This interactive workshop contributes to a student’s commitment toward lifelong learning. As practitioners, leaders, and scholars, students will engage in self-awareness and learn to become active participants in supporting their personal, professional, and academic goals. Students will consider what it means to be a participant of a scholarly community, and how becoming a scholar-practitioner can impact the students’ professional community and future goals. Students will engage in scholarly skills of writing, critical thinking, and research as they learn how to explore topics within their own discipline. Students will formulate questions and provide structured responses, discuss the results and impact of data, recognize the need and scope of research problems, and search for scholarly articles and documents. The Dissertation or Applied Doctoral Project process will be introduced as students will connect their Dissertation or Applied Doctoral Project preparation to the rest of their scholarly journey

In the third workshop of the In-Residence series, students will continue to build on scholarly competencies with clarity and accuracy about data or complex ideas, focusing on the Dissertation or Applied Doctoral Project process and how this definitive scholarly product supports the community in which students serve. As leaders in scholarship and in their communities, it becomes increasingly essential for students to recognize the complexity of the people with whom they interact. In this advanced workshop, students explore their understanding of different populations and the impact of diversity on their research and professional experiences by creating relevant questions. Students will learn to write a problem statement as well as a scholarly paper with a focus on the ethical and legal access and use of information. Students will further explore how to generate, and implement new knowledge as well as create visuals of data in a variety of contexts for scholarly and professional application.

In the second workshop of the In-Residence series, students will continue to build on scholarly competencies, focusing on critical thinking skills and developing more advanced research skills involving assessment and feedback. Through discussion, assessment, feedback, and reflective activities, students will learn a variety of skills, both insight- and action-based, with a core focus on critically assessing oneself and others in order to serve as leaders and scholars in their communities of practice. Students will evaluate a problem statement, critique a scholarly paper, interpret data, and synthesize ideas through the development of a literature review.

This interactive workshop contributes to a student’s commitment toward lifelong learning. As practitioners, leaders, and scholars, students will engage in self-awareness and learn to become active participants in supporting their personal, professional, and academic goals. Students will consider what it means to be a participant of a scholarly community, and how becoming a scholar-practitioner can impact the students’ professional community and future goals. Students will engage in scholarly skills of writing, critical thinking, and research as they learn how to explore topics within their own discipline. Students will formulate questions and provide structured responses, discuss the results and impact of data, recognize the need and scope of research problems, and search for scholarly articles and documents. The Dissertation or Applied Doctoral Project process will be introduced as students will connect their Dissertation or Applied Doctoral Project preparation to the rest of their scholarly journey.

This final course will integrate and apply the core concepts acquired throughout the program. Evaluation will be focused on the quality of students’ applied research and problem-solving skills, technical and business content assessment, project management and implementation methods, and professionalism in writing and presentation documents. Students will develop a strategic and tactical plan to solve a given business problem leveraging technology. Prerequisites:  completion of all MSTM core required courses. 

This course focuses on the key role that technology managers play in supporting an organization's growth and daily operations. Students will examine the required leadership skills to succeed in a culture of innovation and achieve operational excellence. The course covers the business opportunities the convergence of the cloud, mobile, and social media provides for an organization's growth and competitive advantage. Students will learn the skills for managing innovation and technological resources and make choices for the company's long-term benefits. Prerequisite: BUS 600

This course focuses on the strategic alliances among business, technology, and organizational design. Students will learn how to plan technology architecture in support of a business strategy. The course addresses the effect of technology on privacy and ethics, the nature of work force, and the issues in managing remote and virtual teams. Security strategy and effective policies and training for protecting corporate assets are covered. Students will also be introduced to IT governance frameworks such as COBIT, ISO, and ITIL in this course. Prerequisite: BUS 600.

Adolescence is the largest developmental period other than infancy. The purpose of this course is to provide a solid foundation for educators and professionals to be able to critically think about supporting healthy adolescent development. In this course, students will apply key concepts and developmental theories related to the physical, social-emotional, behavioral, and cognitive changes during adolescence.  Students will interpret research on the development of adolescent gender identity, sexuality, and romantic relationships.  Additionally, students will analyze effective practices for communication with adolescents in the context of family and school.  Throughout the course students will analyze the impact of diverse experiences on adolescent development. Lastly, students will propose strategies for supporting adolescents facing mental health and behavioral issues.

This course explores fiscal management, policies, and law topics surrounding the field of early childhood education. This course culminates in the development of the student’s personal vision of leadership and a plan for a high-quality early childhood education program. Prerequisite: ECA 400.

This course will further explore the knowledge, skills and roles of an early childhood professional in leading staff, families, children and communities. Students will explore the building, maintaining, and leading of early childhood programs fostering communication, collaboration, and high quality practices. Prerequisite: ECA 380