This course is aimed at providing a framework to help participants make the hard moral decisions that face servant leaders if they are to promote the common good. This course will emphasize traditional ethical principles, contemporary ethical theory, and Catholic social teaching. Application will be made to leadership theory and practice and how these principles shape the common good, especially in our institutions and communities.

This course introduces students to the discipline of theological reflection as a primary mode of inquiry in the study of servant leadership. Using the critical tools of theological reflection, participants will begin to develop a way of "seeing things whole," integrating in their private and public lives the theologically resonant texts, traditions, and practices that form leaders, transform institutions, and inspire communities.

By examining the foundations of servant leadership in scripture, theology, and the experience of the people of God, participants may begin to identify and understand their own ways of leading and the gifts and skills that they bring to leadership for the common good so that they may set goals for developing them. The course should help participants answer these questions: What are the virtues of a servant leader If I am to be a servant leader, what type of person would I need to be, and how would I need to act

This course provides independent reading and/or research, at the post-baccaulareate or master degree level, under the direction of a faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit.

Designed to assist student teachers in integrating theory with practice through discussion and individual conferences. Special emphasis on specific aspects of the teaching profession such as contracts, career, and life planning, professional organizations, resume preparation, interviews, legal rights and licensure. The final portfolio is completed in this course.

Teaching at the elementary and middle school levels. Capstone experience typically completed in the final semester. Prerequisite: admission to student teaching. May be repeated for credit. Graded CR/NC.

Teaching at the secondary level for an entire semester with one quarter in a middle school and the other in a high school. Capstone experience typically completed in the final semester. Prerequisite: admission to student teaching. Graded CR/NC.

Emphasis on introduction to best educational practices related to curriculum, instruction, and assessment. This course includes lesson planning, lesson presentations, and lesson reflection and analysis. Emphasis on writing, speaking and listening. Students need to earn a B or better in this course to be admitted to the Teacher Education Program. Field hours or experience required.

Recognizing the relationship between reading and writing in developing student literacy, this writing course prepares teacher candidates to attend to the other half of literacy: writing. Participants will learn how to incorporate writing in their planning, instructing, and evaluating that builds K-9 learners capacity to think and to share their thinking through writing. Emphasis is placed on the writing process, writing in the content areas, and specific instructional techniques.

Orientation to the field of education; study of historical, philosophical, and social foundations of education; study of legal, political, economic, and governmental basis of education; overview of innovative theories and practices as well as theories of learning and development and their application; critical thinking, motivation, conflict management, the organization of U.S. schools at the elementary, middle level, and secondary level. Field experience hours required.