’s

aim is to provide students with an understanding of the foundations of past and current patterns

in educational supervision, and to identify the multiple skills, techniques, and tasks associated

with current supervisory practices in schools and school systems.

6330 - Educational Finance

Students will study the historical, sociological, legal, and economic foundations of educational

finance. It is an introductory course designed to enable students to analyse contemporary

literature on school finance and to be able to debate current issues in a knowledgeable manner.

Analysis and criticism of various methods and techniques applied to school finance in various

Canadian provinces will also be reviewed. Special emphasis will placed on education funding in

the province of Newfoundland and Labrador.

6335 - Legal Foundations of Educational Administration

The course is designed to provide a basic understanding of some laws and legal concepts relevant

to the educational administrator and to demonstrate how these laws and concepts can inform

administrative decisions. While the course provides a survey of the law, some components

provide general information, and some provide more specific information. Hence, for general

information, and to encourage independent reasoning throughout, the course begins with lectures

about possession and ownership that address how these legal concepts can impact upon topics as

diverse as locker searches, and copyright. As well, and to similar purpose, the tort law section

includes case studies that demonstrate the general development of personal injury law and which

will encourage independent reasoning. More specific lectures follow about statutes that impact

upon teachers, professionalism, constitutional law, administrative law, criminal law, and human

rights. An outline of the sections of the course follows next.

6390 - Research and Development in Teaching and Learning Studies

6391 - Internship in Curriculum, Teaching and Learning Studies (6 credit hours)

Internship in Curriculum, Teaching and Learning Studies is a full-time practical experience for a

minimum of ten weeks and is normally undertaken after of near the completion of course work.

The purpose of an internship is to provide a graduate student with a breadth and depth of

experience in a practical setting.

6392 - Project in Curriculum, Teaching and Learning Studies (6 credit hours)

Project in Curriculum, Teaching and Learning Studies is normally taken at the completion of the

course work and is intended to facilitate the conceptualization and writing of a project under the

direction of a supervisor. A project is a theoretically based product intended for possible use in

educational settings.

6393 - Paper Folio in Curriculum, Teaching and Learning Studies (6 credit hours)

Paper Folio in Curriculum, Teaching and Learning Studies is a set of three scholarly papers on

one topic related to a graduate student’s program specialization but which must go beyond course

content. The writing of the paper folio is normally undertaken after or near the completion of

course work. The purpose of a paper folio is to provide a graduate student with an opportunity to

study and write about a topic of contemporary professional interest under the direction of a

6394 - Biographical Explorations of Teaching and Learning

Course participants will reflect on lives as teachers and learners through reading, viewing and

listening to a range of creative works (music, visual art, drama, literary writing, media pieces)

that explore themes in teaching and learning. As they do so, they will also each develop a

creative piece in the medium of their choice. The creative pieces will be presented in a public

forum presentation at the end of the course. This course is offered as an optional culminating

course for students on the all-course Master’s program in Education.

6410 - Seminar on Philosophical Issues in Educational Policy and Leadership

Is argumentation and decision-making on matters of educational policy and practice simply based

on personal preferences, or social consensus or political power relations between educational

stakeholders? To what extent are the results of science and public opinion of value in making

justified decisions? Are there rationally defensible and objective principles, values and criteria

necessary for reasoned moral deliberation and effective policy design? This course focuses on

skills of argumentation and decision-making required by educational leaders for the formulation

of ethically justifiable educational policy and the cogent assessment of educational practice. The

bases or grounds of skilled educational leadership will be examined through the study of a

number of issues, case-studies and debates in the areas of educational leadership, policy studies

and administrative ethics. Both classical and modern texts will be will be studied. Questions

regarding the rationality and rightness of practical and moral decision-making will be pursued

through such topics as educational opportunity and equality, the priority of intellectual autonomy

as an educational ideal, the character of democratic public deliberation, and educational

authority. These topics will illustrate fundamental differences between technical and humanistic

conceptions of educational deliberation and argumentation. Other relevant topics of interest to

seminar participants may be examined.

6420 - Ethical Issues and Perspectives in Educational Practice and Policy

This course examines some of the major ways in which questions of ethical choice and moral

judgement enter into the practices of educational administration, teaching, and the justification of

educational policy. Selected readings and case studies will deal with such topics as educational

aims, freedom, authority, compulsory education and equality. These materials will be used to

illustrate both the distinctive character of ethical problems and the methods available for their

resolution. Some major ethical theories will be examined as philosophical resources for answers

to questions concerning the justification of courses of action and as classical formulations of the

nature of moral value and the logic of moral reasoning.

6425 - Comparative Perspectives in Public Education, Reform and Leadership

This course deals with “educational reform” as a phenomenon occurring in differing economic,

cultural, and political contexts. The focus will be on comparative analysis as a basis for

informed policy development. A major objective of the course is to identify and clarify a number

of issues to facilitate reflection on strategies for action in relation to current and future “reform

movements”.

6426 - Computer Applications in Educational Administration

The course provides students with a knowledge base on issues and concerns about computer uses

in education with emphasis on the administration of schools and school systems. Attention will

be given to computer applications to student and personnel record-keeping, scheduling,

networking and other forms of information management for educational purposes. The course

allows opportunity for demonstration of various software, taking into account that students taking

this course will have differing degrees of computer experience.

6427 - School-Community Partnerships

This course is about school and community partnerships with an emphasis on the theoretical and

practical considerations of these multi-faceted relationships. Throughout the term relationships

with the business community, parents, and government agencies will be examined and explored.

Attention will be given tot he concepts of educational change, school reform, volunteerism, the

democratization of education, leadership, and accountability.

6440 - Family School Relations: Leadership and Policy Implications

This course is designed to develop an understanding of changes in the relationship between

family circumstances and schooling, and to consider those issues which hold implications for

educational policy and classroom practice. It includes an historical overview of the links

between families and schools as well as an examination of sociological perspectives and current

research relating to family/school relationship.

6465 - School Violence: Leadership and Policy Implications

The purpose of this course is to develop an understanding of sociological perspectives on school

violence. Topics include the organization of official state knowledge, the role of the media, the

appraisal of public opinion, and teachers’ and students’ experiences of violence, discipline, and

social control. Attention will be given to the distinction between the tradition of in loco parentis

and the statutory duty to maintain proper order and discipline. Theoretical issues and policy

debates will be discussed.

6466 - Qualitative Research Methods

This course examines a variety of issues in the execution of ethnographic/qualitative research,

compares the structures and process of different data collection techniques, explores ways of

recording and analysing ethnographic/qualitative data, and reviews ways of reporting field

research in education.

6467 - Quantitative Research Methods

Over the past four decades research methods in the socio-behavioural sciences have tended to

become bifurcated into qualitative methods on the one hand and quantitative methods on the

other. Most researchers have had some experience with both procedures, but usually emphasize

one of the two research orientations. Those working in the quantitative tradition are more likely

to treat educational research as a natural science than those working in the qualitative tradition.

As such, they aim at causal explanations by way or theories, hypothesis generation and testing.

In keeping with this tradition, students taking Education 6467 will be introduced to such research

procedures as: measurement and measurement modelling, validity and reliability, research

design, falsification, experimental and quasi-experimental methods, survey research methods,

and sampling.

6468 - Critical Approaches to Educational Research

This course will elaborate on the relationship between educational research and educational

practice as well as examine the different kinds of knowledge. It will investigate the place of

theory and practice in educational problems need to be researched in the social and historical

context in which they emerge and should concern itself with values, judgements, and the interests

of people. The course will examine the claim that critical educational research is human, social,

and political. There will be discussions which engage prevailing educational structures and the

political nature of schools and educational institutions. The course will stress that critical

educational research has the aim of transforming education and therefore is directed at

educational change. This course will examine key texts, issues, and methodologies within

critical educational research. These texts, issues, and methodologies will be drawn from cultural

studies, action research, critical ethnography, narrative inquiry, critical pedagogy, and feminist

6469 - Theoretical and Methodological Foundations of Action Research

This course will explore the history and foundations of action research and the various

conceptions of action research. Data generating methods and approaches to data analysis within

action research will be investigated. Practical experiences using various data gathering and data

analysis techniques will also be included in the course. Completion of this course will be

required before registration in E6913.

6502 - Contexts of Music Education

This course is designed to examine foundational issues of music education, including issues

related to the theory and process of curriculum design, implementation and assessment within the

discipline of music education.

6503 - Teaching Music from the Podium

This course is designed to build understandings of, and techniques for, podium-based instruction

as applied to the orchestral, band and/or choral ensemble settings. Specifically, it examines

choral and instrumental music education via the context of comprehensive musicianship.

Through both research and performance experiences, the development of logical sequences of

musical understanding is explored. Emphasis is placed on the nature of teaching and learning in

the ensemble setting, the construction of teacher/conductor identity on the podium, and the

development, implementation and analysis of teaching/learning modules for the conducted

ensemble context. Prerequisite for this course is a considerable level of skill in the area of

conducting (instrumental and/or choral).

6504 - Musicianship, Pedagogy and Learning

This course will increase pedagogical understandings and techniques through the continued

development of personal musicianship skills and an examination of the connection between

personal musicianship and the classroom. The course will explore strategies for structuring

choral and instrumental programs in which students develop a logical sequence of musical

understandings as they study musical literature. The prerequisite required for this course is a

considerable level of competence in the area of aural/keyboard skills and performance.

6590 - Research and Development Seminar in Information Technology

6600 - Learning and Motivation

This course is devoted to developing an understanding of the conceptual, empirical and

educational issues of learning and motivation as they relate to other areas of the programme core.

The course will also examine evaluation as it relates to learning and motivation.

6602 - Curriculum Studies

This course deals with the study of curriculum theory as it relates to the total process of public

education, definitions of curriculum, curriculum orientation, and the place of philosophy,

sociology, culture and ideologies as they affect the total curriculum development and

implementation process. Discussion will be linked with research approaches to curriculum,

current curriculum agendas and participants’ curriculum interests.

6603 - Place, Ecology and Education

There is a growing movement to ground school curriculum and instruction in local geography,

ecology, culture, history and economy. This course examines and critiques this trend trough an

exploration of pedagogical and research possibilities relating to place as well as the theoretical

frameworks in which they are situated. The course will also provide students with an opportunity

to design, implement and/or evaluate a research or pedagogical project relating to place and

ecology.

6610 - Research on Computers in the Curriculum

Education 6610 is an investigation of research methods used in the field of educational

computing. Individuals enrolled in this course will participate in inquiry, discussion, and

analysis of selected focussed research approaches and will identify possible areas of research

interest on computers in education. This course utilizes WebCT as a means of conveying content

and maximizing participant interaction.

6615 - Educational Software Prototyping and Evaluation

“Educational Software Prototyping and Evaluation” is a Web-dependent, distance educational

course that explores different kinds of software prototypes. Educational software prototyping

involves the systematic development of instructional specifications using learning and

instructional theory to ensure good quality instruction. It is the process of analysis of learning

needs and goals, the development of instructional materials and activities; and prescription for

evaluating the instructional and learner activities. Students will use SmartDraw, SnagIt and

HyperStudio software to develop and evaluate their own prototype.

6620 - Issues and Trends in Educational Computing

Using a consultative process this course surveys the major trends and issues that are associated

with using a computer to promote teaching and learning. The primary emphasis is on identifying

and critically reviewing practices and developing strategies for better integration of computers in

the learning process. Students are required to have a basis working knowledge of word

processing, e-mail, information retrieval and file management.

6630 - Critical Issues in Mathematics Education

The course will be discussion oriented with invitations to take leadership roles with questions,

suggestions, and organization for discussion. The intent of the course is to serve as an opening

for serious discussion of mathematics. What is mathematics? Why do we teach mathematics?

Why is mathematics so heavily valued in our education system? Problem solving, technology,

basic skills, process, ...how do we address these multiple expectations for what mathematics is to

represent? What does good math teaching look like? What does it mean to understand

mathematics?

6634 - Teaching and Learning to Solve Mathematics Problems (prereq. 6630)

The course is intended to broaden the perceptions of mathematics held by the teachers and the

community at large. Specifically the focus will be placed on the role of problems in

mathematical learning.

6639 - Technology and the Teaching and Learning of Mathematics (prereq. 6630)

This course will cover a range of ways in which technology can be used in the teaching of

mathematics, and the implications that emerging technologies have for the teaching of

mathematics.

6641 - Writing in the Primary, Elementary and Secondary Schools

This course is designed to introduce graduate students to theories, historical developments and

current research in writing instruction. In addition, the course will provide opportunities for

students to use this knowledge to clarify their own thoughts about writing instruction, and to

consider the specific implications this knowledge might have upon their own instructional

approaches.

6642 - Developmental Reading (K-8)

This course provides a developmental and social psychological perspective of learning to read,

reading and reading to learn. Research findings of the role of affect in reading are also

integrated. Implications for teaching and learning are developed.

6643 - Contemporary Issues in Intermediate and Secondary English

This course examines emerging literacy issues and conceptions, particularly those which are

reflected in current English language arts curricula in Canada and elsewhere. Course participants

investigate both the theoretical bases of these new curricula and the political, social, economic,

and commercial influences on their development.

6644 - Drama in Education

This course examines the role of drama in the teaching repertory of the teacher of English, and

seeks to develop understanding of the processes, conventions and skills of drama as a learning

medium when specifically applied to the English classroom. The student is engaged in

understanding the nature of drama, and how it relates and contributes to one’s purpose as a

teacher of English studies. The course involves the student in learning teaching strategies

appropriate to the effective implementation of dramatic treatments, identifying problems one may

encounter in treating the English curriculum dramatically, and examining the English drama

curriculum.

6645 - Literature for Children and Adolescents

An in-depth survey and analysis of the nature of literature for children and adolescents, a study

and evaluation of selected words, an examination of the literary genres and appropriate books,

and a survey of Canadian books, authors, illustrators and poets for children and adolescents.

6647 - Diagnosis and Remediation of Reading and Writing Difficulties

This course is designed to provide specific knowledge in the assessment of the reading and

writing disabilities of school age children. An emphasis will be placed on the various causal

factors which might inhibit a child’s developmental processes of learning to read and write

effectively, and how these factors might be assessed and remediated.

6649 - Exploring Multiple Literacies

This course is designed to explore recent literacy theories, particularly as they relate to English

language arts teaching and learning. Although several topics are outlines here, it is expected that

course participants will identify and negotiate different or additional concepts to explore together

and individually during the course. Students will be encouraged to research and reflect upon

their own practice. Opportunity will be provided for reviewing the Atlantic Canada English

Language Arts Curriculum Guides and for exploring issues and concepts which course

participants decide warrant further attention and study.

6653 - Contemporary Issues in Science Education I

The purpose of this course is to focus upon contemporary empirical research in the science

education literature to help students: (a) articulate and acquire an understanding of criteria for the

critical appraisal of this body or research; and (b) to apply these criteria in the appraisal of

published science education research on major topics of current interest in science education.

6655 - The Nature of Science and Science Education

This course will provide opportunities for graduate students to examine ideas related to the

nature of science and how they apply to science teaching and learning. The course will adopt a

“classroom issues” approach to an understanding of the nature of science and science education.

Science-Technology-Society courses are generally organized around relevant societal issues

rooted in science and technology. This course is organized around science-teaching-learning

issues relevant to teachers’ understanding and beliefs about science and science teaching and

learning. Pedagogical issues will therefore be identified that have scientific philosophical

implications.

6658 - Teaching and Learning Scientific Concepts, Laws, and Theories

This course involves an advanced examination of the literature on the nature of scientific

concepts, laws, and theories, on the teaching and learning of scientific concepts, laws, and

theories, and how these literatures relate.

6660 - Information Technology

One of the main competencies of the learning resource teaching is provision of information

services to students and staff. This course will focus on the tools available to today’s learning

resource teaching with an emphasis on the use of technology to access and organize information.

As 6660 has a laboratory component, students will be required to demonstrate proficiency in

access, organization and sharing of information via computer networks and electronic databases.

As part of the course evaluation, students will:

• lead class discussions based on articles from the reading list;

• design a curriculum unit integrating use of the Internet for gathering, organizing and

sharing of information;

• design an HTML document suitable for publishing on the Internet’s WWW; and

• write a research paper related to some aspect of information technology.

6661 - Applications of Media in Education

This introductory course builds upon the principles of instructional design to help students

develop effective instruction using current multimedia technologies including: photography,

video and graphic design. Students receive experience which includes practical applications of

multimedia and are involved in design considerations; typeface selection, graphic illustration

techniques; and the design of education communications for presentation by traditional methods

and the World Wide Web.

6662 - Seminar in Teacher-Librarianship

Examination of the current literature on the roles of the learning resource teacher/teacherlibrarian

in leadership, advocacy, professional development, curriculum design and

implementation, instructional technology, and resource centre administration. The primary

objective is clarification of the role learning resource teachers/teacher-librarians must fulfill in

modern schools.

6664 - Seminar on School Improvement

You will examine school improvement from two complementary perspectives:

• theory and research on school improvement

• school-based school improvement practices

Key concepts to be studied include: educational change theory; school reform; action research,

organizational learning, school improvement.

6668 - Current Issues in Second Language Education

This course takes the form of a colloquium on current issues and research related to second

language education. Specific topics will vary depending on student interests, current issues in the

literature, and availability of guest speakers. Students are encouraged to relate the course

readings to their own experience as language teachers and learners.

6669 - Graduate Seminar in Second Language Teaching and Learning

This seminar course will vary in theme according to current research interests of faculty and

visiting professors thus enabling students to take full advantage of currently available expertise.

Course participants will engage in a series of experiences designed to enhance their

understanding of theoretical and practical aspects of second or additional language learning.

6670 - Teaching and Learning Social Studies

This course explores the application of concepts developed in curriculum, instruction and

evaluation of Social Studies. Topics will include nature and goals of Social Studies education,

patterns of curricular organizations, the uses of instructional materials, various models of

instruction and student evaluation processes.

6671 - Research in Social Studies Education

This course is designed to acquaint students with research in Social Studies education including

the types of problems studied, methodologies employed and conclusions to be drawn from that

work. We will consider criticisms of the most recent literature as well as ways to narrow the gap

between the research and the classroom. Emphasis will be placed on the development of

knowledge and skills necessary to pursue research in the field.

6672 - Issues and Trends in Social Studies

This course provides opportunity for extensive examination of selected trends in social studies

education and comprehensive analysis of enduring issues within the field.

Given the nature of the course, topics to be considered in any one semester will be selected on

the basis of two factors, student interests and career goals and recent developments in the area of

Social Studies education.

6673 - Second Language Teaching, Learning and Curriculum

This course presents an introduction to theoretical and methodological aspects of secondlanguage

teaching, learning and curriculum. The readings, discussions and the course

assignments are designed to help the course participant develop an understanding of the

theoretical and historical foundations. Specific topics will include teaching approaches and

methods, curriculum planning and design, alternative and authentic assessment and contentbased

language learning.

6674 - Research in Second Language Writing Education

This course will focus on major theories in second language (L2) writing; important research and

findings around important issues in L2 writing; and classroom teaching and assessment practices.

Topics to be explored include: L2 writing theory and pedagogy; socio-cultural perspectives on L2

writing; identity and voice in L2 writing; beliefs about L2 writing; aspects of L2 writing process

and product; feedback and error correction in L2 writing; text-borrowing and plagiarism in L2

writing; effect of L1 in L2 writing; L2 writing assessment. The course will begin as a lecture

format, but will gradually change to one of seminars.

6675 - Current Issues in Rural Education

The purpose of this course is to provide a forum for critical and reflective inquiries into the

claims, concerns, issues and questions that affect the provision of educational programs and

opportunities for people living in the rural areas of Newfoundland and Labrador. The primary

focus of the course will be small schools. Attention will also be paid to the issues and concerns

of larger schools situated in rural contexts.

6693 - Literacy for the Young Child in Home and School

This course will provide a social, cognitive and motivational perspective of the literacy learning

of young children. The literacy contexts of home, school and community will be explored.

Family literacy programs and the role of engaging children in literacy activities, particularly

book-sharing, will be addressed. Implications for teaching and learning will be developed.

6700 - Ethical and Legal Issues in Counselling

This course will examine the ethical and legal responsibilities of school counsellors and school

psychologists. It will analyse professional codes of ethics and examine some core ethical

principles on which they are based. This will be done through a case study and ethical problem

solving approach. Because of the nature of this approach class attendance is necessary.

6702 - Counselling: Theory and Practice

This course will examine various theoretical conceptualizations of counselling and will provide

training in the various processes and skills involved in assisting others to identify and achieve

goals that are important to them.

6703 - Personal and Professional Development Group

1. To increase self awareness in regard to personal characteristics that may affect

professional functioning, either positively or negatively

2. To increase awareness of values, beliefs and attitudes that are advantageous for

professional functioning

3. To increase awareness of the personal and professional circumstances in which it is more

difficult to adhere to professional values and practices

4. To increase skills in self-care

5. To increase skills in assertiveness and empowerment

6. To increase sensitivity to client needs and circumstances

7. To facilitate differentiation and integration of personal and professional parts of the self,

in regard to both thoughts and feelings

6705 - Nature and Development of School Counselling Services

This course will look at the historical and philosophical foundations of counselling services and

examine contemporary issues and trends in the counsellors role. Principles and practices of

counselling will be examined through role definition, program development, management and

evaluation.

6706 - Career Education and Career Counselling

The purpose of this course is to introduce students to contemporary research and practice in

career development. Career development will be examined as a dynamic lifelong process.

Students will explore the importance of work adjustment, personal agency, cultural contexts and

the implications for the design, implementation and evaluation of career interventions.

6707 - Assessment for Counsellors

This course applies the theories of quantitative and qualitative assessment in establishing a

comprehensive understanding of identifying the learning needs of children and adolescents.

Particular focus will be given to the role of the school counselor, within a paradigm of

collaborative practice and decision making, in developing effective and holistic approaches to

educational assessment that are proactive, ethical and person centered. Students will explore a

blended approach that utilizes qualitative methods (observation, case history analysis, interviews,

and authentic approaches) with quantitative methods Level A & B standardized instruments).

This course readies the counselor to complete Education 6709 (Assessment of Intelligence and

Learning Skills) in which they will build on the content in 6707 by exploring Level C testing

instruments. Evaluation will consist of a midterm exam and an extensive case study of a student,

which is completed on a field placement with a school, submitted in phases during the semester.

6708 - Group Counselling: Theory and Practice

This course examines group counselling from a variety of theoretical perspectives and looks at

the implications for professional group work practices in public school and other settings. The

course will include laboratory and in vivo theory applications leading to the beginning

development of the competencies essential to establish and conduct effective counselling groups.

6709 - Assessment of Intelligence and Learning Skills

This course is designed to:

1. Help you understand the nature of individualized intellectual assessments

2. Gain the skill needed to make such assessments

The course will discuss concepts of intelligence, testing in general and intelligence testing in

particular. It will focus particularly on the nature of the Wechsler intelligence tests (especially

the WPPSI-R, WAIS-111 and the WISC-111) and how these tests are administered, scored, and

discussed in reports. There will also be an emphasis on making psycho-educational

recommendations and decisions based on tests, referrals and other relevant information obtained

about and from clients. Upon completion of the course, participants will meet Wechsler

certification requirements.

6710 - Issues in Development and Implementation of Special Education Policy and

Practices

This course is designed to engage students in critical inquiry and analysis of research and major

issues relating to: (1) leadership and administration of special education; (2) the processes of

policy development; (3) the design, implementation and evaluation of both generic and

individualized practices and programs; and (4) legislative, ethical and social justice issues

relating to special education. Students will be required to become familiar with major current

issues and theories in special education policy and practices and be able to subject existing policy

and practices to rigorous appraisal. While Canadian perspectives and content will be the major

emphasis, landmark policy and legislative trends in other countries will be critically examined.

Such a comparative analysis is intended to sensitize students to the forces shaping the

development and delivery of special education services in other nations with which Canada has

strong ties.

6712 - The Nature and Assessment of Behaviour Disorders in Children and Adolescents

This course will study the emotional/behavioural problems of children and adolescents. Current

issues, theoretical and methodological foundations, descriptions and discussions of many

disorders, clinical and research data, assessment and treatment approaches will be studied and

discussed. The counsellor's role with students, parents, and teachers regarding assessment,

treatment and prevention as well as implications in the classroom will be presented.

6713 - Educational Applications of Contemporary Cognitive Psychology

This course overviews cognitive psychology and its application to classroom and counselling

settings. The course is structured in an independent study format in which students are given a

topic to research, as well as choosing their own topics to research. Students meet with the

instructor in a seminar setting on a bi-weekly basis, and meet with the instructor on an individual

basis in between seminars.

6714 - Principles and Practices in Exceptionality

This course will encourage an in-depth study into the diverse and growing field of

exceptionalities. While the course assumes focus on school-based programs and supports, it is

framed within the larger context of evolving paradigms of disability studies and community

rehabilitation. A critical analysis of this literature will foster exploration of the impact of special

education’s practice and discourse.

6716 - Working with Families and Parents

This course will look at the family from a relationship centred framework. Generally we will

attempt to come to some understanding of issues such as, the meaning of family, family structure,

the place of the family in society. However, the main thrust of the course will be working with

families through family counselling. The course will look at contemporary theories of family

counselling with a view to understanding both their philosophic and practical implications.

6717 - Counselling Adolescents

Students in this course will study the past and current theories of adolescence. Current issues

including depression, and suicide, eating disorders, obsessive compulsive disorder, self-inflicted

bodily harm, sexuality, peer pressure and drug use will be discussed and appropriate case studies

will be presented. Assessment and treatment approaches will be reviewed.

6718 - Elementary School Counselling

A study of the theory and practice of counselling as applied to the elementary school setting. This

course will examine issues such as needs for counselling at the elementary level, counselling

young children in groups, consultation with parents and teachers.

6719 - Cultural Issues in Counselling

This course will examine the cultural sources of diversity in thinking, emotion, motivation, self,

personality, morality, development, and psychopathology. The course explores how culture and

historical-political-social factors influence the personality and psychological development of all

people. Emphasis is placed on how this knowledge and awareness can influence problem

assessment/conceptualization, treatment, and counselling outcomes.

6720 - Internship in Counselling (9 credit hours)

An internship is a practical experience for a minimum of 600 hours with 240 hours of direct

client contact and is undertaken after the completion of course work. The internship is

understood to be the student’s culminating practical experience at the master’s level. The

purpose of an internship is to provide a graduate student with a breadth and depth of experience

in a practical setting.

6755 - Nature and Assessment of Learning Disabilities

This course is designed to give the graduate student an understanding of learning disabilities in

children and adolescents. We will outline the characteristics and assessments of students with

learning disabilities from a broad perspective. Since learning disabilities quite often have a

comorbidity with other disabilities or problems (i.e. ADHD) we will investigate the association

with a variety of other syndromes and disorders.

6801 - Foundations of Post-Secondary Programmes

This course will provide an overview and analysis of the nature, characteristics and development

of post-secondary education (both public and private) with an emphasis on the non-university

system. The philosophical, sociological and economic perspectives of such education will be

considered together with implications for programming and human resource development in

general. National and international comparisons will be included.

6802 - Adult Learning and Development

This course will examine selected aspects of the learning process and the characteristics of adult

learners, will identify principles and conditions which affect adult learning and development, and

will consider how the theories and ideas discussed can be applied to your practice in the field of

post-secondary education.

6803 - Research in Post-Secondary Education

This course is primarily designed to locate, critically examine and utilize a variety of research

strategies that are characteristic of the post-secondary context. Students will review exemplary

research and discuss their findings in preparation to having each submit plausible research

proposal for their particular area of interest.

6804 - Leadership and Human Resource Development in Post-Secondary Education

This course will concentrate on the development of theoretical framework through which a wide

range of current human resource and leadership issues can be examined. Illustrative examples

will be drawn from a wide range of educational settings within the private and public postsecondary

system and within formal and informal settings.

6805 - Advanced Human Resource Communication

This course is designed to analyse and apply communications methods, strategies, and research

and to provide practical experiences pertinent to issues in human resource communication.

Subject areas are examined from both theoretical and applied perspectives for individual and

team-based approaches.

6806 - Interprofessional Education in the Health Professions

The main theme of this course will be “from theory to practice.” Learning will be facilitated

through a combination of collaborative and self-directed learning methods. Participants will first

be introduced to the literature and general research concepts underlying effective

interdisciplinary teamwork practices in health care settings. These concepts will then be tied to

educational practice and the implications for preparing health professionals and health

professional students for their roles in interprofessional and interdisciplinary teams. Participants

will review and explore research literature pertaining to methods and principles of designing and

evaluating interprofessional education in undergraduate, postgraduate and continuing health

professional education models. As a community of learners, participants will be exploring such

questions as the rationale and purpose for interprofessional education; what are the methods and

practices which have proven most effective for facilitating interprofessional education; how can

interprofessional education be integrated into traditional health professional education

curriculum; what are the challenges and barriers to introducing and facilitating interprofessional

education; how can the effectiveness of interprofessional education be evaluated in our

institutions and in the health care setting?

6822 - Foundations of Instructional Design in Post-Secondary Education

Instructional Design is an organized procedure for developing instructional materials or programs

which include the steps of analysis (defining what is to be learned), designing (specifying how

the learning should occur), developing (authoring or producing the material), implementing

(using the materials for strategies in contexts), and evaluating (determining the adequacy of

instruction).

6823 - Principles of Programme Design and Development

The purpose of this course is to examine the various elements of conceptual models of

programme design and instructional development and how they apply in a wide variety of

settings including post-secondary education and training, business and industry, and the public

school system. The overall intent is to introduce students to the basic principles of programme

design from both a theoretical and practical perspective, and to provide them with an opportunity

to explore these principles within the context of their own work setting.

6831 - Organization and Administration of Student Services for the Adult Learner

This course examines the foundations of student services in Canada and the United States;

special characteristics of the adult learner; the needs of the adult learner; the variety of programs

undertaken by the adult learner from Adult Basic Education to University level; the range of

institutions offering these programs and the response by institutions to adult learners throgh the

support services offered to them.

6832 - Issues and Trends in the Administration of Post-Secondary Education

This course will provide a broad, introductory overview of the current issues and emerging trends

facing post-secondary education, with particular emphasis on the implications of these practices

for the administration of post-secondary education.

6841 - Student Development Theory, Services and Programs in Post-Secondary Education

There are three main objectives of this course. The first is to understand the growth and status of

Student Affairs in higher education in Canada and the United States. The second, to become

familiar with the theoretical base and practice of the Student Affairs and Services profession.

The third objective is to integrate empirical knowledge and theoretical propositions within the

context of the Student Services role in higher education.

6890 - Research and Development Seminar in Post-Secondary Studies

6891 - Internship in Post-Secondary Studies

This internship is a full-time practical experience for a minimum of ten weeks and is normally

undertaken after or near the completion of course work. The purpose of the internship is to

provide a graduate student with a breadth and depth of experience in a practical setting.

6907 - Critical Media Literacy

The course readings and activities explore theories of media literacy, media constructions and

practices, and the production of media texts. Readings begin with the theoretical but include also

practical pieces that explore applications and implications of theory. Emphasis will be placed on

the deconstruction of media texts to understand their ideologies, commercial ramifications, and

implications for identity construction.

6909 - Narrative Approaches to Teaching, Learning and Research

This course will draw on literature, film, autobiography and popular culture as well as more

traditional theoretical texts to examine the role of the narrative imagination in teaching, learning

and research. Teaching and learning are broadly defined and the course may be useful to anyone

with an interest in education, and/or in oral history, autobiography or narrative inquiry. Course

participants will explore the socio-historical, cultural and personal “imaginative backgrounds”

they bring to teaching, learning and research. A narrative approach will provide a means of

relating imaginative and intellectual work to personal experience and its socio-historic context.

6911 - Multiage Education: An Introduction

Education 6911 provides an introduction to the history, theory, and practice of multiage

education. Starting with the one-room school, the first form of multiage education, the course

traces the development of educators' interest in the pedagogical potential and possibilities of

learning environments in which students of different age levels are grouped for instruction.

Students will have the opportunity to examine the growing body of multiage research and

literature (local, national, international), as well as theoretical perspectives on how children learn

and develop which lend support to multiage learning environments. The course will be of interest

to rural educators where such learning environments are usually created out of necessity and all

educators interested in alternatives to the graded school. Education 6911 has been designed to be

offered on the web, face-to-face seminar, or a combination of these two formats.

6913 - Classroom Inquiry and Action Research

This course is designed to provide opportunity for teachers and other practitioners to reflect on

their roles as professionals and on their classroom/workplace practices. Central to the course

will be the notion of praxis-the reflexive relationship between theory and practice. During this

course teachers and other practitioners will engage in classroom research activities by designing

and carrying out an action research project. (prerequisite E6469)

6930 - Introduction to Counselling Sexual Minorities

This course provides a comprehensive approach to understanding and counselling sexual

minorities, including work with both teenage and adult gay, lesbian, bisexual, transgendered, and

transsexual individuals, and also those who are questioning their sexuality. The materials are

based on a published curriculum representing a best practices model of acquiring the necessary

attitudes, knowledge, and skill to work effectively with this population.

6931 - Educational Technology Law

This graduate course aims to promote knowledge and understanding of technology law affecting

educational interests in Canadian and International settings. Topics include: 1) Privacy and data

protection online; 2) Lawful surveillance of teachers, students (Trojan Horses, data mining,

profiling); 3) Cyber-crime and the legal challenges on the Internet and in virtual worlds; 4)

School-yard assault for the cell phone camera (e.g., happy slapping on YouTube); and, 5) Social

networking websites, defamation, aggressive and sexual solicitation, cyber-bullying, and thirdparty

marketing to students (e.g., in Facebook, Twitter, Second Life, etc). Graduate students will

critically evaluate legislation and case law through academic journals, media reports and court

cases. Prerequisites: The primary clientele for this course are non-lawyers - administrators,

computing educators, instructional designers, and librarians. Minimum technology competencies

are listed on the Graduate Programs website.

6932 - Intellectual Property Law in Teaching and Learning

This course aims to explore the tensions between a course author’s right to be recognized and

remunerated for their original intellectual expression, and the public’s right to freely use the

material for learning. Students will encounter questions about how international and national

policies about intellectual property are relevant to online teaching and learning, and what's at

stake for colleges and universities in teaching and learning. Graduate students will critically

evaluate the legislation and case law through journals, reports and court cases, focusing on

specific issues in law. Prerequisite(s): The primary clientele for this course are non-lawyers:

administrators, computing educators, instructional designers, and librarians. Minimum

technology competencies are listed on the Graduate Programs website.

6933 - Critical Analysis of the Major French Second Language programs in Canada:

Strengths, Weaknesses and Changes Required to Promote Greater Effectiveness

The purpose of this course is to sensitize students to the fundamental theoretical concepts

underlying the teaching of a second language, and the relationship that must exist amongst the

psychological (neurolinguistic), linguistic (language content), and pedagogical components in

order to create effective teaching of communication in order to promote the development of

literacy skills in the L2. Topics include: the basic concepts of learning how to communicate in a

second-language, current programs for teaching FSL and their deficiencies, and strategies that

will lead to more effective teaching.

E6934 - Implicit Competence and Linguistic Knowledge: Critical Analysis and Practical

Consequences for FSL Programs in Canada

The purpose of this course is to explore the concepts of implicit competence and explicit

knowledge and their application to the teaching of a second language (L2). The implicit/explicit

distinction is central to an understanding of L2 acquisition, and the question of the interface

between these two concepts is the most fundatmental issue in SL teaching and research. Topics

will include: definitions of the two concepts; an examination of the six basic positions with

regard to the relationship between the two concepts; and , the state of current research as to their

role in learning of an L2. Students will be encouraged to adopt one of the six positions with

regard to the relationship between these concepts in the teaching of an L2, and to defend their

decision. The question of how an understanding of the role of each concept and the relationship

etween them can lead to the development of strategies that will contribute to more effective

teaching will also be examined.

6940 - Administration of Student Services in Post-Secondary Education

The course is designed to familiarize students with the administration of student services and

student affairs portfolios in colleges, universities in a Canadian context. Emphasis will be placed

on the complex and highly visible position of the chief student affairs officer (CSAO) and the

team of student services professionals in providing campus leadership which fosters the

academic and social development of students.

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Appendices - Memorial University of Newfoundland

Course Descriptions Graduate Programs, Faculty of Education 1 March 9, 2012 6100 - Research Designs and Methods in Education Education 6100 is an introductory course in research designs and methods. It is intended to cover the broad spectrum of research methods found in published research in education. The course has two main goals: to help students make sense of the research they can be expected to encounter in their graduate program and their professional practice, and to provide the basis for more intensive study in particular research methods required in the conduct of their own research. 6105 - Social and Cultural Difference and Education This course examines the intersection of multiple and inter-related markers or dimensions of social and cultural difference and institutional practices. In particular, the course provides ways of analyzing and understanding differences which challenge monocultural and discriminatory assumptions. Also explored are the ways in which such insights provide direction for the development of culturally responsive and sensitive policy, reflective and anti-discriminatory teaching, more inclusive and responsive curriculum, and more equitable practices on a wide range of educational sites. 6106 - Popular Culture and Literacy Education This course focuses on the educational and pedagogical dimensions of popular culture as they pertain specifically to youth. It highlights the array of literacies practised in contemporary multimediated and technologically advanced cultures, as well as the complex social processes involved in the reading and teaching of popular culture. The course draws on various theoretical frameworks with which to analysis and to assess the intersections of knowledge, power, desire and social identity in cultural practices. The informing questions of the course are: How, and in what ways, are media, technologies and culture pedagogical? and, What do educators need to know about media, technologies and culture in order to be (more) effective pedagogically? This course is designed as an introduction to these issues. 6107 - Arts Education: Creativity in the Classroom The course focuses on creativity, learning theory and practices through the arts across the curriculum. Using a seminar format we take advantage of cultural artifacts, settings, and expertise in the region. Participants engage in a series of experiences designed to increase their understanding of the theoretical underpinnings of interdisciplinary teaching through the arts and aesthetic expression and to foster the creation of appropriate learning contexts for their students in all grades. 6108 - Literacy and Language Education: Sociocultural Perspectives This course examines socio-cultural perspectives on literacy and language education. Drawing on the scholarship of both well-established and emerging scholars, in particular within the New Literacy Studies, the course provides an opportunity for a critical engagement of prevalent and

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Faculty of Nursing

Graduate students
Master of Science in Nursing Program and Options
Course Descriptions

Please note that all of the courses described below are delivered online.

Nursing 6011: Philosophical and Theoretical Foundations of Nursing (3 credit hours)

This course presents ideas associated with concept-formation, theory structure and development. Theories in nursing are explored, critically analyzed and evaluated. Each theory is examined for its practical application to improve nursing practice, nursing curricula, and nursing administration.

Pre-requisite: N6250

Nursing 6012: Statistics for Advanced Nursing Practice (3 credit hours)

This course provides students with an understanding of foundational concepts in statistics and advanced statistical analysis methods commonly used in quantitative healthcare research. Students will learn how to critically appraise statistical methods utilized in published research/reports, and to identify issues with planning and conducting analysis in research. Links between research design and appropriateness of statistical analyses will be emphasized. In addition, students will utilize IBM SPSS Statistics to conduct and interpret statistical tests.

Pre-requisitie: N6250

N6013: Research Methods in Nursing (3 credit hours)

In this course, students will review the elements of the research process, including developing researchable questions for nursing problems, use of conceptual frameworks, operationalization of concepts, ethical conduct, sampling, data collection, data analysis and proposal writing. Methods, assumptions, and issues associated with common research designs will be discussed. The emphasis is on critical appraisal of qualitative, quantitative and mixed methods research studies and of a body of evidence.

Pre-requisite: N6250

Nursing 6221: Population-Based Nursing (3 credits)

This course involves an examination of theoretical and research knowledge related to the key domains of the population health framework: influencing personal health practices, creating supportive environments and building community capacity, reorienting health services, and healthy public policy. Core concepts explored include risk, generating and interpreting rates from population health data to identify priority problems, and determinants of health. Emphasis is placed on the critical appraisal of population-based interventions, including screening programs, for selected high-priority population health problems, assessing their strengths, limitations, applicability to different problems, and effectiveness. The roles of nurses, advanced nursing practice and nursing leadership in population health will be explored.

Pre-requisites: N6250, N6011, N6013

Nursing 6240: Nursing Individuals and Families Through Life Transitions (3 credit hours)

This course involves an examination of theoretical and research knowledge needed by advanced practice nurses for the provision of care to individuals and families experiencing life transitions. The core concepts addressed are life transitions (developmental, situational, and illness-related) and stress, coping, and health outcomes. Evidence-based interventions that advanced practice nurses use to assist individuals and families who are experiencing life transitions are explored.

Pre-requisites: N6250, N6011

Nursing 6250: Writing for Advanced Nursing Practice (3 credit hours)

This course will help students develop professional and academic skills required for success in graduate studies and for evidence-informed decision making in advanced nursing practice. One area of emphasis will be on developing writing competencies for scholarly work. Topics will include mechanics of writing, building and defending arguments, locating information, critical reading, evaluating various forms of knowledge, writing integrative literature reviews, and presenting the results of these in different formats. The second area of emphasis will be on in-depth exploration of the different competencies associated with, and their application to, advanced nursing practice.

Note: This course is a pre-requisite to all other courses for MScN students, although students may take this course as a co-requisite with others in the first term of the program.

Nursing 6260: Knowledge Translation in Nursing (3 credit hours)

This course focuses on building students’ capacity for undertaking knowledge translation activities relevant to nursing and health care. Building on concepts and frameworks that define knowledge translation, students will discuss identifying knowledge gaps, strategies for knowledge translation and evaluation. Emphasis will be placed on application of concepts to practice.

Pre-requisites: N6250, N6013

Nursing 6270: Leading Change in Nursing (3 credit hours)

Using the Conceptual Model of Leading Change (Nelson-Brantly & Ford, 2016) as the course framework, students will take a critical, integrated view of the change phenomenon through the analysis and application of theories related to change, leadership, culture, reflection and others. Students will be guided through a learning process that will enable them to develop a deeper understanding of the values, beliefs and competencies they hold in relation to themselves as nurse leaders and change agents in the health system. Through participation in a combination of cognitive and affective teaching/learning opportunities, students will strengthen their leadership skills and abilities to affect positive change.

Nursing 6660: Practicum 1 (3 credit hours)

In the first practicum course, students propose a practicum project that will provide them with the opportunity for integration and synthesis of philosophical perspectives, theories, research and skills that have been acquired in the previous course work. The project also provides students with the opportunity for application of skills and material learned in previous course work and for development of further knowledge in a selected area of interest, as well as for demonstration of advanced nursing practicum competencies. Practicum projects will vary from student to student and are negotiated with the course professor.

In the first practicum course, students develop a written proposal for the project and conduct a comprehensive review of the literature. Depending on their project, they may consult with colleagues or assess available resources if they are developing educational materials or policies. If their project involves implementation of existing educational materials or policies, they may develop an implementation or evaluation plan.

An interim practicum report is expected at the end of the first practicum course which includes an outline of activities for the second course and a reflection of progress to date in terms of advanced nursing practice competencies. Students are expected to revise all documents (e.g., proposal, literature review, reports) during the term based on feedback. Activities cannot be carried out until plans are approved by the course professor.

Pre-requisites: all required courses

Nursing 6661: Practicum 2 (3 credit hours)

In the second practicum course, students continue to implement their project, following the original proposal and the plans outlined in the interim report at the end of the first practicum course. For example, students will develop educational materials or policies based on their literature review and consultations with colleagues, or they will evaluate existing educational materials or policies based on their implementation and evaluation plan. They will share what they have done and accomplished in presentations to their colleagues, and they will write a final practicum report that includes all materials generated during the two courses, e.g., literature review, reports of consultations or evaluation, developed educational materials or policies, or evaluation report. The final report includes a summary of advanced nursing practice competencies demonstrated by the student, illustrated with examples.

Pre-requisite: 6660 Practicum 1

Specific Nurse Practitioner and Post Master’s Nurse Practitioner Diploma Courses

N6703: Advanced Health Assessment and Clinical Practicum 1 (4 credit hours)

This course focuses on the role of the advanced practice nurse in performing comprehensive health assessments on clients across the lifespan. Analyses and critique of various frameworks essential to advanced health assessment will be discussed. Emphasis will be on comprehensive health assessments including history taking, physical examination, synthesis, critical analysis and interpretation of health data. For their clinical component, students will be preceptored in a healthcare setting by either a nurse practitioner or physician. Please note students will be required to come on campus for one week as part of this course. (36 hours lecture, 104 hours clinical and 24-36 hours residency).

N6704: Applied Pathophysiology and Clinical Practicum 2 (4 credit hours)

In this course students use an evidence-based conceptual approach to critically examine pathophysiological phenomena relevant to advanced nursing practice. The pathophysiology of common diseases and their impact on health in specific populations across the lifespan will be examined. Students will be preceptored in a healthcare setting by either a nurse practitioner or physician in completing focused health assessments. Please note students will be required to come on campus for one week as part of this course. (36 hours lecture, 104 hours clinical and 24-36 hours residency).

Pre-requisite: N6703

N6705: Pharmacotherapy and Therapeutics (3 credit hours)

In this course students will critically appraise and interpret concepts integral to pharmacotherapy across the lifespan. Pharmacokinetic and pharmacodynamic properties of selected classes of medications will be discussed. Emphasis will be placed on the application of knowledge required to prescribe and monitor medication use within the scope of practice for nurse practitioners. Integration of knowledge from pharmacology will be used in teaching and counseling patients in nutrition and complementary therapies for common disease conditions. (36 hours lecture).

Pre-requisites: N6703, N6704

N6706: Nurse Practitioner Roles and Practice Issues (3 credit hours)

The focus of this course is on the role of the advanced practice nurse in the context of current and future health care realities. The examination and critique of various advanced nursing practice models, and their implementation will be discussed. Models and methods for program development and evaluation will be explored.

N6800: Adult Advanced Clinical Decision Making 3 (4 credit hours)

The course will allow the student to further develop and apply the knowledge gained in the previous courses but will focus on the management of adults in both hospital and primary healthcare settings. Dialogue will occur around establishing and maintaining interpersonal relationships with the client and health care professionals in adult and gerontology practice. Discussion will also occur concerning health promotion activities and coping strategies used by clients in managing their disease. Students will be preceptored in a healthcare setting by either a nurse practitioner or physician in the area for the clinical component. (36 hours lecture, 104 hours clinical)

Pre-requisites: N6703, N6704, N6705, N6706

N6802: Family/All Ages Clinical Decision Making 3 (4 credit hours)

The course will focus on the advanced practice nurse's role in the diagnosis and clinical management of health problems in individuals and families across the lifespan. Emphasis will be on the development of diagnostic reasoning and clinical decision making skills within the scope of practice of a primary care nurse practitioner. A systematic approach to patient assessment and management of health problems will be discussed. The course integrates knowledge acquired in previous courses. Content will also revolve around discussion and promotion of healthy lifestyle practices and coping strategies. Dialogue will occur around establishing and maintaining interpersonal relationships with the client and healthcare professionals in practice. Students will be preceptored in a healthcare setting by a physician or NP for the clinical component. (36 hours lecture, 104 hours clinical)

Pre-requisites: N6703, N6704, N6705, N6706

N690X: Advanced Clinical Practicum 4 (12 credit hours)

This course provides the student with the opportunity to integrate, synthesize and analyze previously learned knowledge and skills in an intensive clinical experience. Students will choose their own client population and will work closely with a clinical preceptor negotiated by the student and professor. The advanced practice role will be developed as students gain expertise in health assessment, diagnostic testing and treatment planning while collaborating with clients, families and other health professionals. (416 hours clinical, seminar and 24-36 hours residency). Please note students are required to come on campus for one week as part of this course.

Prerequisites: N6703, N6704, N6705, N6706, N6800 or N6802

Future students
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MScN Program of Study
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Learning Resource Centre

Fisheries and Marine Institute of Memorial University of Newfoundland

Graduate Courses

Learn At MI
Programs - Undergraduate Level
Programs - Graduate Level
Programs - Online programs
Programs - Advanced Diplomas

Course descriptions listed here are for all MI graduate programs including all Graduate Diplomas, Masters Degrees and Doctor of Philosophy (Ph.D.) programs as listed on the Programs page. To review course requirements for a particular program refer to the program information in the University Calendar .

This course is designed to provide an overview and understanding of current topics, issues and advances related to sustainable food production via aquaculture, from governance to animal and plant health and welfare. Three hours of lectures per week and three hours of discussion and debate on contemporary topics.

This course is designed to provide an overview of finfish culture including husbandry practices and culture technology for salmonids.

This course is designed to provide an overview of shellfish culture, including mollusk, echinoderm, and crustacean culture techniques. Lectures 3 hours per week, are supplemented with labs 3 hours per week on the practical cultivation of marine shellfish species (seed production, husbandry, reproduction, and ongrowing).

This course is designed to provide an understanding of the epidemiology, pathology, diagnosis and treatment of major diseases affecting cultured species (primarily finfish) in Canada with a special focus on Atlantic Canada. The laboratory component will address various diagnostic and applied techniques essential to finfish and shellfish health management.

This course is meant to be an introduction to the processes and principles associated with nutritional requirement determination, feed formulation, feed manufacture, feeding practice and feed performance assessment as they relate to finfish aquaculture practice. In addition, students will be given the opportunity to evaluate and manage the effective use of fish feeds. Students will be made aware of current research activities and commercial developments.

This course will provide students with a theoretical and practical understanding of aquaculture engineering technology principles as they apply to culture systems, operation, and maintenance. In addition, students will be provided an understanding of marine and land-based systems.

Students will complete a 12 week internship with a group, organization, business, government agency, research institute or other with duties related to Aquaculture activities / requirements. Students will be required to produce a report documenting their internship experience and activities.

This course will train students in the full spectrum of science communication. The fundamentals of scientific writing, academic publishing, and oral and poster presentations will comprise the first half of the course. The second half will focus on communicating outside the academic environment and how to responsibly disseminate research across a range of media.

In this overview course on fisheries science, several researchers from the School of Fisheries will deliver two week modules on their areas of expertise. Students will be exposed to the diversity of research conducted at Ml - including fisheries ecology, conservation and sustainability, harvesting technology, post-capture processing, and fisheries policy.

Modern fisheries scientists work in a complex data environment. This course will introduce students to the basics of R statistical software - including programming best practices, optimizing workflows, and producing tidy data. A focus on data display and visualization will be present throughout this course, reflecting the importance of good graphing habits in science.

This course will provide an overview of modern statistical techniques used in fisheries research. A broad range of approaches will be covered, and students will learn the advantages and disadvantages of each, how they relate to one another, when they are applicable, and how to implement them in R. Special focus will be placed on designing powerful experiments.

Students will get an introduction to basic concepts in fish stock assessment, including survey sampling theory, basic population dynamics, optimal harvest strategies, and stock assessment models. Students will learn how to fit several growth, reproduction, and stock assessment models using R software. This will include training in statistical estimation and inference methods involving maximum likelihood, profile likelihood, and bootstrap procedures.

This course will address cutting-edge topics in stock assessment. Students will gain a robust understanding of advanced stock assessment models, and will demonstrate this understanding by applying the course material to a current problem in this field. Students will be trained in state-of-the art state-space stock assessment models that integrate multiple types of data to produce more realistic and reliable assessments of fish stocks.

will provide an introduction to research issues in maritime safety and survival and will provide an overview of current topics. Integration of knowledge across the spectrum of research in the field will help students identify and refine appropriate research questions.

provides students with an understanding of when, where, and how to use statistical techniques relevant to research in maritime studies. Research design, display and analysis of data, as well as reporting and interpreting results are extensively discussed.

prepares students to communicate science inside and outside of the academic environment. The course will focus on publishing in academic and other venues, oral and poster presentation methods, and dissemination of research through a range of methods. May be offered in an accelerated format.

addresses application of human information processing and action, to the design of equipment and environments where humans learn and perform. Within a safety and survival context, human capabilities, limitations, and interaction with design, use of systems, controls/displays are investigated. May be offered in an accelerated format.

This course introduces students to more advanced research topics in learning and safety and survival. Topics to be studied will be announced by the School of Maritime Studies.

PR: MARI 6000

PR : MARI 6000

This course introduces students to more advanced research topics in engineering technology and safety and survival. Topics to be studied will be announced by the School of Maritime Studies.

This course introduces students to more advanced qualitative research techniques and methodologies that can be used in the study of public safety. The course provides students with an understanding of when, where, and how to use qualitative methods relevant to research in public safety.

This course provides an overview of diverse public safety occupations, research, and theories as well as foundational elements for the study of public safety with a lens to equality, equity, inclusion and diversity.

This course introduces students to more advanced research topics in public safety. Topics to be studied will be announced by the School of Maritime Studies.

PR: MARI 6000 (may be offered in accelerated format)

This course provides a detailed review of environmental protection policies enacted by a number of national jurisdictions together with international conventions and the framework for governing ocean resources and the ocean environment outside the limits of these jurisdictions. It considers the strengths and weaknesses of these policies and of the legal frameworks in which they are enacted and the effectiveness of existing conventions, as well as their impact on the business of shipping.

CR: The former MSTM 6027

This course deals with aspects of national and international marine policy as it impacts upon the management of marine operations. It includes the examination of the roles of the International Maritime Organization and other international and national agencies; environmental and safety issues; and quality issues.

CR: The former MSTM 6041

This course examines the Canadian and international shipping business. It will include an examination of shipping operations, ship finance, marine markets, safety and security issues, and the transportation of goods. The issues are addressed from a holistic business management perspective.

CR: The former MSTM 6042

This course surveys national and international law relating to shipping and the marine environment. It includes the roles and responsibilities of private and public national and international agencies; jurisdiction and decisions on carriage of goods by sea; international conventions; security issues; liability; safety and environmental regulations and their impact on marine operations management decision-making.

CR: The former MSTM 6043

This course focuses on domestic & international issues of marine environmental law, pollution control and prevention. Students will consider the roles of legislation, jurisdiction, organizational structures, international agreements, transboundary issues, and rights of coastal states in addressing marine environmental problems with regards to shipping.

CR: The former MSTM 6044

This course provides an overview of port and terminal management issues, including port resources and infrastructure; scheduling of port resources; port performance and efficiency; port development; impact of technological change on port management; port security.

CR: The former MSTM 6045

This course provides a survey of topics in information systems (IS) and information technology (IT) from a marine management perspective. Topic areas include: IS roles in decision making, approaches to data management, applications of marine communications technology; security and electronic data interchange.

CR: The former MSTM 6046

The course deals with issues having an impact on the international shipping business, such as the globalization of economic activity; privatization of port management and marine services; impact of technological change; impact of national and international environmental legislation; coastal waters and port security; marine personnel shortages.

CR: The former MSTM 6048

This course addresses the administrative and decision-making processes of managing risk and uncertainty in the marine industry; risk identification with respect to the various types of maritime exposures and methods of identifying such exposures; risk analysis with respect to organizational objectives and significance; risk control with respect to preventing maritime losses; risk financing with respect to the retention and transfer of maritime risk; selecting and implementing risk management techniques; monitoring and improving the risk management program adopted by the maritime organization.

CR: The former MSTM 6049

examines the roles and responsibilities of a Health, Safety, Environment and Quality (HSEQ) department within a shipping company. Students will understand the importance of recognizing and serving the human element in relation to industry operations and critical incidents. Students will examine the HESQ manager's role in supporting operations, often in the center of the interface between high-paced marine operations and organized labour. This course exposes students to the delicate balance and dynamics between operations and HSEQ especially when a company's HSEQ model is step-changing upwards beyond regulatory compliance.

CR: The former MSTM 6050

Human Factors in Maritime Management provides a foundational understanding of the human element of safety in a maritime context. The course will focus on applying human factors methods and system theories to complex socio-technical systems. May be offered in an accelerated format.

This course provides an introduction to the autonomous vehicle. It will examine the technologies, control strategies, regulatory, business and legal issues that will be significant as automated ships are developed.

Students will choose a topic in consultation with the Academic Director and Project Supervisor. Students will work independently to carry out an in-depth study of a problem or application within the area of maritime management and fully document and present their findings. Preferably the problem will be directly related to a workplace situation. The resulting capstone paper will be evaluated by two examiners.

CR: The former MSTM 6101

This course is designed to give participants an understanding of fisheries science and ecology, focusing on global species of commercial value. Specifically, it will examine various species, how they interact with their biotic and abiotic environment, how we study them, and how human activities have affected their population structure and environment. It will also consider the impacts of commercial production technology for both wild and farmed species.

CR: The former FRM 6001

This course is designed to give participants an understanding of fish population dynamics and stock assessment practice. It will examine how populations of fish species are surveyed and how the data collected is used to model changes in population abundance over time. Assessed during this course are population growth models, stock – recruitment models, biomass dynamic models, age structured models and ecosystem based models. The goal of this course is to give the participant a greater understanding of the analysis that must precede responsible fisheries management decisions.

CR: The former FRM 6002

The objective of this course is to develop an understanding of how economic analysis is used in private and public decision-making involving fishing activity, and how it enters the design and evaluation of fisheries policy that promotes sustainable use of the fisheries resource. The course acquaints students with the principal economic models of the fishery, and provides an introduction to the methods of bioeconomic analysis under alternative management regimes and institutional arrangements.

CR: The former FRM 6003

Fisheries Policy and Planning will introduce students to the parameters surrounding the formulation of fisheries policy and the considerations that enable the planning process. Students will gain insight into the mechanisms that contribute to policy development as well as the intended and unintended outcomes of the fisheries planning and policy process. The course is divided into three parts. Part I will focus on sources and instruments that drive policy development in democratic societies and provide the legal and political origins of the planning and policy framework in an international context. Part II will explore current issues such the role of science, monitoring , control and surveillance and resource allocation, and finally Part III special topics such aquaculture, fisheries certification and recreational fisheries.

This course is designed to give participants an understanding of the interconnected and global nature of fisheries worldwide. The course will provide students with an historical overview of fisheries evolution in the main international fishing regions with a view to understanding the current state of fisheries production including both wild fish capture fisheries and aquaculture industries. The course will also examine current international production statistics and trends from countries and regions worldwide. The national and international implications of fishery production levels with a view to future trends and production predictions, as well, an examination of integrated management systems will be undertaken to assist in understanding the national implications of world fisheries trends.

This course is designed to provide an overview of fisheries management and of the business management discipline. It will allow students to gain an appreciation for the forces operating in the environment (biological, human, economic, political) as such forces influence the management of a fisheries enterprise and to identify the stakeholders in the business enterprise system and to understand how they are influenced by the fisheries business, or how they influence fisheries management. Students will be exposed to the idea that there are many sides to an issue and that decision making in a business environment is complicated and difficult. Students will be encouraged to think critically about management by evaluating the current strategies and operating problems of local fisheries enterprises. Students will be provided with practical methods, techniques and concepts for managing and owning a fisheries business.

CR: The former FRM 6006

This course will focus on wild fish capture technology and its impacts on the sustainability of marine ecosystems as well as fishery management and regulatory strategies. The course will review all active and passive commercial fishing gears and an examination of the conservation strategies employed by commercial fishing technologies will be undertaken. The effect of modern fishing gear engineering and the need for global responsible fishing practices will be the specific focus of the course learning objectives.

This course will explore the concepts of open access resource use from an historical perspective and the influence of capitalism on resource use, resource access and property regimes presently found in modern fisheries. Technology, resource partitioning and global economies will be explored in terms of impacts on communities, women and local economies. The emphasis of this course is the social and philosophical issues of resource use on individuals and the global community as we move into the 21st century.

This course will examine the rapid growth of the global seafood sustainability movement and the impact that it has been having on making the seafood marketplace more environmentally, socially and economically sustainable. The course will provide an overview of the eco-labeling movement in the seafood sector and the success of the ENGO community in its ability to harness the purchasing power of consumers to influence seafood sustainability. The course will examine these trends in both the capture fishery and aquaculture sectors. Key topic areas for discussion will include a review of the various government and nongovernment Eco-labeling and certification regimes. International standards such as the FAO Code of Conduct on Responsible Fishing, the FAO Guidelines on Eco-labeling and emerging traceability and certification requirements and their impact on creating sustainable fisheries will be examined.

This course is designed to enable students to gain an appreciation of local, national and international regulatory regimes for management of fishery resources. Fishery legislation and regulation will be examined and compared at local and national levels and examination of regional fishery organizations will be discussed in relation to international agreements. Global efforts of fishery management will also be examined as a regulatory mechanism for high seas fishing.

This course will address how Integrated Coastal and Ocean Management (ICOM) and increasingly Marine Spatial Planning (MSP) have been undertaken worldwide as a means to overcome the ineffectiveness of traditionally fragmented sector and single issue management. It will examine integrated approaches that are multi-disciplinary, area-based, comprehensive and participatory and reflect a move toward ecosystem-based management. The course will examine ICOM/MSP concepts, processes and associated best practices as well as the international, national and regional contexts including critical analysis of case studies.

Geographic information systems (GIS) and remote sensing technologies are essential to the realm of marine spatial planning. The understanding of geospatial data improves interoperability and decision making pertaining to social, economic and environmental priorities. This course addresses remote sensing and GIS principles and methods of coastal data acquisition, processing, analysis, dissemination, quality and management. Comprehension of these processes requires fundamentals pertaining to spatial data including geodesy, projection/coordinate geometry, data models, feature abstraction and map generalization.

The course will address identification and characterization of resource/natural environment features and the nature of ocean (including coastal) use patterns as a fundamental component of integrated coastal and ocean management/marine spatial planning. The course will examine key natural environmental features/processes of coastal and ocean areas, coastal and ocean resources, as well as how numerous sectors and interests utilize/value coastal and ocean space. Aspects such as ecologically and biologically significant areas, strategic environmental and risk assessment and planning related characterization efforts internationally, nationally and regionally will be included.

This course will examine the critical role and effective use of geospatial data for marine spatial planning purposes. It will provide students with the technological knowledge and ability to identify, manage and analyze geospatial data to address a number of MSP requirements such as habitat conservation, user conflict avoidance and optimization of coastal and ocean space. The course will examine the technological aspects of ICOM/MSP processes, data requirements and management, decision-support tools and associated best practices as well as examples from international, national and regional contexts including critical analysis of case studies.

PR: MSTM 6011, MSTM 6012, and MSTM 6013. May be offered in an accelerated format.

The course will examine the planning and management of Marine Protected Areas (MPAs). It will address policy, principles and designs; the international, national and regional MPA contexts; issues associated with MPAs as well as the role of MPAs in fisheries management and biodiversity conservation. It will include their key role in meeting the conservation objectives established in integrated coastal and ocean management and spatial planning processes.

With approximately 40% of the world’s population living in coastal areas, enormous pressure is being placed on their industrial, recreational and habitable resources. In order to manage these resources in a sustainable manner, we must understand how marine and terrestrial processes interact at their interface; the coastal zone. This course is designed to educate students about the processes and forces which act upon coastlines, and the resistance factors of those coastlines. There is emphasis on how these forces and resistance factors combine to produce coastal landforms locally and globally. Discussion also examines how the interaction of these erosional factors and resistance factors result in the formation of dynamic coastal features. As coastal populations increase, there is a growing desire to try to stabilize the coastal area and protect the people who live there by constructing various coastal defense features. These features and their impacts on natural systems will be examined in this course. Oceanographic process that both impact shorelines and are themselves impacted by coastal defense features, such as waves, tides and currents will also be examined.

The course will review the influence of the marine environment and the ocean on social structures within coastal communities. It will also examine cultural practices and ties to coastal life as well as the importance and utilization of aboriginal and traditional/local ecological knowledge in planning and managing coastal and ocean areas. Case studies from around the globe will be utilized to highlight issues such as technology, globalization, small scale fisheries, cultural and environmental sustainability, and organization of community groups as effective agents of change.

Students will undertake a 12 week internship with a group/organization, business, government agency, research institute etc. with duties related to Integrated Coastal and Ocean Management/Marine Spatial Planning activities/requirements. Students will be required to produce a report documenting their internship activities.

This course will involve the students in discussions and case studies related to international development activities that aim to improve the livelihoods of the poor and/or under-represented in developing countries. It will consider types of funding agencies, proposal development, needs assessments, project management strategies, sustainable resource management, human resource development, consideration of the impacts on the host or target group as well as their developing country, change management strategies, communication strategies, and other relevant topics.

This course will discuss issues related to animal husbandry management strategies and Best Management Practices for farm operations, particularly related to feed, health and the environment. This will include case studies for open and closed intensive commercial culture of finfish and shellfish, as well as integrated farming systems.

This course is designed to provide an overview and understanding of the current issues in relation to aquaculture and environment management. It will provide an overview of the relevant science, environmental, policy and public awareness issues to enable the students to apply their knowledge in discussions and industry public relations.

This course is designed to provide an overview of the criteria for selecting a suitable aquaculture site and for assessing existing operations. Operational assessments will assess production efficiencies, management practice, environmental impacts and remediation, user conflict, economic considerations and the application of innovative technology. The course will focus on land-based and open-water sites, and systems for economically important cultured finfish and shellfish species.

This course is designed to provide an understanding of engineering principles as they apply to aquaculture technology and system management. This course will focus on the physical-biological parameters of the aquatic environment and how they impact the cultured species. In addition, the engineering implications of the facility infrastructure will be assessed, particularly as they impact both the cultured organisms and ease of system management.

This course provides an applied approach to understanding the theoretical and practical fundamentals for post-graduate ocean mapping students. The essential principles of the following topics are dealt with: ocean exploration and charting, underwater acoustics, oceanography, water levels and flows, maritime meteorology, and marine geology and geophysics.

This course is designed to provide an applied approach to understanding the theoretical and practical ocean mapping essentials within the areas of Geographic Information Systems, Remote Sensing, Law of the Sea, automation processes and python scripting concepts. It will examine integrated approaches to the multi-disciplinary nature of ocean mapping through analysis, synthesis and application of Geographic Information Systems, Remote Sensing, LiDAR data integration, spatial data management and administration, legal aspects of hydrographic surveying, Law of the Sea implications as well as the utilization of python scripting for automation and development. The course will examine ocean mapping concepts, processes and associated best practices through real-world practical applications as well as critical analysis of relevant content through case studies.

This course will evaluate, assess and enhance theoretical and practical application of geodesy and positioning within a marine geomatics context. Students will develop an in-depth understanding of the concepts associated with physical geodesy, satellite positioning methods, coordinate systems and datums, land surveying methods, map projections.

Students will evaluate, assess, and demonstrate the processes associated with modern hydrographic survey planning and execution. The course will consider measurement accuracy, standards and best practices when surveying marine and other aquatic environments – including acquiring both bathymetric and oceanographic data. Students will achieve a robust technical and theoretical understanding of the instrumentation and procedures essential to a hydrographic survey: including a practical understanding of underwater acoustics, system performance, and system integration. Participants will learn to execute a ‘plan-to-chart’ workflow in an environment tailored to mimic a real-world situational context.

This course will address the fundamentals of underwater acoustics from both science and technology perspectives, especially as they relate to sonar. The focus is on core physical principles and ocean mapping, but the acoustic study of other natural and human processes in the ocean are treated. Acoustical oceanography subjects include the effects of boundaries (sea surface and bottom) and the water-column sound speed profile, sound sources in the ocean, transducers and hydrophones, basic sound propagation models, and environmental considerations. Students will gain thorough understanding of the concepts of underwater acoustics through critical analysis, synthesis, and evaluation. This understanding is complimented by the development of practical skills in: Python programming, data analysis, acoustic simulation, digital signal processing, and the integration of core ocean mapping instrumentation and methods.

This course provides participants with an understanding of the suite of underwater vehicles such as AUV (Autonomous Underwater Vehicles), ROV (Remotely Operated Vehicles), UUV (Unmanned Underwater Vehicles) and ASV (Autonomous Surface Vehicles) and their technology to survey remote environments and to investigate the seabed utilizing a plethora of high-resolution image analysis and geophysical tool integration. The autonomous vehicle data obtained within the large scale mapping environment will provide an opportunity to quantify the relationships between the biological and physical variables within an applied and scientific context as a means to further help monitor marine biodiversity.

This course will effectively deliver the theoretical and practical principles of applied geospatial analysis within an ocean mapping and marine geomatics context, with particular attention given to seabed characterization. Students will develop a thorough understanding of sampling design, spatial autocorrelation, geostatistical interpolation techniques, python an R scripting, as well as web-based mapping and application development within 2D, 3D and 4D environments. Students will further develop expertise in project planning, development, implementation and management within a multi-disciplinary setting, synthesizing the cross-curricular nature of GIS and geospatial data analysis from a problem solving perspective within a real-world context.

This course will address the fundamentals of marine geology and geophysics from an applied ocean mapping perspective. It will examine integrated approaches to the geophysical processes that contribute to the formation of ocean basins and continental margins through the acquisition, analysis, interpretation and dissemination of marine geological and geophysical data. Through these methods, students will be able to understand and apply the concepts of seafloor spreading, seismic exploration and geotechnical capabilities as a means of evaluating the impact of marine geological processes on a global scale.

This course is designed to introduce the students to the purpose, operation, data analysis, and maintenance of a range of meteorological and oceanographic instruments. The course will introduce students to the physical principles used in meteorological instruments to make surface measurements of temperature, moisture, pressure, precipitation, wind, cloud height, visibility, sunshine and radiation (including instruments used in automatic weather stations), and describe how these instruments operate, and outline the kinds of errors that might occur. The oceanographic instruments to be studied include the following: CTD, ADCP (moored and towed), and a multi-sensor instrument for dissolved oxygen, pH, turbidity, and fluorescence; This will include cruise planning, data gathering at sea, and laboratory exercises involving preliminary data analysis and presentation.

This course is designed to provide an introduction to Marine Renewable Energy (MRE) technologies and potentials. The course provides an overview of MRE resources, introduces current and emerging technologies to exploit MRE resources, and places these technologies in context with environmental, political, and economic constraints. It provides a survey of the main classes of Marine Renewable Energy (MRE), specifically offshore wind, ocean tides, ocean waves, ocean thermal gradients, and ocean salinity gradients. It also covers the MRE enabling technology of energy storage. Some mathematical criteria will be covered, such as Betz limit for wind and the limit of efficiency of a point absorber Wave Energy Converter (WEC).

This course is designed to introduce students to higher order mathematical concepts required in the study of ocean mapping. The course will cover geometry, spherical trigonometry, linear algebra, calculus, and statistics. Students will gain experience solving problems relevant to ocean technology.

Students will choose a relevant research question and supervisor in consultation with the Academic Director and work independently to complete a comprehensive capstone project relating to an applied and/or scientific problem within the area of ocean technology.

A practical experience designing, conducting, and analyzing results of a Complex Multidisciplinary Field Project (CMFP) in hydrography and seabed characterization. Students will simulate a private consulting firm with expertise in marine surveying, nautical charting, and geo-data analysis. They will work to address a decision-making challenge specified in a hypothetical client scenario. This problem will require a multi-parameter ocean mapping survey of a complex environment with varying seafloor and oceanographic conditions. Participants will undertake survey specification and planning; hydrographic and oceanographic measurements using a comprehensive suite of instruments; data processing, quality control, and quality assurance; and the preparation of different types of product deliverables and reports. Learners must be mindful of realistic financial constraints, regulatory requirements, technical standards, and best practices.

This course provides participants with an understanding of the basic principles of conflict resolution, negotiation, and effective communication and interpersonal skills. The skills taught will enable students to diagnose, understand and accept a role in the negotiation and management of conflicts between individuals and groups in an organizational context; to investigate and solve problems and manage conflicts within the workplace.

CR: The former MSTM 6022

This course is designed to give participants an understanding of the strategic planning and policy development needs and functions of an organization. The course will examine current concepts, approaches and, specifically the critical role of managers and leaders in the areas of planning, policy development, problem solving and decision making. Strategic planning and policy development in the business must be led by managers who provide overall vision, coordination, decisions on allocation of resources, communication and ongoing commitment, evaluation and support.

CR: The former MSTM 6023

introduces students to core competencies for the effective management of a technology-based enterprise. Students will explore the essentials of human resource management, performance management, financial operations, marketing and workplace ethics for engineering technology- and maritime- based enterprises.

CR: The former MSTM 6030

This course provides students with a management approach to the fundamental aspects of production and/or service delivery systems of organizations in concert with marketing, human resources, finance, and information systems. Students will review management decision making processes including day-to-day operating decisions such as inventory and quality control to long-term strategic decisions such as capacity and location planning.

CR: The former MSTM 6031

This course provides students with an understanding of managerial practices and tools associated with technological innovation. The course focuses on process and implementation for both incremental and radical innovation and addresses strategic, organizational and managerial issues associated with new, established, small or large organizations.

CR: The former MSTM 6032

The course provides students with an understanding of several key concepts related to quality management including TQM (total quality management); ISO 9000; the role of management; customer focus (internal and external); employee empowerment; and benchmarking. Continual improvement techniques and strategies including SPC (statistical process control); six sigma; Kaizen approach and CEDAC system will be explored. The contributions of various quality pioneers including Deming, Juran and Crosby will be discussed.

CR: The former MSTM 6033

This course will include an overview of project management. It will include presentations, discussions, and case-based analysis around project planning and monitoring; resource planning, budgeting and cost controls; assessing and managing risks; managing team work; effective communications; quality control; and negotiations and contracts.

CR: The former MSTM 6034

This course introduces the importance of information technology in the successful operation of technology organizations. Students will be presented with managerial, informational and technological issues related to the management of IT, and with a framework to better manage them. Students will discuss the strategic applications of information technology.

CR: The former MSTM 6035

This course provides a comprehensive understanding of supply chain management including planning, management and measurement of customer demand, sourcing, operations and manufacturing, inventory, warehousing, transportation, and the effective application of technology to optimize supply chain performance. In addition, this course includes advanced technical operations topics including global sourcing and logistics, forecasting, lean systems, and resource, sales and operations planning.

CR: The former MSTM 6036

This course focuses on enterprise risk management methodologies and their application, including alignment with strategic objectives; risk identification and analysis; risk management tools; risk mitigation; and strategic emergency planning.

CR: The former MSTM 6037

The course covers the organizational, strategic, and operational aspects of manufacturing. Production planning processes, resource allocation issues as well as analysis and operation of inventory systems will be discussed. Students will review design, management and improvement processes and exam available systems used to coordinate these processes, including the MRP (material requirements planning), JIT/Lean (just-in-time), and DBR (Drum-Buffer-Rope), also known as constraint-based planning.

CR: The former MSTM 6038

This course focuses on tools that can be applied within organizational strategies for sustainability and social responsibility. Students will examine case studies and identify opportunities for improvement through the use of environmental auditing, performance reporting, selection of indicators, environmental risk assessment, modeling and environmental accounting. The course will also address global issues such as climate change and carbon trading.

CR: The former MSTM 6039

Intellectual Property (IP), as a strategic corporate asset has become a key factor in modern knowledge-based organizations. This course will consider the Intellectual Property tools necessary to effectively protect IP. Furthermore, this course will discuss the best strategies and approaches for value creation through the use of Intellectual Property Rights.

CR: The former MSTM 6052

provides students with a basic understanding of legal aspects of technology in business. Students will review important legal effects for those managing new technologies. Fundamental legal concepts such as consideration, validity of contracts, vicarious liability, manufacturer’s liability, incorporations, bankruptcies, among others will be reviewed. Legal concerns of relevant topics such as privacy rights in the digital era and internet law will also be discussed.

introduces students to the methods and tools applied in technology assessment. Technology assessment is of growing importance to technology management and research. In this course, students will review the common technology assessment approaches used for government and non-government uses, including risk assessment decision analysis, impact analysis, cost-benefit analysis, roadmapping and system dynamics.

CR: The former MSTM 6054

Asset integrity is the ability of equipment and facilities to perform their function in a safe and effective manner. The management of asset integrity requires understanding and application of specific management strategies to determine the best allocation of resources to safely and efficiently continue operations. This course will introduce students to the theory and practice of asset integrity management (AIM).

By examining impacted industries, recent events, and academic literature, this course introduces students to how technology enables the Blue Economy. Students will consider the impacts of technology on the Blue Economy as it relates to industry, governments, and the environment.

Registration in special topics courses requires a Course Change Form signed by the Academic Director.

Students choose a research question and supervisor in consultation with the Academic Director and work independently to carry out an in-depth study of a problem or application within the area of technology management.

Strategic Plan

Publications

MI Academic Calendar

Career Opportunities

Memorial Campuses

MI Staff Webmail

Emergency Management

Semester: 2023-2024 Fall

Undergraduate Catalog 2023-2024

Harrogate, Tennessee Vol. XCVI August 1, 2023 www.lmunet.edu

This edition of the Undergraduate Catalog is effective August 1, 2023. For more detailed information about the University’s graduate and professional degree programs refer to the applicable catalog. The policies, programs, curricula, and fees set forth in this catalog are subject to change at any time at the discretion of Lincoln Memorial University (LMU). Because of the possibility of change or undetected error, important points of fact and interpretation should be confirmed by the appropriate University official. In support of the Mission Statement and the principles on which it is based, Lincoln Memorial University is committed to equal opportunity for all students, staff, and faculty and to nondiscrimination in the recruitment, admission, and retention of students and the recruitment, hiring, promotion, and retention of faculty and staff. Lincoln Memorial University reaffirms its commitment to personnel and educational policies that comply with the requirement applicable to equal opportunity/affirmative action laws, directives, executive orders, and regulations to the effect that no person at Lincoln Memorial University shall, on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, veteran status, sexual orientation, marital status, parental status, gender, gender identity, gender expression, and genetic information, or any other class protected by applicable law, be excluded from participating in, or be denied benefits of, any employment or educational opportunity. All personnel and educational activities conducted by Lincoln Memorial University are subject to the equal opportunity, affirmative action, and nondiscrimination provisions of the Equal Pay Act of 1963; Title VII of the Civil Rights Act of 1964, as amended by H.R. 1746; the Civil Rights Act of 1991; Title IX of the Educational Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, as amended by U.S.C. Title 41, Chapter 60; the Age Discrimination Act of 1967, as amended in 1974 and 1982; Executive Order 11246 (1965), amended by Executive Order 11375 (1968); the Americans With Disabilities Act of 1990 (PL101-336), as amended, and Section 402 of the Vietnam-Era Veterans Readjustment Assistance Act of 1972, amended in 1974. All members of the University community bear responsibility for compliance with the equal opportunity, affirmative action, and nondiscrimination policies disseminated through the current University publications, including, but not limited to the LMU Student Handbook (ONLINE), the Lincoln Memorial University Undergraduate Catalog, other program catalogs and handbooks , and the Lincoln Memorial University Employee Handbook . Compliance is monitored and reported annually through the offices of the Executive Vice President for Academic Affairs, the Executive Vice President for Administration, the Office of Institutional Compliance, and the Office of Human Resources.

General Information

Accreditation

Message from the President

Presidents of Lincoln Memorial University

Memberships

Undergraduate Academic Calendar 2023-2024

Introduction

Mission and Purpose Statement

Institutional Goals

The Heritage

The Main Campus Community and Climate

Main Campus

Off-Campus Sites

Other Opportunities and Services

LMU offers a variety of ways for students to become involved in clubs and organizations, including interest-based groups, academic-based groups, and application-based groups, as well as Greek Life. Athletic events, commencement exercises, Student Services activities, Student Government Association (SGA), and intramural sports are examples of events/services sponsored by the University. A complete listing of student privileges is provided in the Student Handbook.

Organizations

The Tagge Center for Academic Support

Student Support Services Program

Library Services

Career Services

Office of Accessible Education Services

Office of Mental Health Counseling

Security Information

Oak Ridge Associated Universities

Study Abroad

In Conclusion

Admission and Cost

Applicants may be admitted to LMU according to the following classifications, policies, and procedures. In addition to submitting a completed application form, the applicant must have the appropriate source/agency provide the required documents (official academic transcripts, examination scores, recommendation letters, etc.) directly to: Director of Admissions Lincoln Memorial University 6965 Cumberland Gap Parkway Harrogate, TN 37752

Entering Freshman Student

Freshman Student Admission Status

Transfer Student Admission

Conditional Admission- Cornerstone Program

Upon Acceptance

International Students

Transient Enrollment Student

Senior Citizen Student

Tuition and Fees

Room and Board (Harrogate Campus)

Food Service (Harrogate Campus)

Refund Policies

Official Withdrawal from the University

Unofficial Withdrawals

Administrative Withdrawals

Student Leave of Absence Protocol

Summer Withdrawals

Refund of Housing Reservation and Damage Deposit

Refund of Credit Balance

Financial Aid Policies and Procedures

LMU recognizes the challenge of constantly increasing educational costs and thus offers a substantial program of financial aid to help students pay for their education. The University makes every effort to ensure that qualified students are not denied the opportunity to attend LMU due to limited financial resources. Frequently, it is less expensive to attend a private college than a public university since institutionally funded financial aid is designed to equalize educational costs. At LMU, more than $100 million is awarded annually to qualified students under federal, state, and institutional financial aid programs. Except for academic, athletic, and certain talent-based scholarships, all financial assistance at LMU is based on financial need. Need is defined as the difference between the cost of attending LMU and the calculated expected family contribution. After the student submits the necessary application forms, the Financial Aid Office will determine the student’s eligibility for student financial assistance. Each applicant applying for student financial assistance must submit a Free Application for Federal Student Aid (FAFSA) . The FAFSA should be submitted to the federal processing center by April 1 for students entering in the following Fall. The priority deadline to apply for financial aid is April 1. The following policies and procedures relate specifically to Financial Aid requirements.

Financial Aid: Satisfactory Academic Progress

Regaining Financial Aid Eligibility

Academic Scholarships

Tuition Exchange

Annual and Endowed Scholarships

Academic Policies and Information

Undergraduate degree information, policies, and procedures detailed in the following pages provide a comprehensive view of the way academic life, the center of the LMU experience, is governed. For information on graduate and professional degree programs, refer to the applicable catalog. Please be aware that academic policies are subject to change. When such changes occur, students are notified by announcement and course schedule updates, including updates on the LMU website and MyLMU.

Summary of Degrees, Programs & Minors

Basic Requirements for Undergraduate Degrees

Majors and Minors

Restricted Programs

Catalog Used to Meet Graduation Requirements

Academic Advisement

More than One Major

Personal Counseling and Advising

Student Course load

Student Classifications

The Grading System

Repeating Courses

Official Academic Records

Standards of Academic Progress

Academic Distinction: Dean's List and Latin Honors

Change of Schedule

Early Registration and Late Registration

Transfer Credits from Other Institutions

Approval to Apply for Coursework at another Institution

Special Credit (SC) and Credit by Examination (CE)

Attendance Policy

Academic Integrity

Cancellation Notification Due To Weather or Other Emergencies

Addressing Concerns for Undergraduate Programs

Academic Grievance/Appeal Procedure

Formal Complaint Process

Off-Campus Authorities

Family Educational Rights and Privacy Act (FERPA)

Identification Verification Policies

Public Notice Designating Directory Information

Criminal Background Check Policy

Harassment, Discrimination, and Sexual Misconduct

Application for Graduation

Change of Name or Address

Communication from the University

LMU Student Email Policy

Undergraduate Academic Programs

This section includes important university undergraduate academic information and academic policies listed by department. Each academic department section enumerates programs, including course and credit requirements, occasionally followed by important notes. The student is cautioned that the order in which the course requirements appear is not necessarily the order in which the courses should or must be taken; for assistance contact the appropriate academic advisor. The academic degree to which a major program applies is noted parenthetically following the title of the program. Descriptions of undergraduate courses by department are located in the final section of this catalog ( see Course Descriptions ). It is LMU’s policy that any established academic course within the undergraduate curriculum which is not offered within a given three-year period may be removed from the curriculum and the Undergraduate Catalog. For information on graduate degree programs refer to the applicable catalog .

Course Numbering System

Special Topic, Independent Study, and Directed Study

Definition of Course Description Terms

Honors Scholars Program

General Education

General Education Core Curriculum

General Education Policies

AA in General Studies

AS in General Studies

Core Curriculum Requirements for ASN, VHS or VMT Associate Degree Programs:

Core Curriculum Requirements for Baccalaureate Degree Programs

Pre-Professional Curricula

Board of Trustees & Administration

Board of Trustees

Administration

A-Z Directory
Campus Maps
Faculties and Schools
International
People and Departments
Become A Student
Give to Memorial
Faculty & Staff
Online Learning
Self Service
Other MUN Login Services

Office of the Registrar

Registration and final exams

Course offerings

A searchable list of course offerings is below and in Memorial Self-Service approximately one month before the start of registration for each semester. Students should review the course offerings regularly prior to registration as there may be updates or changes to the information provided.

Undergraduate courses

Spring 2024 (MUN login authentication required)
Spring 2024 (Public listing)

Undergraduate course delivery methods

Read more about the differences in course delivery methods.

Graduate courses

Spring 2024 (Public listing)

Previous semester offerings

Public course offerings from the previous two semesters are available in an archive . Course offerings for the previous two semesters and later are available in Memorial Self-Service .