Master of Business Administration
The Concentration in Security Mangement should be omitted. This concentration it is NOT a part of this degree program.

Master of Business Administration
The Concentration in Homeland Security Resource Allocation is included in this Program.

Master of Public Health
course not listed
EM690 / PBHE690 Independent Study: Public Health
Graduate level independent study of an approved topic. Prerequisites: Graduate Public Health Program major, or permission of the instructor. Requires a minimum of 150 hours of graduate level work for class credit.

The following courses are inactive.
NW580 - Coastal Security
EM501 - Chemistry of Hazardous Materials
EM510 - Fire & Emergency Services: Capital Equipment & Facilities
EM512 - Fire Risk Management and Fire Safety
EM513 - Fire-Rescue Incident Management
EM517 - International Disaster Management
EM524 - Wildland Fire Structure and Organization
RC570 - Research Methods in Fire Science Management
IN531 - Intelligence and Russian Military Strategy

DM578 / EVSP501 Environmental Management
course description change
This course focuses on the analysis and resolution of complex environmental management issues.  Environmental Management investigates the use of management tools and strategies to resolve complex environmental problems and controversies, including application of adaptive management, structured decision-making, and negotiation principles, and incorporating stakeholders, economic drivers, and the human element. Environmental leadership, collaboration, and conflict resolution will be emphasized, with due consideration to the use of sound scientific data in environmental decision making.  Students will be expected to use critical thought, innovation, and creativity to formulate an adaptive management plan for a highly controversial environmental issue or policy as their course final project.

Master of Arts in Intelligence Studies
The Concentration in Information Warfare is included in this Program.

Concentration in Information Warfare
Concentration Objective
Upon successful completion of this concentration, the student will have the ability to effectively influence behavior, deter or end conflict, and if required, to win a conflict rapidly and decisively with minimal loss of life and  assets.

IN504 / INTL640 - Information Warfare
IN508 / INTL611 - Deception in War
IN516 / INTL612 - Propaganda and Disinformation
IN523 / INTL635 - Indications and Warnings
IN576 / INTL648 - Electronic Warfare I
IN577 / INTL687 - Electronic Warfare II

ED650 / EDUC650 Technology and Student Learning 
course description change
This course explores how technology may be used as a tool in the 21st Century classroom to facilitate changes in the ways teachers teach and students learn, and ultimately to stimulate positive changes in education.  It also examines how educators can increase their own productivity by using technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. Students will examine the benefits and possible drawbacks of technology use in their classrooms and learn how to integrate technology effectively into their teaching as a means to promote student learning. Students will discover how technology can be an engaging and effective tool in the classroom. Students will also have the opportunity to learn how to incorporate the latest technology and software into the curriculum to support learning. This course addresses the standards developed by the International Society for Technology in Education (ISTE). It also incorporates 21st Century Learning Skills. The importance of ICT (information and communication technologies) literacy is emphasized. (Prerequisite: ED503; this course may be taken concurrently).

Master of Arts in Humanities
New course added to Degree Program
OC573 / HUMN573 - A Cultural History of Gardens
Human engagement with nature has a very rich and complex history, and gardening (or landscaping) is the only art that at once links us to our natural surroundings and to our human past. Nature and culture meet and coexist in spaces created through landscaping, and this course wishes to explore the rich heritage of this complex relationship through exploration of gardens, art history and written (often literary) accounts. Special focus is given to the interrelations of gardening and visual arts, and how this relationship is interpreted through theoretical accounts. The course will focus on two great gardening traditions, that of the British Isles and that of Japan, and will develop an understanding of the background, history and aesthetics of landscape art in an interdisciplinary setting.   

Master of Arts in International Relations and Conflict Resolution
Graduate Elective text change
Students are strongly encouraged to reach a level of language proficiency in a second language that is appropriate to their area of study. Courses are available at the undergraduate level, but will not count toward the total number of graduate hours needed for the degree.

Master of Public Health
Degree Program Requirement Change
Core Course replacement 
RC550 / PBHE550 - Research Methods in Public Health replaces PS500 / POLS500 - Research Methods in Social Science

Master of Arts in Transportation and Logistics Management
Degree Program Requirement Change
Core Course replacement 
RC525 / TLMT525 - Research Methods in Transportation and Logistics Management  replaces PS500 / POLS500 - Research Methods in Social Science

Master of Arts in Emergency and Disaster Management
Degree Program Requirement Change
Core Course replacement 
RC540 / EDMG540 - Research Methods in Emergency and Disaster Management  replaces PS500 / POLS500 - Research Methods in Social Science

MH798 / MILH798 Master's Capstone Seminar in Military History
course description change
Preparation for the Master of Arts in Military History Thesis seminar begins on day one of a student's graduate program of study. The theories, research methods and analytical skills, and substantive knowledge obtained through their master's curriculum provide the basis for the thesis project. Students will support the thesis effort, including gathering bibliographic and reference materials on the research seminar topic including developing individual course research papers that may become sections of the final research. Students will address the requirements as described in the syllabus and classroom assignments. The thesis seminar proposal shall be prepared in accordance with the standards of the academic discipline. The thesis proposal must provide a clear and lucid description of a question or problem and a proposed method of answering the question or solving the problem. Guidance on the format of the research seminar proposal and a sample proposal are contained in the APUS Thesis Manual. Students may take the research seminar after all other course completions.
[ 3 Semester Hours ]

HS798 / HIST798 Master of Arts in History - Thesis
course description change
Preparation for the Master of Arts in History Thesis seminar begins on day one of a student's graduate program of study. The theories, research methods and analytical skills, and substantive knowledge obtained through their master's curriculum provide the basis for the thesis project. Students will support the thesis effort, including gathering bibliographic and reference materials on the research seminar topic including developing individual course research papers that may become sections of the final research. Students will address the requirements as described in the syllabus and classroom assignments. The thesis seminar proposal shall be prepared in accordance with the standards of the academic discipline. The thesis proposal must provide a clear and lucid description of a question or problem and a proposed method of answering the question or solving the problem. Guidance on the format of the research seminar proposal and a sample proposal are contained in the APUS Thesis Manual. Students may take the research seminar after all other course completions.
[ 3 Semester Hours ]

Master of Science in Environmental Policy and Management
New course added to Degree Program
DM629 / EVSP620 - Political Ecology
Political ecology is an interdisciplinary field of research that integrates the methods and materials of anthropology, economics, geography, history, political theory, and sociology.   This course will present political ecological perspectives in the context of the study of the history and politics of American and global environmentalism.  Political ecology examines the historical role of economic systems, science, language and discourse, ideology, gender, property systems, and the everyday politics and culture of the community and the household in shaping human relationships with nature.

Master of Arts in Homeland Security
Degree Program Requirement Change
Core Course replacement 
RC512 / HLSS500 - Research Methods in Homeland Security  replaces PS500 / POLS500 - Reseach Methods in Social Science

Master of Education:  Teaching with a Concentration in Instructional Leadership
correction to the Core Requirement 
ED502 / EDUC502 Foundations of Curriculum and Instruction replaces ED503 / EDUC503 The Professional Educator

• ED502 / EDUC502 - Foundations of Curriculum and Instruction (required first course but may be taken concurrently with another course)
• ED512 / EDUC512 - Diversity and Communication in Education
• ED636 / EDUC636 - Effective Instruction for the Inclusive Classroom
• ED640 / EDUC640 - Research Methods in Education
• ED650 / EDUC650 - 21st Century Teaching and Learning
• ED665 / EDUC665 - Emerging Issues and Trends

Master of Education:  Guidance and Counseling
Registration opens July 1, 2008 and courses will be available August 2008

The Master of Education: Counseling and Guidance is designed to produce professionally focused and educationally oriented counselors who are prepared to promote the academic achievement, career planning, personal and social development of school-aged youth. Graduates of this program are prepared to counsel students, parents, teachers and other school and community personnel; to advocate for students and parents and to coordinate the resources of the school and the community in order to meet the needs of students. It also helps them acquire the knowledge, skills, abilities, and behaviors that may lead to state certification as School Counselors. Approval for eligibility for West Virginia state certification has been granted.

The Master of Education: Guidance and Counseling follows the governing standards published by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The program comprises 12 online core courses followed by a 6-credit internship and a 6-credit practicum, both onsite, for a total of 48 credit hours.

Degree Program Objectives

The Master of Education: Guidance and Counseling seeks the following specific learning outcomes of its graduates. Graduates in this degree program will be able to do the following:

• Plan, design, implement, and evaluate a comprehensive school counseling program which is responsive to all students regardless of difference.
• Demonstrate knowledge and skills in relating to parents, students, colleagues, and community members in an ethical and professional manner.
• Utilize theories and techniques to assist in academic planning and career development.
• Demonstrate an understanding of the fundamental interviewing and assessment skills including the identification of issues affecting growth and development.
• Develop an ability to review and apply research to evaluate the effectiveness of counseling program effectiveness; modify counseling services to meet the needs of the student population.
• Help students cope with personal and interpersonal issues through individual and group counseling.
• Select appropriate assessment options to measure academic, career and personal development of students; and be able to effectively communicate results.
• Utilize appropriate principles and strategies to help diverse student populations experience success; and develop decision making skills designed to promote achievement.
• Articulate the role of the school counselor within the educational system and demonstrate effective leadership that enhances the learning environment.
• Demonstrate knowledge of mental health challenges typical of adolescents and children; identify problems affecting normal human growth and development.

Degree Program Requirements
Core Courses (48 semester hours) 

Students take the following 14 courses; all are online except the Practicum and Internship which are supervised on-site experiences.  In addition, most courses have an on-site component in a K-12 school setting.

ED501 / EDUC501 - Human Growth and Development
ED503 / EDUC503 - The Professional Educator (required first course but may be taken concurrently with another course)
ED507 / EDUC507 - Professional Orientation and Ethical Practice
ED515 / EDUC515 - Helping Relationships
ED530 / EDUC530 - Assessment, Evaluation, and Testing I
ED533 / EDUC533 - Assessment, Evaluation, and Testing II
ED535 / EDUC535 - Theories of Counseling
ED627 / EDUC627 - Group Counseling – Theory and Practice
ED628 / EDUC628 - Social and Cultural Diversity Counseling
ED640 / EDUC640 - Research Methods in Education
ED645 / EDUC645 - Career Counseling and Development
ED655 / EDUC655 - Counseling Children, Adolescents, and Teens
ED696 / EDUC696 - Practicum (6 credit hours) (Prerequisites: all online courses in the degree program)
ED699 / EDUC699 - Internship (6 credit hours) (Prerequisites: all core courses in the program and EDUC696 Practicum)

TOTAL 48 semester hours

Master of Education:  Teaching - Instructional Leadership
Modifications to this degree program effective July 1, 2008

This Master’s degree program is designed for individuals who want to broaden their knowledge of instructional leadership in a K-12 setting.  It is designed to meet the needs of students with interests both within and outside the traditional public school arena, and may include general education theory and practice, education administration, and community-based learning programs.  Completion of the concentration does not lead to state licensure.

The Master of Education: Teaching - Instructional Leadership degree provides practical applications for teacher leaders.  It will help participants become effective in today’s 21st Century educational setting, possess a professional disposition, and also acquire the knowledge, skills, and abilities that ensure the development of all children’s abilities to be critical participants in and productive members of a democratic society.

The program includes a total of 36 semester hours that comprise 12 online courses with experiential K-12 components, including a capstone course in school-based action research conducted on a school site.

Degree Program Objectives:

• Evaluate and effectively use performance-based assessments; and implement assessment, instruction, evaluation, and intervention plans as appropriate for diverse learner needs.
• Demonstrate effective interpersonal communication skills in order to work well with school personnel, pupils, and parents, acknowledging and appreciating diversity in its many forms and being able to assess and instruct without influence of bias.
• Use educational technology as an effective tool to promote student learning as well as a means to improve communication among colleagues, staff, parents, students, and the larger community.
• Exhibit problem-solving skills, analyze and respond to emerging issues and trends in education, and put into practice excellent leadership tactics.
• Use research methods appropriately to review and critique educational studies, and also design a research project that is applicable to a school environment.
• Apply the central concepts, tools of inquiry, structures, contemporary theories, and paradigms in education that develop a classroom climate to enhance the social, emotional, physical, and psychological aspects of students.
• Demonstrate effective leadership style and strategies without influence of bias in order to meet the needs of students regardless of cultural background, ethnicity, gender, learning style, at-risk condition and/or disability.
• Model professionalism and high ethical standards in the classroom, school, and district, and develop appropriate strategies for self-evaluation as a means of assessing one’s own professionalism and teaching effectiveness.

Degree Program Requirements Core Courses (18 semester hours)

ED502 / EDUC502 - Foundations of Curriculum and Instruction (required first course but may be taken concurrently with another course)
ED512 / EDUC512 - Diversity and Communication in Education (Prerequisite: ED502 or ED503, depending upon your degree requirements.)
ED636 / EDUC636 - Effective Instruction for the Inclusive Classroom
ED640 / EDUC640 - Research Methods in Education
ED650 / EDUC650 - 21st Century Teaching and Learning
ED665 / EDUC665 - Emerging Issues and Trends
 
Major Courses  
Select 15 credit hours in this section: 

ED500 / EDUC500 - Philosophy of Education
ED501 / EDUC501 - Human Growth and Development
ED504 / EDUC504 - Curriculum, Instruction, and Assessment
ED522 / EDUC522 - Supervision of Instruction
ED525 / EDUC525 - Classroom Management
ED530 / EDUC530 - Assessment, Evaluation, and Pscho-Educ. Testing I
ED670 / EDUC670 - Education Law, Ethics, and Politics
  
Required (3 semester hours) 
  
Capstone
ED695 / EDUC695 - Capstone Experience  

TOTAL 36 semester hours

Master of Education:  Teaching - Instructional Leadership
Course correction - ED502 / EDUC502 replaced with ED503 / EDUC503

Degree Program Requirements
Core Courses (18 semester hours) 
ED503 / EDUC503 - The Professional Educator (required first course but may be taken concurrently with another course)
ED512 / EDUC512 - Diversity and Communication in Education (Prerequisite: ED503)
ED636 / EDUC636 - Effective Instruction for the Inclusive Classroom
ED640 / EDUC640 - Research Methods in Education
ED650 / EDUC650 - 21st Century Teaching and Learning
ED665 / EDUC665 - Emerging Issues and Trends

The Master of Education: Teaching - Secondary Social Studies program is designed for post-baccalaureate students with appropriate academic credentials who have a high aptitude for scholarship and a strong desire for teaching. Candidates will earn the West Virginia teaching certificate and the Master of Education in Teaching degree simultaneously.

The program provides the required professional education courses at the graduate level, although students found deficient in a particular content area may need to complete additional undergraduate courses.

The Master of Education: Teaching - Secondary Social Studies program includes a requirement for student teaching on site, and all courses other than the student teaching are offered online, with a school-based observation requirement at a location of the student’s choosing.

To graduate from the program students must have a West Virginia state-approved endorsable major in order to receive a recommendation for certification.  While students who enroll in the Master of Education: Teaching program have completed an endorsable major as part of their undergraduate degree, it is necessary to have undergraduate transcripts evaluated to determine whether additional coursework is required to meet State requirements.  Applicants are encouraged to request a transfer credit evaluation prior to accepting admission to this program.

Degree Program Objectives:
Graduates in this degree will be able to do the following:

• Apply the central concepts, tools of inquiry, structures, contemporary theories, and paradigms in education that develop a classroom climate to enhance the social, emotional, physical, and psychological aspects of students.
• Create and deliver lesson segments that reflect theory and practice.
• Demonstrate effective interpersonal communication skills of speaking, listening, reading, and writing when interacting with pupils, parents, teachers, and other school personnel.
• Design performance-based assessments and implement assessment, instruction, evaluation, and intervention plans.
• Use media and technology as tools for professional development and to promote student learning.
• Adjust teaching style and strategies without influence of bias in order to meet the needs of students regardless of cultural background, ethnicity, gender, learning style, at-risk condition and/or disability.
• Model professionalism and high ethical standards in the classroom, and develop appropriate strategies for self-evaluation as a means of assessing one’s own professionalism and teaching effectiveness.
• Follow guidelines established by School Board policies, negotiated agreements, and school law.
• Demonstrate knowledge and skill in classroom management and discipline, using effective means to develop and maintain a positive classroom climate.

Core Courses (15 semester hours) 
ED502 / EDUC502 - Foundations of Curriculum and Instruction (required first course but may be taken concurrently with another course)
ED518 / EDUC518 - Educational Psychology
ED560 / EDUC560 - Special Education Topics
ED636 / EDUC636 - Effective Instruction for the Inclusive Classroom
ED650 / EDUC650 - 21st Century Teaching and Learning

Major Courses 
Choose all courses from this section:
ED500 / EDUC500 - Philosophy of Education
ED512 / EDUC512 - Diversity and Communication in Education
ED526 / EDUC526 - Secondary Teaching Strategies
ED543 / EDUC543 - Issues, Methods, and Materials in Teaching Social Studies
ED546 / EDUC546 - Social Studies Curriculum Development
ED548 / EDUC548 - Content Area Literacy
ED690 / EDUC690 - Student Teaching

Choose 1 course (3 semester hrs) from this section:

PS501 / IRLS501 - Comparative Political Systems
CW500 / HIST552 - The Civil War: Seminal Event in American History
HS585 / HIST585 - Cultural History of Technology
HS586 / HIST586 - History of Science
LC516 / HIST651 - America's Indian Wars
LC526 / HIST581 - The Great Revolutions
LW567 / HIST551 - The American Revolution in Context
OC542 / HIST557 - History and Popular Culture
OC550 / HIST555 - The United States in the 20th Century
OC551 / HIST652 - African-American History
OC552 / HIST653 - History of American Women
OC553 / HIST556 - U.S. Constitutional History
OC561 / HIST536 - History of the Englightenment
OC562 / HIST535 - Renaissance and Reformation
OC612 / HUMN530 - The Renaissance 

Required (3 semester hours) 
Capstone
ED695 / EDUC695 - Capstone-Experience

TOTAL 48 semester hours

The Master of Education: Teaching - Elementary Education program is designed for post-baccalaureate students with appropriate academic credentials who have a high aptitude for scholarship and a strong desire for teaching. Candidates will earn the West Virginia teaching certificate and the Master of Education in Teaching degree simultaneously.

The program provides the required professional education courses at the graduate level, although students found deficient in a particular content area may need to complete additional undergraduate courses.

The Master of Education: Teaching - Elementary Education program includes a requirement for student teaching on site, and all courses other than the student teaching are offered online, with a school-based observation requirement at a location of the student’s choosing.

To graduate from the program students must have a West Virginia state-approved endorsable major in order to receive a recommendation for certification.  While students who enroll in the Master of Education: Teaching program have completed an endorsable major as part of their undergraduate degree, it is necessary to have undergraduate transcripts evaluated to determine whether additional coursework is required to meet State requirements.  Applicants are encouraged to request a transfer credit evaluation prior to accepting admission to this program.

Degree Program Objectives:
Graduates in this degree will be able to do the following:

• Apply the central concepts, tools of inquiry, structures, contemporary theories, and paradigms in education that develop a classroom climate to enhance the social, emotional, physical, and psychological aspects of students.
• Create and deliver lesson segments that reflect theory and practice.
• Demonstrate effective interpersonal communication skills of speaking, listening, reading, and writing when interacting with pupils, parents, teachers, and other school personnel.
• Design performance-based assessments and implement assessment, instruction, evaluation, and intervention plans.
• Use media and technology as tools for professional development and to promote student learning.
• Adjust teaching style and strategies without influence of bias in order to meet the needs of students regardless of cultural background, ethnicity, gender, learning style, at-risk condition and/or disability.
• Model professionalism and high ethical standards in the classroom, and develop appropriate strategies for self-evaluation as a means of assessing one’s own professionalism and teaching effectiveness.
• Follow guidelines established by School Board policies, negotiated agreements, and school law.
• Demonstrate knowledge and skill in classroom management and discipline, using effective means to develop and maintain a positive classroom climate.

Core Courses (15 semester hours)  
ED502 / EDUC502 - Foundations of Curriculum and Instruction (required first course but may be taken concurrently with another course)
ED518 / EDUC518 - Educational Psychology
ED560 / EDUC560 - Special Education Topics
ED636 / EDUC636 - Effective Instruction for the Inclusive Classroom
ED650 / EDUC650 - 21st Century Teaching and Learning

Major Courses  
Choose all courses from this section: 
ED512 / EDUC512 - Diversity and Communication in Education
ED541 / EDUC541 - Elementary School Mathematics
ED542 / EDUC542 - Elementary School Science
ED544 / EDUC544 - Literature for Elementary School Children
ED545 / EDUC545 - Reading and Writing in the Elementary School
ED547 / EDUC547 - Elementary School Social Studies
ED552 / EDUC552 - Inclusive Literacy Strategies
ED690 / EDUC690 - Student Teaching

Required (3 semester hours)
Capstone
ED695 / EDUC695 - Capstone-Experience

TOTAL 48 semester hours

Master of Education:  Teaching - Instructional Leadership

Course title correction - ED530 / EDUC530 - Assessment, Evaluation, and Testing I
Course replacement - ED695 has been replaced with ED698 / EDUC698 Capstone: Action Research

Master of Education:  Administration and Supervision

Course title correction - ED650 / EDUC650 - 21st Century Teaching and Learning
Course title correction - ED665 / EDUC665 - Emerging Issues and Trends

9/1/2008 NEW Graduate Certificate Launch: 
Post–baccalaureate Teacher Preparation Certification Program

Post–Baccalaureate Teacher Preparation Certification Program

Enrollment in this program opens September 1st with courses starting in October.

The Post–Baccalaureate Teacher Preparation Certification Program is designed for post-baccalaureate students with appropriate academic credentials who have a high aptitude for scholarship and a strong desire for teaching. Candidates will earn the West Virginia teaching certificate and AMU/APU Certificate of program completion simultaneously.

The program provides the required professional education courses at the graduate level, although students found deficient in a particular content area may need to complete additional undergraduate courses.

The Post–Baccalaureate Teacher Preparation Certification Program includes a requirement for student teaching on site, and all courses other than the student teaching are offered online, with a school-based observation requirement at a location of the student’s choosing.

To graduate from the program students must have a West Virginia state-approved endorsable major in order to receive a recommendation for certification.  While students who enroll in the Post–Baccalaureate Teacher Preparation Certification Program have completed an endorsable major as part of their undergraduate degree, it is necessary to have undergraduate transcripts evaluated to determine whether additional coursework is required to meet State requirements.  Applicants are encouraged to request a transfer credit evaluation prior to accepting admission to this program.

Degree Program Objectives:
Graduates in this program will be able to do the following:

• Apply the central concepts, tools of inquiry, structures, contemporary theories, and paradigms in education that develop a classroom climate to enhance the social, emotional, physical, and psychological aspects of students.
• Create and deliver lesson segments that reflect theory and practice.
• Demonstrate effective interpersonal communication skills of speaking, listening, reading, and writing when interacting with pupils, parents, teachers, and other school personnel.
• Design performance-based assessments and implement assessment, instruction, evaluation, and intervention plans.
  Use media and technology as tools for professional development and to promote student learning.
• Adjust teaching style and strategies without influence of bias in order to meet the needs of students regardless of cultural background, ethnicity, gender, learning style, at-risk condition and/or disability.
• Model professionalism and high ethical standards in the classroom, and develop appropriate strategies for self-evaluation as a means of assessing one’s own professionalism and teaching effectiveness.
• Follow guidelines established by School Board policies, negotiated agreements, and school law.
• Demonstrate knowledge and skill in classroom management and discipline, using effective means to develop and maintain a positive classroom climate. 

ED503 / EDUC503 - The Professional Educator (required first course but may be taken concurrently with another course)
ED518 / EDUC518 - Educational Psychology
ED526 / EDUC526 - Secondary Teaching Strategies
ED548 / EDUC548 - Content Area Literacy
ED560 / EDUC560 - Special Education Topics
ED636 / EDUC636 - Effective Instruction for the Inclusive Classroom
ED650 / EDUC650 - 21st Century Teaching and Learning
ED697 / EDUC697 - Clinical Supervision (must be completed as final course)

TOTAL 24 semester hours