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PROGRAMS
BUS 665 Leadership Foundations/3
This course provides critical analysis and intellectual examination and reflection of core foundational concepts in the practice of leadership. Translational work between theory and practice is applied as students examine current leadership theories in complex work environments.
BUS 666 Leadership Practices/3
This course is designed to equip future leaders with the necessary tools to create and lead a world-class team that can affect substantial and measurable business impact. Contemporary leadership development will be analyzed while developing strategies to create high-performance organizations within the context of current workforce dynamics.
BUS 667 Leadership Strategies/3
Students learn the tools and analytical techniques that leaders need to assess and formulate effective strategies for their organizations. Students study the context of dynamic organizations and implications for creating excellence. Topics include leadership, organizational design, structure, diversity, culture, change, evolution, quality, and strategy. This may be a formal study abroad experience.
BUS 669 Global and Culturally Relevant Sport Leadership/3
This course investigates and analyzes various international sport models and the impact a culturally diverse population has on leadership in sport. Both international sport organizations and diversity within domestic sport teams will be emphasized. This course includes a practicum (approximately 7-10 days) to prepare students for a globally relevant career.
BUS 671 MBA Capstone Seminar/3
This capstone course considers theoretical and application issues in developing long-range strategies for organizations. A culminating five-week experience where students synthesize and display subject-matter knowledge they have acquired, integrate cross-disciplinary knowledge, and demonstrates a broad mastery of learning across the curriculum for presentation of original research and further career advancement. Prerequisites: BUS 530 Managerial Accounting and Finance, BUS 551 Human Resource Management, BUS 640 Operations and Service Management.
EDU 500 Orientation to M.Ed. in Neuroscience and Trauma/0
This orientation will give students the opportunity to visit Tabor College in person in order to meet their faculty, interact with their cohort, and learn how to use available resources. Students will become familiar with the library, Canvas, and all student support services.
EDU 520 Fundamentals of Neuroscience/3
This course introduces the nervous system with emphasis on the structure and function of the human brain. This physiology and anatomy course provides foundational knowledge for students with little or no background in neuroscience. Topics to be covered include an exploration of the senses, the function of nerve cells,
cellular communication, neuroplasticity, and anatomy of the human brain. Personal faith and spirituality are discussed and examined through the lens of neuroscience and will continue as a theme of study throughout the program.
EDU 525 Cognitive Neuroscience/3
This course explores the cognitive and neural processes that support attention, memory, and learning. Applying basic knowledge of neuroanatomy and current research, students will explore theories about how humans learn and work most effectively. Students will be exposed to functional imaging techniques and behavioral measures of cognition. Students will investigate how neuroscience informs educational practices as well as educational “neuromyths.” Through course readings and discussions, students will examine experience-based brain plasticity across a variety of contexts: (sensory integration, sleep, physical activity, stress, bilingualism, socioeconomic status, gender, music exposure, etc.).
EDU 530 Advanced Cognitive Psychology/3
This course provides a psychological perspective and overview of the study of mental processes, including attention, perception, memory, decision-making, and judgment. Current models and theories of cognition will be evaluated against current research. Other factors, such as emotions and environmental influences, will also be considered. Emphasis will be placed on the effects of these processes on the educational setting, as well as the integration of faith in learning.
EDU 535 Current Issues (Neuroscience, Psychology, Trauma)/3
This course will use a wide variety of media as well as online visits by speakers to present the current, cutting-edge work of neuroscience research from around the world. Assignments are designed to support students’ reflections on the relationships between current research on learning/education and their foundational knowledge of neuroscience. This course will cover the neural bases of selected cognitive and academic systems (including literacy, math, self-regulation, etc.). This course will also help students narrow their research topics of interest.
EDU 580 Educational Research Methods/3
This course introduces students to various methods of evaluating and conducting research within their professions and areas of interest. An overview of the foundations and techniques for conducting action research and practitioner inquiry will be provided with particular attention given to qualitative research methods. Students will learn how to write a literature review, collect and analyze data, and propose an action plan with the intention of inducing positive change within their professions. Students will be exposed to a wide range of procedures that may be applied to different types of research studies. Corequisite: EDU 590.
EDU 590 Capstone/Thesis I/2
Applying skills learned in EDU 580, this course will provide guidance in the development and writing of the theses/research project. Students will be guided through the process of their research proposals. Through critical evaluation of research conducted by others, students will become familiar with how to plan and develop real-world action plans within their disciplines. OPTION 1: The thesis will be written as a journal-style article in APA format either as a report conducted during training or as a review article that consists of integrated analysis of an area of focus. OPTION 2: If appropriate, students may obtain departmental approval to develop an alternative capstone experience that might be more personal and/or pertinent to their disciplines/professions. All capstone experiences will require a written product that adheres to APA standards. Corequisite: EDU 580.
EDU 610 Learning and Behavior Analysis/3
This course will examine the relationship between neuroscience and current innovative educational practice with regard to behavior. This course is intended to expose graduate students to the latest research in applied behavior analysis focusing on socialemotional learning and assessments of social-emotional skills. Students will examine interventions through the lens of Conscious Discipline. Students will develop a working literature review to be applied to the capstone experience/thesis.
EDU 670 The Neuroscience of Stress, Trauma, and Resiliency/2
This course will survey current research and allow students to examine what happens to brains and cognition following experiences of adversity. Students will consider common forms of adversity such as poverty, as well as more extreme forms of adversity such as abuse and institutionalization. The course will consider adversity across the lifespan and will also focus on plasticity and resilience. Application junctures will be presented on the ability to evaluate, critique, and interpret scientific evidence as it relates to the neuroscience of adversity.
This course requires observation hours in a school or other public institution that works with victims of trauma (homeless shelters, detention centers, safe houses, women’s centers, etc.). This course will serve as a seminar for reflection and feedback. Students may use their own classrooms or workplaces as their placements if those situations allow them to make appropriate observations and connections andwith prior permission from the instructor.
EDU 675 Trauma-Informed Learning Communities/3
This course helps students develop an understanding for how traumatic experiences impact students in the learning environment (cognitively, emotionally, behaviorally, socially, spiritually, and physically) by engaging in a trauma-informed teaching perspective. Learners will develop awareness, strategies, and approaches to mitigate the negative impact trauma has had while learning how to improve students’ educational outcomes (behaviors, social context,
