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Center-CEAL

COURSE DESCRIPTIONS

CAI 601: Leadership in Curriculum Development and Evaluation (3 credits)
This is a practical course planned for curriculum coordinators, senior teachers, and curriculum directors, who wish to develop skills in developing and leading curriculum development processes. The development of skills in understanding curriculum models, developing situational analyses strategies for developing and evaluating and improving curriculum in schools, including integrating technology into the curriculum will be emphasized. The role of the principal in leading curriculum development and evaluation will also be examined/ (Instructor: To Be Announced.)

CAI 614: Teaching Science in the Secondary School (3 credits)
This course will consist of an analysis of effective instructional strategies, classroom management, and assessment techniques of pupil learning in the science curriculum in the secondary school. Issues and problems in the teaching of science will be an area of focus. (Instructor To Be Announced.)

CAI 615: Teaching Mathematics in the Secondary School (3 credits)
This course will consist of an examination of instructional strategies, classroom management, and assessment of pupils in the curriculum framework of mathematics in the secondary school. Issues and problems in the teaching of mathematics will be an area of focus.[To Be Announced.]

CAI 624: The Exceptional Individual (3 credits)
The goals of this course are to provide teachers within the regular classroom setting, and administrators, psychologists social workers, members of the legal profession and law enforcement, and others who interact on a daily basis with children, a better and more comprehensive understanding of the identification and characteristics of exceptional children, , in addition to arriving at a better understanding of the issues related to the involvement of these children as they participate in the social, recreational, and educational aspects of their everyday lives. This course will include definitions of the various categories of exceptionality, planning and providing Special Education services, consideration of Special Education within a culturally diverse population, parents and families of children with special education needs, Early Childhood Special Education, and specific attention to each of the various categories of exceptionality. (Instructor: Dr. Dan Huber)

ELH 500: Introduction to Educational Administration and Governance (3 credits)
This introductory course is designed for those who wish to become administrators of school systems. It is an overview of school administration in the American context. Topics to be examined include, the context of schooling in America, both public and private, overview of responsibilities and administrative processes; leadership, managerial, political and educational roles and educational administration in the 21st century; the culture of school and administration, governance, power, and influence structures; Federal and state government roles in education, policy making, legal and financial issues. (Instructor: Dr. Ruth Huffman-Hine)

ELH 505: Leadership in Distance Education (3 credits)
This course provides an introduction to leadership issues, concepts, and trends dealing with the organization, management, and operation of distance education systems. Within this framework, students will explore global trends and developments; challenges facing educators and trainers; the entrepreneurial culture; organizational change processes; leadership in traditional and non-traditional entities; as well as management and leadership theory. The course is aimed at both prospective and practicing in personnel leadership positions within education and training environments that utilize distance learning. (Author and Instructor: Dr. Margaret Morabito)

ELH 512: The Community College in American Higher Education (3 credits)
This course is an overview of the organization, invention and historical development of the community college and its promise of educational opportunity in the American Higher Educational System. Participants will explore current readings of the community college movement, teaching and learning in the community college and current designs of the community college within an administrative context. (Instructor: Dr. LaWanna L. Blount)

ELH 503: Organizational Behavior in Education (3 credits)
Through readings and analysis and the introduction of new educational concepts, participants will analyze organizational behavior in schools. The major focus of the course is based within the framework of the knowledge, dispositions and performance indicators of the schools six Interstate School Leaders Licensure Consortium (ISLLC). The course will address the shift in thinking in the ongoing school reform movement, the concept of the research resulting from the No Child Left Behind Act of 2001; the distinction between transformational leaders and transactional leaders and the effectiveness of adaptive leadership in times of rapid change, uncertainty and the chaotic world of today. New ideas of educational equality will be addressed as they relate to assumptions about intelligence. Students will be expected to complete exercises and write a paper describing their own theory of educational practice which illustrates their understanding of Organizational Behavior in Education. (Author and Instructor: Dr. LaWanna Lease Blount)

ELH 606: Managing Educational Resources (3 credits)
This is a practical course in applying business management principles to the management of the resources in the school system. Skills will be developed in financial management, accounting, auditing, computerized business management systems, salary schedules, budgeting procedure managing the use of facilities, and pupil transportation. (Instructor:To Be Announced.)

ELH 607: Financing Education, Elementary-Secondary (3 credits)
This is an introductory course of the analysis and abases for the collection and distribution of federal, state and local funds for elementary-secondary education). Problems and issues in financial support of education are addressed. Special attention is focused on the financing of special populations at the elementary and secondary level. The career orientation of the student will determine the educational level of focus for the course. (Instructor:To Be Announced.)

ELH 616: Human Resource Management (3 credits)
Personnel decisions are critical decisions that greatly affect the teaching and learning in educational systems. This course examines the human resource, personnel management functions. Topics include but are not limited to, selection and recruitment of personnel, legal issues in personnel management, compensation and reward; strategies for promoting human resource development, managing personnel conflicts, designing and implementing performance evaluation systems; staff termination, reduction in force and collective bargaining. (Instructor: Dr. Mirjana Radovic)

ELH 617: Administration of Pupil Personnel Services in Elementary- Secondary Education (3 credits)
Participants will examine the organization, operation and delivery of school programs in student vocational and psychological counseling, health, social services, discipline, child juvenile justice system. The aim of the course is to provide a framework for the study of student services administration. Legal issues will be studied within this framework. Students will select an area to study in depth in the operations, delivery and administration of student personnel services. Participants will be evaluated on field projects and a scholarly paper. (Instructor: To Be Announced.)

ELH 625: The School Principalship (3 credits)
This course examines the roles and responsibilities of the school principal and the issues of those roles from practical and theoretical perspectives. Topics include, instructional leadership, ethical and moral leadership, leadership in technology and curriculum development, staff development, policy development, and community relations. Case studies, projects and papers are required. (Instructor: To be assigned)

ELH 794: Advanced Readings in Education and the Law (3 credits)
Through this course, graduate students pursue a directed study project in education law under the direction of qualified faculty. This course is intended to allow graduate students to add in a significant manner to their advanced knowledge in the discipline through research and reading, field explorations or completion of a special project. Students begin the course with the preparation of a brief proposal for study and pursue selected foundational readings in support of their studies. Students may pursue a survey of the academic literature and conduct field investigations on t he topics and construct reflective elements of the discipline under the guidance of a qualified mentor. A scholarly paper, research report of special presentation of the quality suitable for publication is required. The goal of this course is to open for closer student inspection a selected and defined area of study in education and law. (Instructor: To Be Announced)

EPS 530: Developing Communication Skills for the 21st Century (3 credits)
This course will introduce and explore the nature of human communication processes in relation to social development to understand apparent changes in social communication occurring in today s rapidly changing world environment. The aim of the course will be to help participants develop skills for understanding, participating, and facilitating social dialogue, that is, the art of thinking and communicating together with one or more others in dynamic, relationship units in different social, cultural and educational contexts. Advance readings and participatory projects will be required (Instructor: Dr. Margaret Morabito).

EPS 532: Child and Adolescent Psychology (3 credits)
This course will serve as an overview of this branch of psychology covering the developmental and psychological issues of childhood through adolescents. Special importance will be given to a wide spectrum of the mental health problems that appear in this age span, such as pervasive developmental disorder, attention-deficit hyperactivity disorder (ADHD), learning disabilities, mental retardation, depression (chronic, major, reactive, dysthymia, and bipolar), anxiety disorders, drug abuse and delinquency (conduct disorder, bullying). (Instructor: Dr. Dan Huber)

ERI 500: Research Methods in Social Science with Applications to Education (3 credits)
This is a basic course for understanding, designing, and analyzing social research. The emphasis is on applied research in an educational, community, or social-action setting. Social research, as part of science, is viewed as a more systematic set of reliable activities aimed at developing empirically based sociological frames of reference for the investigation of variable relationships, interpretations, and targeted applications. Students will develop knowledge by organizing their conceptual tools, values, and research skills through advanced readings, library research, field projects, examinations, and student-targeted projects. Students will be exposed to a variety of data-collecting roles including the use of quantitative, qualitative, action-research models, interventions, and methodologies. (Instructor: To be assigned)

ELH 791: Field Study in Educational Leadership (3 credits)
Students in Educational Leadership investigate the core tasks and responsibilities in the field of Educational Leadership through close contact with practitioners and the tasks and roles of an administrator in an educational institution. Students may pursue field study through a supervised practice, advanced field study or other external exploration under the direction of a qualified mentor and an approved field site sponsor. Graduate students participate in the field study for a minimum of 45-50 contact hours per Akamai University semester credit. The field placement is expected to afford students appropriate practical hands on experience and in-depth knowledge of the profession. Students complete a daily journal and prepare a scholarly paper summarizing their findings for the field study. (Instructor: Dr. LaWanna L. Blount)

CAI 603: Leadership and the Instructional Program (3 credits)
This course focuses on the school administrator's professional and ethical responsibilities as a leader, principal, to improve instruction and the learning process. Participants will study the wealth of research and theoretical concepts relative to the dynamics of leadership focusing on the work of Marzano, Waters, and McNulty (2005) and the relationship of leadership to student achievement. Participants will be provided the opportunities to evaluate and refine their leadership skills and apply them in their administrative positions; and resolve leadership problems through the use of case studies. (Instructor: Dr. LaWanna Lease Blount)

CAI 608: Models of Teaching and Learning (3 credits)
The aim of this course is to present to the teacher a wide selection of teaching models or approaches to teaching that teachers can effectively use to develop curriculum, design instructional materials and assist them in the day to day and long term instruction in the classroom. Topics include: where models of teaching come from, how to classify and apply them, the generic social models, information-processing models, personal family models, and behavioral system models. At the conclusion of this course, participants will demonstrate that they can apply various models of teaching and learning in their classroom. (Instructor: To Be Announced)

SOC 505: Introduction to Social Gerontology (3 credits)
This course is an introduction to the new and emerging field of social gerontology which is the non-physical aspects of aging. Social gerontology includes concepts from the psychological, social psychological and social aspects of aging. Topics to be explored will include basics of individual aging and health, psychological aspects of aging, social adaptation of individuals to the aging process, family and support systems, retirement and employment, lifestyles, religion, needs and resources, health care, social policies and aging, and careers in social gerontology. Students will be required to write a paper on health care policies for the aging and present their view on the issue ( Author and Instructor: LaWanna Lease Blount, Ph.D)

SOC 530: Sociology of the Family: Public and Private (3 credits)
The social institution of the family has undergone dramatic changes over the past years. This course explores these changes. The family has two underlying structures, private and public. The public structure leads us to explore current social policies related to the family, which is a major focus throughout this course. The aim in the Sociology of the Family is to provide the opportunity to study the history of the family and the larger social structures into which family relations are included as social class, racial and ethnic divisions, families and the work place, and the consequences of power, inequality, and authority in the family. Violence and conflict in the family are explored, as are divorce, remarriage and the building of stepfamilies. The topic of the public family and how it is meeting the responsibilities of caring for children and the elderly, immigrant families, and implications of welfare reform legislation are examined. Finally, an exploration of the implications of the current social changes and trends of the 21st century and how they have affected the social institution of the family. In this course some attention will be placed on how sociological research is conducted and the strength and limitations of various research methodologies. Also, families of other cultures will be addressed. (Instructor and Author: Dr. LaWanna Lease Blount)

EXM 880: Comprehensive Examination (Required: 2 credits)
Once you have completed the coursework elements of your degree, you will be asked to schedule the Comprehensive Examination. Your primary mentor and a faculty member representing the secondary academic area conduct both the written and oral components of the examination. The written portion is open book style with selected essay questions requiring creative responses that reach for the higher levels of cognition. Your answers are expected to draw from both the primary and secondary competencies of your program with proper referencing of the scholarly literature. The oral component of the examination is normally completed by telephone conference and is intended to allow detailed investigation of your written responses.

RES 885: Thesis Proposal (Required: 2 credits)
This course is required of all Master’s students designed to guide them through the formal, research proposal process for their final projects, including the development of the research methodology, data gathering device and data analysis techniques.

RES 890: Thesis (4 credits)
This course governs the conduct of the thesis project for the Master’s level student. The Masters thesis is the demonstration of the mastery of a body of knowledge in a given field and is presented in a manuscript usually 75 or more pages in length. The final project may take any of several forms, depending upon the e field of study and the expectations of faculty. This may be quantitative or qualitative research, participatory action research, or a major project demonstrating excellence. Master’s students may re-enroll for this course for no-credit, as needed.

EXM 895: Oral Review of Thesis (2 credits)
This examination is an oral review of the Masters thesis conducted by the graduate committee immediately following their reading of the thesis manuscript.

EXM 980: Comprehensive Examination-Doctoral Students (2 credits)
This is the traditional comprehensive examination of doctoral students conducted by the graduate committee immediately following completion of the academic coursework and prior to undertaking the dissertation. The examination usually includes both written and oral components and is confined to the programs of studies completed by the student.

RES 985: Dissertation Proposal (4 credits)
Participants prepare a formal dissertation research proposal according to publish University policies and guidelines.

RES 990: Dissertation (8 credits)
This course governs the conduct of the dissertation project for the Doctoral level student. The dissertation is a major undertaking that is a demonstration of mastery of a field of study and an original contribution to the field usually 150 or more pages in length. The dissertation project may take any of several forms, depending upon the field of study and the expectations of faculty. This may be quantitative or qualitative research, participatory action research. Doctoral students may re-enroll for this course for noncredit, as needed.

EXM 995: Oral Defense of Dissertation-Doctoral Students (2 credits)
This examination is an oral defense of the doctoral dissertation conducted by the graduate committee immediately following their reading of the dissertation manuscript. The process follows guidelines published by the University.

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Akamai University is internationally accredited by the Accreditation Service for International Colleges (ASIC). The University has earned Premier status with ASIC for its commendable areas of operation. ASIC is an approved accrediting body for the purposes of compliance by the UK Border Agency (UKBA) is a member of the British Quality Foundation (BQF), sits on the Quality Standards Group of UK NARIC, and is one of a number of international accrediting bodies listed in the international directory by the Council for Higher Education Accreditation (CHEA) in the USA and is a member of the CHEA International Quality Group (CIQG).

Akamai University
187 Kino`ole Street
Hilo, Hawaii 96720 USA