The Graduate Certificate in Education/Graduate Certificate in Teaching is a non-degree program designed to enhance the professional development of educators. It may be ladderized towards a master’s or a doctorate degree, where appropriate, and an unlimited number of directed studies may be allowed.
To complete the program and be awarded a Graduate Certificate in Education, the candidate must satisfactorily meet the following requirements:
One of the three (3 units):
A comprehensive view of classroom management and basic teaching/learning concepts and process which
include areas such as philosophical assumptions of learning, nature of learners, understanding student academic
and psychosocial needs, establishing positive teacher-student-parent and peer relationships, student
motivation, discipline, establishing rules and procedures, and maximizing on-task behavior. These concepts and
processes encompass all ages and all disciplines. Participants work in cooperative groups and present teaching
episodes and participate in structured coaching and focused feedback processes.
Designed to increase the teaching repertoire of teachers and other instructional leaders interested in improving
instruction. The power and usefulness of research-based teaching models are presented. The emphasis is on
developing a repertoire of complex teaching models or strategies of teaching/learning through guided practice
and feedback. Participants develop their ability to reflect on their own teaching performance and provide
effective feedback and support to others.
A course designed to prepare subject matter specialists to teach at the tertiary level. It focuses on characteristics
of adult learners and methods of teaching which are appropriate to higher education. It addresses topics such
as curriculum planning with focus on creating course outlines and lesson planning, instructional planning with
focus on teaching processes and preparation of learning materials and evaluation. The use of technology in
teaching, as well as research on best practices in adult learning, are also discussed.
One of the three (3 units):
Interdisciplinary consideration of Christ-centered, Bible-based, faith-nurturing educational theory and practice.
This class assists students in developing a personal, experiential faith and a balanced lifestyle in which the
spiritual aspects of life blend naturally with day-to-day activities, as beliefs, values, experiences, and attitudes
of their Christian worldview are integrated into the total learning environment.
The course explores the foundational teaching and primary metaphors of leadership including theories, models,
and concepts viewed in the context of God’s call on the covenant community in the redemptive history. Part of
the course covers ethical philosophies, construction of framework for ethical decision, and application of ethical
principles in one’s personal life and work place.
A critical comparison of secular systems of Western philosophy and Christian and educational thought, with
special reference to the Seventh-day Adventist Church and the writings of Ellen White. This course is based on
an extensive survey of secular philosophical documents and consideration of theological, educational, and
practical issues arising from the readings. Position/reaction papers and extensive discussion allow students to
explore the Adventist perspective.
One of the two (3 units):
Philosophical, technical, ethical, and practical issues in using technology in the classroom. The course
emphasizes both developing technical skills in technological areas appropriate to education, as well as exploring
the educational advantages and disadvantages of using technology. Topics include the selection, production,
utilization, and evaluation of audio, graphic, and electronic educational materials. Students develop educational
materials using technology and present them publicly.
Educational issues specific to online learning, both as a supplement to or a substitute for face-to-face
interaction. Attention is given to principles and strategies of teaching and learning online and how they differ
from traditional methods, curriculum and instructional design issues relating to online environments, online
assessment strategies and tools, and an introduction to administrative and technical support, together with
actual course development applications. The course provides students with hands-on experience in an online
environment. Prerequisites: a graduate course in curriculum and EDCI 625 Instructional Media.
All of the three (8 creits):
An exploration of the manner in which evaluative procedures contribute to the teaching/learning process and
to the improvement of educational decisions. Topics include measurement theory; the alignment of evaluative
procedures with teaching objectives; diagnostic, formative, and summative evaluation; the assessment of ability,
achievement, aptitude, interest, and personality; alternative forms of evaluation, such as process and product
assessment; the interpretation of standardized test data; the reporting of evaluative results; and trends and
issues in instructional evaluation.
A comprehensive introduction to the components of curriculum development. This course examines the process
and product aspects of curriculum for schools. Students learn the basic theory and skills of conceptualizing,
designing, constructing, implementing, and evaluating curriculum. The course includes issues of curriculum
change and the roles of curriculum participants and specialists in all curriculum activities. Students create
original curriculum documents within a limited scope.
Necessary skills for academic writing, including proper use of sources and avoiding plagiarism, organization, the
basics of APA style, punctuation, and gender inclusive language. Academic writing ability and knowledge of
research procedure is developed through class activities and feedback.
Note: If more than 5 years have elapsed since RESM 520 Academic Writing or its equivalent was taken, knowledge
of academic writing must be reviewed through audit of this course or by preparation for and taking of a
proficiency examination before taking courses requiring Academic Writing as a prerequisite.
Note: Only PhD students may enroll in 700-800 level courses.
One of the three (3 units): | Credits |
|---|---|
EDCI 610 Pedagogy and Classroom Management | 3 |
EDCI 615 Instructional Models | 3 |
EDCI 620/720 Teaching and Learning in Higher Education | 3 |
One of the two (3 units): | |
EDCI 625 Instructional Media | 3 |
EDCI 685/785 E-Learning | 3 |
One of the three (3 units): | |
EDUC 624 Faith and Learning in Christian Education | 3 |
LEAD 610 Biblical Foundations of Leadership and Ethics | |
CHPH 872 Philosophy: An Adventist Perspective | 3 |
All of the three (8 credits): | |
EDCI 645 Assessment for Learning | 3 |
EDCI 640 Process of Curriculum | 3 |
RESM 520 Academic Writing | 2 |
TOTAL | 17 |
Note: Only PhD students may enroll in 700-800 level courses. |
Monday to Thursday 8 am to 5 pm;
Friday 8 am to 12 nn
