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						OASIS UNIVERSITY: ADVANCED STUDIES PROSPECTUS







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						2008-2009



Founding Chief Executive Officer	Vice Chancellor / CEO	Founding and Honorary Chancellor
The Honorable Wendell Mottley	Paratan Balloo, MBA, DPhil	Hollis L. Green, ThD, PhD
		Distinguished Professor of Education and Social Change
		Chancellor of Oxford Graduate School, USA (Retired)

	O.A.S.I.S. Omega Advanced Schools for Interdisciplinary Studies Omega School for General Studies Omega School for Advanced Studies Omega School for Graduate Studies 2008 - 2009

ADVANCED STUDIES PROSPECTUS AFFORDABLE DEGREE PROGRAMS TO SERVE ADULT LEARNERS

OASIS University offers affordable interdisciplinary degree programs to serve the community of adult learners with interactive residency, distance learning elements and Internet dialog/support designed to facilitate learning through adult methodology and faculty support. Have you been concerned about the high cost of education? OASIS University is an affordable educational experience With qualified and available faculty support.


	CONTACT: Oasis University, #1 Anapausis, Mohammed St., Curepe, Trinidad, WI Vice Chancellor/CEO Paratan Balloo, MBA, DPhil Academic Dean – Ramond Boca, MLitt, DPhil Registrar/ Senior Tutor Sayeed Steve Mohammed, MS, DPhil (c) E-mail: oasisuniversity@gmail.com Website: www.oasisedu.org and www.dialedu.org © 2008

	Steve Mohammed, MS, DPhil Registrar and Senior Tutor		Cecelia Mohammed, MLitt Chief Business Officer

	ANAPAUSIS GLOBAL CAMPUS
	Approximate Flying Times to Port of Spain, TT Barbados –5 mins; Caracas—55 mins; Puerto Rico –90 mins; Miami—3hrs30mins; New York—4hrs50mins; Toronto-5hrs50mins; London—8hrs20mins; Frankfurt—9hrs40mins; Zurich—9hrs10mins.


	I. VISION AND MISSION II. INSTITUTIONAL POLICY III. SCHOOLS AND DEGREE PROGRAMS Omega School for General Studies Omega School for Advanced Studies Omega School for Doctoral Studies IV. UNIVERSITY FEES, TUITION, AND FUNDING V. ADMISSION AND DEGREE PROCESS VI. TEACHING AND RESEARCH FACULTY VII. OFFICERS AND BOARD OF GOVERNORS VIII. ACADEMIC CALENDAR APPLICATION	12 26 37 38 41 88 120 170 185 189 193 200

	OASIS University offers affordable interdisciplinary degree programs to serve the community of adult learners with interactive residency, distance learning elements and Internet dialog/support designed to facilitate learning through adult methodology and faculty support

Certified Family Life Educator (CFLE)

The USA based National Council on Family Relations sponsors the only program to certify family life educators internationally. The Certified Family Life Educator (CFLE) program encourages applications from all professionals internationally with subject work and experience in family life education including formal teaching, community education, curriculum and resource development, health care, military family support, counseling, and ministry.

National Council on Family Relations (NCFR Minneapolis, MN) furnishes curriculum guides, lesson plans and supplemental resources for all Family Life subjects. Although all materials needed for NCFR approval of university and college family degree programs are furnished, each educational institution is permitted by NCFR to present the curriculum in the context of their environment. This process is ongoing as student assignments are assessed based on discover of local resources. As faculty members interact with student generated material, newly discovered resources and the cultural environment of families, the presentation of the subjects evolve and become more and more adapted to the Caribbean environment.

Organizational Leadership for Nonprofits

The subjects and syllabi structure for Organizational Leadership for Nonprofits came out of a Third World need and from expressed concerns of nonprofit leaders in the USA with assistance from the International Third World Leadership Association (Nassau, Bahamas). The concentration in Organizational Leadership builds upon principles of human behavior having near-universal application. The phenomena examined are found in organizations large and small, public and private, regimented and volunteer, profit-making and social service; they have been observed and investigated across time and cultures. The curriculum examines organizational systems and structures with emphasis upon interpersonal dynamics, ethics, and social costs and benefits. Traditional Judeo-Christian perspectives are compared and contrasted with other pre-suppositional platforms.

The purpose is to equip graduates to understand and implement qualities of effective leadership to the benefit of a particular organization in such ways that its policies and practices enhance social good concurrently with achieving organizational objectives. The program is designed to improve the work of persons at every level of participation: employees from entry-level to CEO, board members, consultants, and educators. Because the curriculum deals with generic phenomena and principles, it is as applicable to leadership within a parish, mission or para-church agency, as it is to corporate life, governmental bureaucracy, or the military. The principles of group and interpersonal dynamics that are true in one arena are true in all others



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I. VISION AND MISSION

OASIS University is a partnership that shares an educational environment with global institutions. The philosophy

is patterned after the tutor/student facilitated learning process of early English universities. The objective is to

create a collaborative model for a community of scholars and assure an interactive and affordable educational

delivery system for mature, serious students.

Vision of the Board

The Founders of Oasis University have a multicultural Judeo-Christian heritage similar to those principles and precepts that support jurisprudence and most institutions of the West. OASIS University is committed to develop programs that provide equal access to education for all, regardless of gender, religion, race, color or ethnic origin. The University respects the rights of all individuals to observe customarily recognized religious holidays throughout the academic year provided that the University is notified in writing prior to the specified holiday not scheduled as public holidays.

The Board, Administration and Faculty are committed to provide to Trinidad and Tobago and the wider Caribbean Region affordable interdisciplinary educational programs to serve mature adult learners that reflect the value of global transformation and understanding, multicultural awareness, emerging knowledge and skills and international exchange. This perspective forms the premise for further development of the academic programs, support services and resources for Oasis University.

Mission of the University

A private tertiary institution founded in 2002, Oasis University’s primary campus is located in St. Augustine, Trinidad and structured to serve the Caribbean Region. Although it is small; the reach is global. The mission of Oasis University is to develop leaders through relevant interdisciplinary academic studies who will positively influence their own environment; thereby, fulfilling University goals of discovery, dissemination, preservation and creative application of knowledge.

The University offers credit and non-credit continuing education, undergraduate and graduate courses and degree programs. Breadth, depth, and application of learning are the bases for competencies in all subject areas. Advanced studies require both practical and expert knowledge and rigorous scholarship.

All applicants to the University are objectively assessed. Applicants with varying backgrounds and levels of academic proficiency must demonstrate potential for academic success. Oasis will guide students to academic success through an educational philosophy encompassing diverse learning processes of major global tertiary institutions. The objective is to create a collaborative model for the Caribbean Community and assure an interactive individualized educational delivery system for mature, serious students. The curriculum emphasizes the Judeo-Christian values common to the Caribbean and will build on these through culturally specific adaptations and processes.

The entire University community participates in an ongoing assessment, planning, and evaluation process to improve and demonstrate institutional effectiveness in the following areas: governance, programs, public service functions, support services, and administrative operations. The institution will have fulfilled its purpose if its graduates leave with knowledge, confidence, competencies, and ethical consciousness to assume roles of responsibility and leadership as productive citizens prepared to promote the general welfare and serve the community through lifelong learning and scholarship.

Oasis University primary campus is housed at Anapausis, a non-sectarian Christian community with an open attitude to others. The campus is a drug and smoke free environment and University staff and students agree to abide by this policy on campus.

Why OASIS University?

The traditional characteristics of education have changed. The natural features of the education landscape seem to change with the daily tide. Procedures and methodology that were taboo yesterday are acceptable or even advanced today. In an era when a student may “earn” an accredited degree without seeing a classroom, a member of the faculty, or another student, little remains sacred in education. The past criticism of the Old World tutorial method has turned into imitation as it is used with new technology to meet the tutoring needs of learners separated from the traditional classroom.

Omega Advanced Schools for Interdisciplinary Studies (OASIS) is an outgrowth of information from the Ffth International Conference on Adult Education (Hamburg, Germany, 1997), the conference at the University of Mumbai (India, 1998), and the UNESCO World Conference on Higher Education (Paris, 1998). The recommendations were to open schools, colleges and universities to adult learners and adapt programs and learning conditions to meet adult needs. The task was to develop coherent mechanisms to recognize the outcomes of learning undertaken in different contexts, bring the services of universities to outside groups and to concentrate on interdisciplinary research in all aspects of adult education and learning with the participation of adult learners themselves.

This effort was to include opportunities for adult learning in flexible, open and creative ways, taking into account the different needs of people in a multicultural and pluralistic environment. In considering the difficulty of transforming existing colleges and universities into agencies for lifelong education, it became apparent that a new university structured under new conditions could better meet the needs of the 21^st Century. OASIS University grew out of this need recognized by higher educators, scholars and specialists in the area of adult learning and lifelong education.

The leadership of Omega Advanced Schools for Interdisciplinary Studies (OASIS) was guided by the following essential elements that characterize an institution structured to support lifelong education.

1                     Establish a bridging framework to provide the contexts to facilitate lifelong learning.

2                     Negotiate partnerships and strategic linkages with other institutions and groups.

3                     Facilitate interdisciplinary research.

4                     Develop a teaching/learning process that permits self-directed learning in real life situations.

5                     Initiate academic policies and mechanisms to give priority to learning.

6                     Establish dialog/support systems suitable for adult learners.

7                     Strive for a global strategy with a broad exchange of teaching/learning systems and collaboration

                       across national boundaries.

OASIS University exists because technology, computer-assisted learning and ONLINE courses have made many early tutorial procedures of Old World education a valuable asset to both faculty and student. Technology has changed the face of education forever and made many procedures and processes outmoded. The growth of the Internet and other interactive media systems has permitted an academic institution to go global and literally reach the world with various educational programs. In such an educational climate, it is time for a new institution that maintains a campus environment, preserves the faculty-student relationship, holds students accountable for academic performance, and upholds academic standards in the learning process.

University Goals and Objectives

OASIS leadership has articulated an Action Plan to advance the mission of the University. The following specified goals and objectives have been established:

GOAL A - Structure academic programs to complement but not compete with existing regional educational programs with academic policies and mechanisms to give priority to specialized learning needs of students.

OBJECTIVES

A.1....Provide students with study options that integrate common moral principles and social research methodology with the academic process that leads to life long scholarship.

A.2.… Design academic programs with two groups in mind: mature students who want to continue their education through degree and/or non-degree programs and certified professionals who want to develop additional competence in their present occupation by engaging in scholarly work in an area of interest.

A.3.… Prepare students to develop and deliver family related services on case sensitive issues in a noninvasive and non-threatening manner.

A.4.… Make quality education affordable to all through grants, loans, and tuition reduction agreements based on useable income.

GOAL B - Provide organizational structures, learning resources, technology and processes designed to motivate and engage students in scholarly activity in a program of study and beyond graduation.

OBJECTIVES

B.1.… Develop Library/Learning Resources and Technology appropriate for the academic process and the needs of the student body

B.2….Arrange learning structures and resources designed to form a body of research literature.

GOAL C - Provide quality programs of study for mature adults that facilitate interdisciplinary study and research to benefit the Caribbean region in particular, but also reflective of global issues.

OBJECTIVES

C.1....Identify and recruit qualified, mature individuals within the Region who have good prospects of completing a Program of Study.

C.2.… Individualize all faculty guidance and direction to cope with the diverse needs of both entry-level students and experienced professionals.

GOAL D - Partner with business and industry to produce meaningful research and development for the Caribbean Region

OBJECTIVES

D.1.…Seek mutually beneficial relationships with institutions and organizations that share a common philosophy that may benefit from use of the educational and research services of the University.

D.2.… Create programs of study to advance leadership in non-profit and socially responsible service organizations.

D.3… Encourage both faculty and students to interact with the business and industry as well as professions and utilize social scientific research to assist in resolving critical problems identified.

GOAL E - Develop a teaching/learning process that permits self-directed, individualized, face-to-face and distance learning in real life situations with dialog/support systems and technology suitable for mature adults.

OBJECTIVES

E.1....Provide a highly motivated and qualified core faculty of full-time and permanent/part-time individuals appropriately orientated to the Caribbean, who are academically qualified in special areas of study and are knowledgeable and tolerant of cross-disciplinary and interdisciplinary areas to supervise both study and research for a pluralistic culture.

E.2....Furnish dialog/support and a system of faculty directed study for mature students to complete programs of study to qualify the student for the next step in the educational process.

E.3.… Schedule all classroom and tutorial interaction to occur at significant points during the programs of study to provide the most effective dialog/support for the student.

E.4.… Structure all faculty supervision and direction to fit the academic needs of the student and require that all faculty/student interface be regular and specific, but not a substitute for a student's self-discipline and motivation in acquiring both content and competency in a specified curriculum.

GOAL F - Strive for a global strategy for multicultural awareness with a broad exchange of teaching/learning systems and collaboration across national boundaries

OBJECTIVES

F.1.… Establish a community of scholars united in their efforts to find practical solutions to social problems in business and industry, the social professions, socially responsible organizations, and society as a whole.

F.2.… Show an interest in the ethical aspects of Caribbean environmental issues and how they can effectively interact in the larger global environment.

F.3.…Demonstrate concern for the global issues that impact the Caribbean Region

GOAL G - Create an educational climate conducive to adult learning that promotes mutual respect and trust among faculty and students.

OBJECTIVES

G.1....Provide the financial resources to systematically strengthen areas of operating budget, cash-flow stability, and operations endowment funding.

G.2.…Provide a wholesome campus atmosphere to create a community of scholars.

G.3…Provide sufficient counseling to assure a healthy student body with networking skills for long-term relationships.

IMPLEMENTATION STRATEGIES AND MECHANISMS

GOAL A - Structure programs to complement regional educational offerings giving priority to learning needs of mature students

OBJECTIVES

A.1. - A.4.

STRATEGY

Survey present academic programs and implement only those educational processes with a demonstrated need. Offer affordable study options structured to serve both students seeking degrees and certified professionals desiring additional occupational competence. Provide interactive residency, distance learning elements and Internet dialog/support designed to facilitate learning through adult methodology and faculty support. Assure full accountability to educational and legal authorities in Trinidad and Tobago.

GOAL B - Structure learning resources, technology and processes to engage and motivate scholarly activity and lifelong learning.

OBJECTIVES

B.1. – B.2.

STRATEGY

Provide the best-qualified and experienced faculty available to enhance the quality of educational achievement. Assure cultural specific adaptation of all curricular areas to maximize the benefit to the local society. Develop a state of the art Information Technology to facilitate faculty/student access to library/learning resources sufficient to support both current study and lifelong scholarship. Assist students to create a body of research literature relevant to both local and global issues that impact the Caribbean region.

GOAL C - Provide interdisciplinary educational programs to benefit mature students in the Caribbean region that are reflective of global concerns.

OBJECTIVES

C.1. – C.2.

STRATEGY

Recognize the urgent and unfinished task of development through education involving and requiring meaningful participation of all citizens. Identify and recruit qualified students in Trinidad and Tobago and the Caribbean Region capable of completing a degree course. Also, individualize all faculty guidance to meet the needs of both entry level and graduate students.

GOAL D - Partner with business and industry for research and development

OBJECTIVES

D.1 -- D3

STRATEGY

Encourage both faculty and students to interact with business and industry in Trinidad and Tobago that can benefit from the research services of the University. Also, initiate programs of study to provide leadership in the nonprofit sector and development in socially responsible service organizations. Encourage and guide constructive social research that will benefit the human, civic, and economic well being of the Caribbean community

GOAL E - Facilitate self-directed, individualized, face-to-face and distance learning with faculty dialog/support systems and technology

OBJECTIVES

E.1. – E.4

STRATEGY

Identify and recruit qualified Caribbean faculty who are tolerant of cross-cultural and interdisciplinary study to provide regular and specific dialog/support that does not substitute for self-discipline in acquiring both content and competency in real life situations. Identify and recruit all qualified students to assure that all citizens regardless of gender, race, religion or ethnic origin have equal access to educational programs and the opportunity to develop their full potential.

GOAL F - Global strategy and collaboration across national boundaries

GOAL G - Create adult learning that promotes mutual respect and trust among faculty and students

OBJECTIVES

G.1. – G.3.

STRATEGY

Contribute financial resources, a wholesome campus atmosphere, and sufficient counseling to assure healthy student body with networking skills for long-term relationships. Provide the awareness of ethical and moral values necessary for social interaction and tolerance in a pluralistic society

Institutional Commitment

Early English universities maintained an enduring program of quality education with a tutor-guided residency through reading and interactive tutorials. As a recognized community of scholars, the early English universities were respected arenas for conducting academic lectures and theological debates. For many generations, this represented a significant step forward in the process of preparing people for full service in society. The OASIS programs operate as a modified English educational model.

The structures of the various programs are scrutinized using concepts and techniques derived from the social and behavioral sciences. These concepts and techniques are studied as well, to discern their compatibility with the discipline, and their relevance for understanding how social constructions of reality influence the expression of morality and ethics in the personal and professional activities of individuals. By analyzing the structure of a society and the activities of its members, it is anticipated that a community of dedicated scholars will make a difference in that society. Understanding how people live together as families, communities, races, and religious groups can bring beneficial changes in the aims and practices of a society. To this end, OASIS is committed to quality lifelong education.

Campus Concept and Library Facilities

Oasis University is a partnership that shares an educational environment with global institutions. The philosophy is patterned after the tutor/student facilitated learning process of early English universities. The objective is to create a collaborative model for a community of scholars and assure an interactive and affordable educational delivery system for mature, serious students.

The study programs of Omega Advanced Schools for Interdisciplinary Studies (OASIS) function in a variety of locations, including cyberspace. Classes are offered in a variety of scheduling modalities. In addition to a primary spring and fall Term schedule, J-Term classes are offered in various locations. Reading and research opportunities are also available in Washington, DC and Oxford, UK. Expansion plans are in process for a Study Centre in Germany, Singapore, Beijing, China, and Brazil. In addition to the digital Net-Library that brings digital books to the student’s personal computer, OASIS students have access to a Anapausis campus technology, the Course Bibliography Reserve Library (Anapausis), Oxford Library Reserve (Tennessee), the Library of Congress in Washington, the Bodleian Library at the University of Oxford, and the British Library in London. OASIS maintains contracts with institutions and Internet databases to provide access to appropriate resource materials.

The Oasis Library Reserve exists to assist faculty, staff, and student cohorts in fulfilling the Institution's Mission by providing access to developmental and collateral reading material that supports the curriculum and the Program of Study. The purpose of the library is to acquire and store materials and provide library services, which relate directly to a Course Bibliography Reserve and the general collection needs of an interdisciplinary field of study. Priorities in the acquisition, classification, and shelving of volumes are determined by the specific needs of the degree programs. The Library has database access to ProQuest and Internet services on site.

Library Internet Catalog Online

In addition to contracts for access with other libraries, the Course Bibliography Reserve Library volumes, plus, D-ROM references, and electronic technology sources by subscription and purchase provide adequate support for the program of study. The Library Reserve volumes are available on campus. In addition the Library Reserve has access to multiple hyper linked technology sources. Over 85,000 volumes are available to students anytime on their PC. The online catalog has monthly updates.

Research Resources

Since the research for academic essays, theses and dissertations are restricted to general subjects related to assigned fields of study, the Library /Learning Resources provide students with the adequate resources to complete the Program of Study and to do a comprehensive literature review for assigned research. In addition to a comprehensive literature review, doctoral dissertation research requires primary data to be gathered through field research using social research instrumentation. Normally, Candidates will do social scientific research that requires the gathering of primary data through instrumentation and hypothesis testing through statistical analysis. The comprehensive nature of the literature review would include campus access to normal electronic resources, Internet databases, a current awareness search of Journals, and Internet database research.

As a specialized library, OASIS meets standards of the Association of College and Research Libraries (ACRL) in the disciplines within which students work. The library holdings and those available on-line exceed the number called for by the ACRL.

The current trend in library appraisal is toward comparative data, rather than absolute numbers. On these measures, Oasis University again exceeds national norms. The National Center for Education Statistics Descriptive Report (June 1997) entitled The Status of Academic Libraries in the United States: Results From the 1990 and 1992 Academic Library Surveys gives comparison statistics for volumes held by various institutions.

The median number of volumes held for private, doctoral institutional libraries were 93 per student. The US national average is 114. The median number of volumes held for private research institutional libraries were 223. The US national average was 239. The median number of volumes held for private, specialized institutional libraries were133. The US national average was 107. With the basic volume count and the accesses through technology, Oasis University far exceeds the required per student volumes for graduate study.

Praise from Consultants

Library consultants carried out an extensive review of the Library Reserve, including its policies and procedures, relationship to the institutional mission, and the collection itself. They found it in compliance with all expectations of the Association of College and Research Libraries, and meeting standards held for institutions of graduate level education.

Quick access to thousands of full-text books and journals

Through the Library Reserve students have access to well over 4,000 full-text periodicals. This is achieved through subscription to on-line databases. This arrangement has three advantages over a paper collection: [1] completeness, which contributes to academic quality, [2] quickness, (These journals may be searched by key words or phrases, which saves considerable research time.), and [3] economy, which enhances stewardship of the School’s money. The electronic search processes also relieve the expense of purchasing expensive subscriptions to indexes. Students have access to major databases, from another library, or from home. These databases are ProQuest Direct, Password access to Tennessee Electronic Library (TEL), and NetLibrary (80,000 full-text academic books) that may be searched by key word and downloaded). These are not just abstracts. And they are searchable by subject. The search identifies articles from any of the 4,000 journals with one keystroke.

Campus facilities provide access to electronic databases

In addition to hardcopy volumes, the Library has computer stations and data ports through which students can access on-line books and journals. Additional wireless access is available in the private study bedrooms on campus. By subscription with various database collections, students and faculty have on-line access to more than 80,000 full-text books. These may be searched by key word or phrase, and may be downloaded to the student’s PC.

A faculty member went to the Oxford Library Reserve building recently and asked a student working at a computer, a simple question, “Mike, can you help me?” “ Here is a list of OGS subject areas. Without using the Library catalog, TEL or, see how many references you can find in digital books and full-text journals available to you.”

Students are taught through eclectic readings broad based comprehensive search techniques to locate material that integrates the essential elements of their course subjects. Subject matter of an interdisciplinary nature was located in digital books and full-text journal articles, cross-referenced with religion and societal applications in the following subject areas:

Administration: 31,820 book reference and 21,869 journal article references

Communications: 5, 489 book references and 1,439 journal article references

Counseling: 6,067 book references and 6,069 journal article references

Business: 41,241 book references and 35, 206 journal article references

Education: 39, 146 book references and 42, 223 journal article references

Ethics: 20,510 book references and 8,169 journal article references

Foreign Languages: 22,738 book references and 2,756 journal article references

Hermeneutics: 2,140 book references and 976 journal article references

History: 44,103 book references and 44,513 journal article references

Morality and Law: 24,487 book references and 3,566 journal article references

Organizational Behaviors: 5,574 book references and 3,650 journal references

Psychology: 24,524 book references and 24,697 journal article references

Religion: 34,284 book references and 12,162 journal article references

Research Design: 10,660 book references and 5,093 journal article references

Research / Information Technology: 20,692 book references and 17,069 journal articles

Research Writing: 34,639 book references and 5,093 journal article references

Sociology: 16,764 book references and 10,920 journal article references

Statistics: 23,944 book references and 20,397 journal article references

Book references: 285,096 Journal article references: 139,401

High satisfaction by current students and alumni

Studies show that current students rate the library resources, both resident and web-based, as sufficient to support the program and post-graduate research (Item 16 on Student Survey with a rating of 4.55 on a 6-point scale). Surveys of alumni reveal their belief that the library as sufficient to support the program and post-graduate research.

Faculty control of acquisitions

A Faculty Oversight Committee evaluates the library holdings and is in control of the procurement of intellectual materials. The primary mode of acquisition is faculty selection of materials appropriate for doctoral level learning. A faculty request for a book has never been denied.

An aggressive acquisition program

In the last few years the Faculty Oversight Committee has initiated an aggressive acquisition program. Acquisition processes include:

· acquire Caribbean generated material

· acquire ten new books per course per year

· purchase ten books in support of each candidate’s dissertation

· solicitation of appropriate books from alumni and friends, followed by faculty screening for suitability

· continuing acquisition by Faculty of seminal, timeless materials

Commitment to “just in time” instead of “just in case” purchasing

The historic approach to building a library collection has been to anticipate and purchase what books the library’s patrons will want. The result of this guessing game—buying a book just in case someone may want it—is that a library buys many books that are never used. OASIS prefers to acquire only those books that are needed by faculty and students. This approach—just in time—achieves better stewardship of resources. Today, through on-line publishers’ catalogs, electronic purchasing and speedy delivery of books, the library can purchase the latest materials quickly and get them into students’ hands. All of this improves the quality of Library services and dramatically reduces the purchase of never-used materials that do not directly support the course/subjects offered or the anticipated research areas.

Responsible funding

The expenditures for library services are compared with national norms taken from The National Center for Education Statistics’ Descriptive Report on the status of academic Libraries in the United States. The national norm for total operating expenditures per FTE student among Specialized, private institutions was $483US. Audit reports expenditures for library/learning resources, exceeds this norm. The national norm for percentage of total educational and general expenditures received for total library operating expenditures for Specialized, private institutions were 3.8%. Audit shows an approximate percentage of 22% has been invested in library/learning resources. Since the student body is small, this number is considerably larger than the national norm.

II. INSTITUTIONAL POLICY

Academic Motto

The Latin phrase, E Pluribus Unum, serves as the motto for OASIS University. It means, "Out of many, one." The expression acknowledges the synergetic educational environment in which the university operates and the solidarity of a pluralistic academic community. The various programs offered by the university create a sense of one curriculum with a central objective to facilitate learning. When facult y participates with students in a comprehensive learning process both feel connected. This facilitates the formation of a community of scholars where individuals are joined together in a common cause.

Academic Colors

Academic colors selected for OASIS University emphasizes the basic philosophy of the academic program. The academic colors are blue and gold. Blue represents the search for true knowledge. Gold represents the high standard of excellence required for graduates. These colors are used in the academic hood, the institutional logo, and program emblems, and other institutional paraphernalia.

Academic Vestments

The academic robe, hood, and headdress are designed in the English/European style. The vestments represent both the Old World tradition and the educational philosophy supporting the institution. Bachelor and Masters Candidates may rent appropriate academic vestments for Degree Day. Matriculated doctoral students, as Senior Scholars, have robe privileges and may participate in Degree Day ceremonies wearing an institutional owned Scholars robe. Doctoral Candidates must purchase full academic regalia in order to have personal vestments for future academic functions.

Characteristics of Oasis University

Founded as a freestanding, educational institution for lifelong learning, OASIS University provides programs that are nonsectarian, nonprofit, and nondiscriminatory. OASIS is committed to the advancement of leadership in organizations, nonprofit groups, and socially responsible service organizations.

University goals include a pledge to

Advance morality and ethics in business and industry
Promote a stronger sense of principles and values in the social professions
Demonstrate an interest in the ethical aspects of environmental issues
Provide quality programs of study for mature adults
Elevate the level of morality and ethics in society
Structure academic programs to complement, and not compete with existing educational programs, and
Facilitate interdisciplinary study and research relevant to life situations

An institution of higher learning has two broad functions: one is the educational process that leads to the competence of its members and the other is member qualification. The OASIS programs require that applicants not only to be mature adults but also have experience in a career or vocation (two years Bachelors, three years Masters, and five years Doctorate). By admitting only mature applicants, the faculty may concentrate on improving the competency of such leader/scholar students for service in a social profession or vocation. The programs are not designed to qualify a student for certification in a particular field, but to increase personal and professional competency in the context of ones culture and country.

OASIS is committed to the personal and professional development of socially responsible leaders in the community and to the formulation of constructive and creative solutions to basic problems in institutions and organizations serviced by the student body. For this reason, mutually beneficial relationships are sought with institutions and organizations that share a common philosophy and which may be able to use the educational and research services of the university.

The study programs offered by OASIS are geared to the transitions demanded by the Twentieth-first Century. The University provides a uniform and standardized educational program to meet the focus of mature scholars. The self-paced program is flexible and structured so that students can achieve optimum benefit from the classroom, interactive residency, developmental readings, creative writing, faculty/peer interface, interactive teaching designs, dialogue and support, and faculty-directed research. All students work from a base of knowledge and experience to enhance academic competence and professional performance. The academic structure is designed to precipitate educational and social change. Faculty intervention focuses on a creative relationship of knowledge acquired from academic study, professional exposure, and the organization of experiential knowledge. Technology and the Internet are used to enhance the interactive residency and to facilitate primary research.

An objective of the study programs is to assist professionals in gaining new knowledge and additional competence that can be used for problem solving in society. The programs primarily serve professionals with already identified role requirements. The specialized competency of such students requires a level of interaction that most conventional educational programs do not permit. Consequently, the tutorial methodology is used to deliver the Program of Study.

The institution seeks substantially to reduce the dropout and drag-out situation found in many academic programs while maintaining high academic quality. By recruiting mature adults who already have respected credentials, the degree programs are structured to meet these mature candidates' needs and relate them individually to research in an area of study where they have considerable personal and professional experience.

To summarize, Oasis University academics area supported by three basic questions. What knowledge does the student need to know? What does the student need to be able to do? What does the student want to become? These questions guide the teaching model.

Nature of the Program

Transforming an English/European degree program into a more Western format required the structuring of individual courses and gathering them into curricular units for a Program of Study. This required the development of an on and off campus mentoring and dialog/support process to facilitate learning and determine the readiness of the student to proceed to the next level in the degree process. Active students are supplied local TT numbers for dialog and support and electronic access to real time 24/7 assistance. This is presently done through two electronic systems

D.A.S.H. – [Dialog And Support Help lines] 868 645 6581 / 645-4634/678-5143 Email: oasisunivrsity@gmail.com

D.I.A.L. System – [Directed Internet Assisted Learning] special student Email and passwords are provided to active students to access http://www.dialedu.org

It was also necessary to transform the record of individual courses into transcript credit (European and English schools do not normally produce a Western type transcript, only a letter of completion.) Seminars and Colloquiums are full courses, but the tutorial aspects of the program are a systematic effort to assess competency in various subject areas and determine student readiness to proceed to the next level of participation.

In an effort to interface various publics adequately, it became necessary to publish the ADVANCED STUDIES PROSPECTUS as an annual ONLINE Academic Prospectus, so additional explanations and/or editing could be added in real time to assist with the understanding of the programs.

OASIS University programs are offered to older learners (26-70+ years old). Since normal standardized tests do not adequately inform the institution of older adult participation in academic studies, alternative assessment tools are used to assist the Faculty in evaluating studies or research readiness.

Teaching Model

The academic program is primarily an adult educational model that uses interactive learning designs. Traditional pedagogic methods are used when they are necessary to instruct, tutor, or communicate specific content essential to the Program of Study. The faculty attempts to create an educational climate conducive to adult learning that promotes mutual respect and trust among faculty and students. The intention is to establish a community of scholars united in their efforts to find practical solutions to social problems in business and industry, the social professions, socially responsible organizations, and society as a whole.

In an effort to implement an adult educational model, OASIS emphasizes a tutorial style of instruction. Through seminars, colloquiums, tutorials, forums, faculty supervision of developmental readings and primary research projects, the programs provide a structure for students to acquire both content and competency in the field of study. This enlarges the base of knowledge as preparation for graduate research. While the faculty provides a book-length syllabus and a structure for content acquisition, students are required to exercise initiative in the learning process. Students are also encouraged to use personal and educational skills already acquired through professional training and vocational experience while participating in structured classroom activity on campus or when engaged in developmental readings, online activity and primary research.

Curricular Structure

The academic program is structured to facilitate rather than intimidate. The educational process does not attempt to manipulate a student through constant threat of elimination. The process is diagnostic and prescriptive in an effort to facilitate a scholarly acquisition of knowledge and the completion of a Program of Study leading to the development of a terminal project based on that knowledge and primary research. Academic programs are designed with the socially active scholar in mind. The faculty cohesiveness, the student mix, and the nature of the adult/interactive model combine to create programs for those who seek a realistic interdisciplinary Program of Study relevant to their life and career.

The academic programs of OASIS are structured with a philosophical and theoretical foundation appropriate for mature scholars. All programs are divided into four distinct parts: Admission, Matriculation, Candidacy, and Degree Validation. The University may appear similar to other institutions, but one notable exception exists: members of the core faculty not only possess earned quality academic credentials but have considerable field-based and community-related experience. Faculty members also maintain an active relationship with both church and community. The institution offers a collection of specialized academic programs but is pledged not to compete with existing programs that provide for professional certification.

Although an extensive course syllabus and bibliographies are provided, the tutorial guidance that students receive is in addition to classroom support. Guidance generally includes an introduction to the sources and an overview of the subject that requires an informed participation by the students, together with specific developmental readings and research assignments. The student is expected to study the prescribed sources under the guidance of the faculty. This means that faculty directed research in prescribed sources and available resources constitute an important part of a Program of Study.

Faculty dialog and support are available, but the educational goal is to excite and direct the self-activity of the learner and, as a rule, guide the learner in personal research and study. To determine the progress of students and their capacity for judgment and assessment, specific course assignments, Essential Element Reviews, and Curricular Assessment Projects are prescribed and Competency Points periodically awarded to assure advancement. Student’s work in one term is considered advance assignments to participate in the next Term Session. Normally, course assignment and completed projects determine course credit.

The tutorial procedures used for centuries in the educational process at the old English universities have not been codified to date for general use. A review of the mass of literature created by both the faculty and alumni of the early English universities, together with personal interviews of faculty, students, and alumni, has permitted a simple codification of some the procedures that have been used for generations. The objective was to combine the best-respected pedagogues – old and new— with current educational strategies.

Data were gathered from English educational practices in an effort to place the procedures in a context for the education of adults. The instructional and tutorial procedures used by the faculty are a result of the efforts to adapt these procedures to the context of the social professions. Consequently, the theoretical and taxonomically constructed instructional methodology and the tutorial procedure form a model created from adaptations derived from an eclectic process. Presently nine (9) formal procedures are utilized as instructional methodology by the faculty. Other designs are used informally to judge performance skills and to clarify attitudes as a significant aspect of social effectiveness. The primary methods are

Instructional Methodology

1) Seminar Format for courses requiring specific competency assessment for further study

2) Colloquium Design for courses requiring general competency assessment

3) Tutorial Methodology used for individuals and small groups requiring guidance in a particular area of instruction

4) Study Group Design for presenting content that requires students to learn facts and deduce principles for application

5) Participant Teaching Design when the subject matter can be subdivided as a pre-study assignment and the content taught to other members of the class

6) Course Textbook Laboratory Design to create classroom dynamics. In this methodology students view authors as persons and classify a bibliography based on a course description as primary and secondary texts and general bibliography. The student interacts with the authors dealing with additive and variant material to complete the acquisition of course content and produce data to be reviewed by the professor

7) Textbook Project Design builds on the knowledge students acquired in the Course Textbook Laboratory format. The acquisition of information is used as research in preparation for a significant writing assignment

8) The Historical/Theoretical Process to enhance knowledge of subject matter. The student develops historical and theoretical research skills by developing an annotated bibliography and a reading log of specific material

9) The Content Synthesis Process is used to develop knowledge of course content not previously studied. Methodology is designed to develop research skills, to acquire data, to develop a synoptic abstract of a particular field of study or a summary analysis of specified material as preparation for research and literature review

SUMMARY OF DEGREE REQUIREMENTS

The table below shows the requirements for both the master/s and doctorate:

The Baccalaureate requires a total of 126 semester hours of credit.
Degree Requirements	MASTERS	DOCTORATE* *Offered through Oxford Graduate School www.oxnetedu.com
Admission -Semester Hours	Bachelor’s degree plus 39 credit hours	Master’s degree plus 72 credit hours
Matriculation	After 12 hours	Completion of first third and faculty interview.
Dissertation	Not required	Required
Dissertation credit	N/A	12 hours
Number of courses	POW + 10 Master’s courses + 9 Competency Assessment Points	P0W + 17 Courses + 42 Competency Assessment Points + dissertation
Program Orientation Workshop (POW)	Required for orientation	Required for orientation to the first third of the program
Program Length	4 Extended Terms @ 2 years of coursework	3 years for coursework + 3 years for dissertation. MAX: 6 YEARS.
Credits per Course	3 semester hours	Varies
Term Cores	4 Term Core Sessions	7 Term Core Sessions plus Research
Term assignments	Complete all Term assignments.	Complete all Term assignments. OASIS masters graduates may enter the doctoral program at Term Core II.
Overseas Trips	UK and DC for library research	UK and DC research required.
Language and Research	No language requirement	Depends on research direction (May substitute additional work in research techniques and/or an alternative field of study for language.)
TRACKS	Family Life Education Organizational Leadership	The Sociological Integration of Religion and Society with application to student’s profession.
Course Descriptions	See current online PROPECTUS at www.oasisedu.org	See current Online Catalog at www.oxnetedu.org

Program of Study Curriculum Code

100 – 400 Undergraduate studies

500 – 600 Masters level studies

700 – Graduate studies

800 - doctoral guidance

900 - Advanced doctoral credit

The last number is the credit or competency value of the course/subject. The next to the last digit is the Term Session in which the credit is normally earned. For example: PHI 912 Advanced Communications. The # is 912; therefore, it is for doctoral credit offered in Term 1 and has a 2 credit value.

The same rule applies to courses with more than three numbers

Tutorial Guidance

Although an extensive course syllabus and bibliographies are provided, the tutorial guidance that students receive is dialog/support in addition to the classroom. Guidance generally includes an introduction to the sources and an overview of the subject that requires an informed participation by the students, together with specific developmental readings and research assignments. The student is expected to study the prescribed sources under the guidance of the faculty. This means that faculty directed research in prescribed sources and available resources constitute an important part of a Program of Study.

Accountability Code

The Code of Accountability represents the high standard of personal conduct and academic integrity expected of faculty and students. Students, as part of a Learning Contract, sign the following:

Accountability Commitment

“I do solemnly commit myself, from this day forward, to abide by all pertinent rules of academic scholarship as I engage the programs of Omega Advanced Schools for Interdisciplinary Studies. This commitment affirms the integrity of my entire academic work submitted for credit.”

OASIS University, as a community of scholars, is committed to advancing scholarship, academic pursuits, and service to society. Certain rights and obligations flow from membership in any academic community:

*The right to personal and intellectual freedom

*Respect of the equal rights and dignity of others

*Dedication to the scholarship pursuits that assure academic quality and credibility of the institution

Students are responsible for observing the established policies as listed in the Academic Studies Prospectus, Student Handbook, and official notices in Electronic Newsletters, Web Page Announcements or Academic Memos. In addition, students must comply with the legal, ethical and moral standards of the institution as well as those of their profession. All members of the community shall inform the Vice Chancellor of any violation of conduct or academic regulations.

The University expects faculty and students to manifest a commitment to academic integrity through rigid observance of standards for academic honesty. Assignments, exams, projects, papers and all research must be the original work of the student. Work is not original that has been submitted previously by the author or by anyone else for academic credit.

Work is not original that has been copied or partially copied from any other source, unless such copying is acknowledged at the time the work is submitted for credit. Original work may include the thoughts and words of another author, but this fact must be indicated in a manner consistent with a recognized form and style manual. Violations of the requirements of original work constitute plagiarism and may result in disciplinary action up to and including termination from the institution.

Intellectual Property Generated by Faculty and Students

University policy does not claim ownership of copyrights for student generated artwork, books, articles, plays, lyrics, music score, lectures or audio and visual aids related to faculty lectures unless the University expressly commissioned the project

Student generated work completed with the aid of faculty is subject to University claim. Terminal essays, theses, and dissertations require considerable input from faculty and are subject to ownership claim by the University on behalf of faculty members. These items may not be copyrighted or published without express permission of the University to assure that all intellectual property is safeguarded.

Following admission and prior to matriculation to a degree program, students must sign all required documents to preserve intellectual property rights of the faculty and the University. The Chief Academic Officer furnishes intellectual property forms.

Assessment Policies

The OASIS Assessment Plan provides a systematic evaluation of indicators of student achievement, provides a orderly evaluation of the curriculum, provides a efficient evaluation of learning experiences and personnel, provides a regular evaluation of institutional purpose, objectives and goals in terms of actual outcomes, and uses the assessment outcomes in program and institutional changes.

Student progress is monitored by the faculty through pretest /posttest evaluations of the essential elements of each course. Each term professors use a Marked Profile for grading each student according to a Benchmark system. In addition to regular grading based on the essential elements of each course, students are evaluated based on developmental readings, class assignments, writing projects, and research.

Grade System

Two members of the Core Faculty evaluate all academic work. The professor who taught the course assigns the grade.

A -- (Exceptional Scholarship) - Faculty must identify areas of exceptional scholarship

B -- (Competent academic work) - A satisfactory pass on a marked profile process

X -- Faculty approved extension

NC -- No Credit

Marked Profile:

4-A

3.5-B+

3-B

2.5-B-

0- NC

Benchmark

Far exceeds standard

Exceeds the standard

Meets the standard

Minimally meets standard

Fails to meet the standard

4.0 FAR EXCEEDS THE STANDARD -- Student is able to utilize the process of syntheses and evaluation of course material and integrate and/or translate the theoretical constructs of the course/subject into practical application

3.5 EXCEEDS THE STANDARD-- Personal achievement, academic competency and/or cognitive growth are present in the work of the student as well as evidence of a process of evaluation of course/subject objectives

3.0 MEETS THE STANDARD-- Student work demonstrates an understanding and application of course objectives and evidence of a predisposition to apply course/subject content and values in life situations

2.5 MEETS THE STANDARD-- Student demonstrates evidence of an internalization and application of course/subject content

0 FAILS TO MEET THE STANDARD-- Student does not demonstrate sufficient evidence of an internalization and application of course/subject content and must repeat the course for credit

III. SCHOOLS AND DEGREE PROGRAMS

Interdisciplinary programs to serve mature adult learners

OMEGA SCHOOL FOR GENERAL STUDIES 38

First Degree Completion Studies

Interdisciplinary Studies

Specific Subject Studies

Professional Advancement

Education Courses

OMEGA SCHOOL FOR ADVANCED STUDIES 41

Educational Leadership

Family Life Education

Interdisciplinary Studies

Organizational Leadership for Nonprofits (NGO’s)

Research Information Technology

OMEGA SCHOOL FOR DOCTORAL STUDIES* 88

*Requires enrollment in Oxford Graduate School

( www.oxnetedu.org and/or www.dialedu.org )

Sociological Integration of Religion and Society

(with social research application to professional area)

W OMEGA SCHOOL FOR GENERAL STUDIES

OASIS University programs offer opportunities for interdisciplinary and concentrated social science studies. Each program is one academic structure that permits students to enter at different levels depending on previous educational achievements. Deficiencies at the baccalaureate level may be removed through the Omega School for General Studies. All Applicants must participate in a Program Orientation Workshop to begin any program including classroom and/or Web Based study though Directed Internet Assisted Learning (DIAL)

In reality many needs of the mature adults cannot be structured into a department curriculum or a specific studies program. A program of interdisciplinary and general studies seems the best means of meeting needs of older adults returning to school. The demand for older adult degree completion programs at the baccalaureate level and the need for introductory courses to various disciplines as well as subject courses for personal enrichment and professional advancement seem to fit best in general studies. The variety of courses needed for enrichment and educational re-certification are best offered in general studies format.

Orientation Subjects for all Degree Programs

Interdisciplinary Baccalaureate Studies

Masters Level Courses for Professional

Advancement and Re-certification

DEGREES AND EVALUATION PROCEDURES

Course/subject assessment by assignment, Learning Journal, and Essays

Orientation Workshops Are Required for all Degree Programs

All applicants must take the Program Orientation Workshop - The workshop is an orientation scheduled at the beginning of the program. During the workshop prior to choosing a study track, nine (9) semester hours of preparatory courses are earned during the first Term.

This introduces the philosophy of education upon which the programs are built, the derivative methods of interactive learning, and a philosophical rationale for purpose and objectives of higher education. It facilitates entry into the program. For those who have not been involved with formal education for several years it provides a comfortable re-entry to the processes of learning.

PHI 800-11 Philosophy of Adult Education [1]

FLE/OL 712-12; COM 912-11 Advanced Communications [1]

COM 803-12 Hermeneutics and Communication [2]

PHI 809-23 Self-Concept [2]

SR 968-22 Principles of Sociological Methodology [1]

SR 953-21 Research and Information Technology [1]

SR 809-22 Sociological Integration of Religion and Society [1]

A student is assigned a Faculty Supervisor, completes a Learning Contract and begins orientation studies. The Learning Contract provides an overall view of course work necessary to complete a Program of Study for a degree. The Learning Contract is broken down each Term Session into a Term Performance Agreement to assist students with tracking procedures of the program. A financial plan for tuition payments is also established during the workshop.

FIRST DEGREE LEVEL STUDY

Baccalaureate in General Studies is offered in two formats:

Bachelor of Studies [Interdisciplinary]

Bachelor of Studies [Specific Subject

Track One: A Baccalaureate Equivalency for probationary entry to a Master’s Program of Study may be based on Portfolio Credits. These credits may be assessed on the basis of age, maturity, English “O” and “A” levels, earned undergraduate credits, work experience, professional workshops, training seminars, awarded qualifications, credentials, professional standings, published works, and demonstrated competency. Applicants for Track One must be at least 35 years of age.

Track Two: The Interdisciplinary Baccalaureate is an individualized degree completion program for mature adults based on past credits, achievements, and academic assessments of prior learning. A Mentor will assist each student in formalizing a personal Learning Contract and establishing a calendar for completion. Specific subject selection will be negotiated based on the needs of the student and courses listed in the Prospectus. A student generated Portfolio will assist in contract development. A Bachelor of Studies (BSt) (Interdisciplinary) requires semester hours credit value in the following areas:

Program Orientation Workshop 9

General Education 30

Humanities 18

Major 30

Minor 18

Electives 15

TOTAL 120

Track Three: A research Baccalaureate in a specific subject is earned through reading and research, the writing of Subject Papers and a terminal Senior Essay based on a negotiated Learning Contract. During the required Program Orientation Workshop, the Learning Contract is structured and signed by both faculty and student. Track Three for the Bachelor of Studies is specifically designed for those who wish to proceed subsequently to Master’s study and research.

EXAMPLES OF FIRST DEGREE MAJOR FOR TRACK TWO

FLE 312 Communication – An examination of the human communication process, and an assessment of the student’s acquired knowledge in interpersonal communication as well as effective writing and public speaking skills. A consideration of common communication techniques in a wide range of disciplines, involving media, and information science. [NCFR # 5]

FLE 301.6 [3] Conflict, Cooperation, and Problem Solving – The student will compare and contrast the origins and development of conflict and cooperation. And examine mechanisms for managing and resolving conflict, making decisions that elicit support, and creating unity and long-term affiliation among family members. Skills for in-depth listening and for effective dialogue are presented and practiced. [NCFR # 5]

FLE 410.10 [3] Family Dynamics and Enrichment - Theories and approaches to marital and family enrichment are reviewed. Guidance to recognize that families face many different conditions, including those associated with context (e.g., three-generation households, elder care, dual career), composition (e.g., adoptive, foster, blended, disabled), crisis (e.g., divorce, remarriage, death, economic stress, violence, substance abuse). The influence of such conditions upon communication and other aspects of intra-family relationships are examined. [NCFR # 2]

FLE 407.9 [3] The Family: The Law and Public Policy - A study of how law and public policy affect the family structure and way of life. An overview of the historical development of law and public policies related to families. [NCFR # 8]

FLE 507.1 [3] Family Life Education and Methodology - An understanding of the general philosophy and broad principles of family life education in conjunction with the ability to plan, implement, and evaluate such educational programs. Based on knowledge of planning and implementing family life education programs; evaluating family life education materials, student progress, and program effectiveness. Using a variety of educational techniques in the presentation of a family life education program; sensitivity to others to enhance educational effectiveness; sensitivity to community concerns and values, and an understanding of the relationship between one's culture, values/beliefs and family life education issues. [NCFR # 10]

FLE 511.1 [3] Family Resource Management - A study of the management of human and material resources designed to develop competence with and responsibility for goods and services available to a family in contemporary society. Recognition of types of resources, processes for planning and implementing wise management. The principles and skills of evaluating family resources, setting goals, decision-making, and implementing plans to fulfill the goals are presented. The student will combine learning general principles with selectively applying them to his/her own culture and environment. [NCFR # 6]

FL 509.5 [3] Human Development: Early Years A study of physical, emotional, cognitive, social, moral/spiritual, and personality factors as they influence development through the life cycle stages of prenatal, infancy, early and middle childhood, and adolescence. Seminal theorists with alternate perspectives are referenced, allowing students to identify family life strategies most explanatory and helpful to their context. An application to helping parents effectively relate to and care for family members is emphasized. [NCFR #3]

FLE 509.4 [3] Human Development: Adulthood and Aging - A study of physical, emotional, cognitive, social, moral/spiritual, and personality factors as they influence development over the course of adult years, through the aging process, and death. The changing role of parents in relationship to adult siblings, and the condition of siblings caring for aging parents are examined. The identification of material that is explanatory and helpful to the student’s personal and/or professional environmental context is emphasized. [NCFR #3]

FLE 509.6 [3] Human Sexuality - An overview of the basics of sexual anatomy, physiology, and development needed for workers in family life education.. The student will acquire an understanding of human sexual response, concepts of sex therapies, and human sexual dysfunction. Also, included are understanding sexual abuse and violence, family planning, different sexual behavior, and the importance of the counselor in the role of sex educator. [NCFR # 4]

FLE 512.4 [3] Internship – Forty-five clock hours of activity delivering family life education. This shall be preventive and growth oriented, rather than therapy, counseling, social work, early childhood education, etc. If possible, this shall be under the supervision of a Certified Family Life Educator. If not, it shall be under the supervision of an experienced professional who is working in any capacity that fits within family life education as broadly defined by the National Council on Family Relations. The aims, conditions, and activities of the internship shall be approved by the faculty prior to the starting date. [NCFR Required]

FLE 510.5 [3] Parent Education and Guidance- An examination of how concepts of childhood, adolescence and young adulthood have changed in Europe since the Middle Ages and in the West since the colonial era. These changes have affected other countries. Special attention will be given to the role of parents and the changing concepts of parenting in the country of residence of the student. [MCFR # 7]

FLE 501-1 Professional Ethics and Society - An exploration of the issues, standards, and tensions that exist within professional ethics, personal morals, the social structure, and government. Special attention will be given to ethics in organizations and the application of ethics in the students chosen profession.. The ethical issues unique to, or held in common among, the professions will be investigated with each student dealing particularly with ethics in his/her profession. The relationship and tensions among personal morals, belief systems, professional ethics, and the structures, norms and laws of society will be studied. [NCFR # 9]

FLE 509-1 [3] Self Concept - A colloquium establishing the parameters and components of self-concept and its relevance for understanding individuals in a social group. Specific case studies are analyzed to illustrate different aspects of self-concept and its relation to self-esteem. [NCFR # 3]

FLE 507.3 [3] Sociology of The Family - The origin and development of the family as a social institution, the contemporary family in various cultures, the relationship of the family to the economic, political, religious, and educational institutions in society. [NCFR # 1]

Master of Studies in Organizational Leadership for Nonprofits

(39 Semester Hours) leading to the master’s degree with a Certificate in International Business

English from the Delegacy of Local Examinations

The objective is to equip graduates to understand and implement qualities of effective leadership to the benefit of a particular organization in such ways that its policies and practices enhance social good concurrently with achieving organizational objectives. The curriculum is designed to improve the work of persons at every level of participation: employees from entry-level to CEO, board members, consultants, and educators. Because the curriculum deals with generic phenomena and principles, it is as applicable to leadership within an organized group, mission agency, educational institution, as it is to corporate life, governmental supervision, or the community leadership. The principles of group and interpersonal dynamics that are true in one arena are true in others. Where cultural specific data is required, it will be furnished by faculty and through class research assignments. Students in this track will be equipped to sit the International Business English Certificate by examination from the Delegacy of Local Examinations, University of Oxford.

Curriculum for Organizational Leadership for Nonprofits

OL 411.43 –Accounting for Advancement and Assessment Study the basic accounting principles as they pertain to management of the usual accounting reports within an enterprise or institution. No previous training in accounting is required. ELECTIVE

OL 411.53 – Business Law Study of case problems relating to the applications of the laws concerning contract, agency, property, and business and institutional organizations. ELECTIVE

OL 412-12 Communication – An examination of the human communication process, and an assessment of the student’s acquired knowledge in interpersonal communication as well as effective writing and public speaking skills. A consideration of common communication techniques in a wide range of disciplines, involving media, and information science.

OL 401.23 Conflict, Cooperation, and Problem Solving – The student will compare and contrast the origins and development of conflict and cooperation. And examine mechanisms for managing and resolving conflict, making decisions that elicit support, and creating unity and long-term affiliation among family members. Skills for in-depth listening and for effective dialogue are presented and practiced.

OL 500.23 Communication Skills and Assertiveness – An examination of communication theories and skills, psycholinguistic principles, and theory and strategies of assertiveness training. Attention given to goal setting, role playing, alternative behavior, evaluating consequences, and implementation of assertive behavior. Application to individuals and couples will be discussed.

OL 501-23 Professional Ethics and Society - An exploration of the issues, standards, and tensions that exist within professional ethics, personal morals, the social structure, and government. Special attention will be given to ethics in organizations and the application of ethics in the students chosen profession.. The ethical issues unique to, or held in common among, the professions will be investigated with each student dealing particularly with ethics in his/her profession. The relationship and tensions among personal morals, belief systems, professional ethics, and the structures, norms and laws of society will be studied.

OL 509.23 – Foundations of Human Behavior This course surveys major theories of human behavior. The concepts and definitions held by several philosophical and psychological schools are reviewed. Their history, research evidence, and implications for contemporary organizational life and for issues within contemporary global society are explored

OL 610.33 Human Relation Skills for a Pluralistic Society - An understanding of human relations' skills for effective interpersonal communication. The focus is on skill development, cultural and values differences among ethnic, racial, religious, and other social groups. These skills have generic application for professionals in educational, community, family, work, and leisure time settings.

OL 507.43 Leadership in the Nonprofit Organization - A colloquium, which considers the formal and informal aspects of administration and organization with emphasis on life-cycle leadership and application to the structure, processes, and behavior of, organized groups.

OL 611.33 – Mentoring and Coaching in Leadership and Supervision A review of theory-based methodology of employee guidance and facilitation. Advantages and hazards of mentoring/coaching compared with other leadership styles, with emphasis on the corporate culture prevalent among nonprofit organizations. Opportunity to apply skills consistent with the theory to a student-selected relationship within the professional (or familial) context.

OL 511.23– Organizational Theory This course examines leadership, power, authority, problem resolution, and the impact of organizational structure in relation to management style in educational, religious, business, and governmental institutions.

OL 510.13– Principles of Sociological Research - An introduction to research methodology used in sociological research. Content emphasizes significant concepts, terms, and procedures widely used and applicable to management of nonprofit organizations. The use of basic statistics and research design, sufficient to enable students to complete a short research project yielding rigorous data to answer a relevant question within their professional or personal context.

OL 512.43 – Practicum in Selected Field of Study Under the supervision of a faculty advisor the student prepares a research proposal for approval and completes a research practicum for evaluation by an employer and the faculty advisor.

OL 508.33 – Reasoning and Persuasion A survey of essential concepts that enable the formation of logical argumentation to support one’s beliefs. Examination of research into the psychology of persuasion and principles of one-to-one or small group influence. Both transcultural and unique factors are considered. Opportunity to apply learning and to develop skills through a case presentation on a student-selected issue.

OL 512.43 Statistics - A basic study of descriptive and inferential statistics. Included under descriptive statistics are frequency distributions, measures of central tendency and dispersion, probability, Baye's theorem, binomial distribution, and interval estimation. Inferential statistics will include sampling and sampling distributions, hypothesis testing, simple linear regression, correlation, and Chi-Square. ELECTIVE

BACCALAUREATE ELECTIVES (See Term Calendar or Program Coordinator)

MASTERS LEVEL STUDY

Masters Level Courses for Advancement and Re-certification

Re-certification courses for Teachers
Re-certification courses for Alcohol or Drug Abuse Counselors
Advancement courses are available for career professionals

Subjects for Professional Advancement and Educational Re-Certification

(See Program Coordinator)

W OMEGA SCHOOL FOR ADVANCED STUDIES

The multitude of baccalaureate programs and the wide range of professional experience older adults bring to the level of masters studies demand an interdisciplinary approach. Many courses are common to several programs and those who teach in the major fields best know the needs of the students preparing for their courses. Also, there are a variety of methods and mechanisms for assessing and evaluating academic quality and credit. This seems best done in an interdisciplinary environment. Specific Masters Degrees depend on the Subject and the Assessment Procedure.

Masters in Family Life Education

Masters in Organizational Leadership for Nonprofits (NGO’S)

Masters in Interdisciplinary Studies

Masters in Research Information Technology and Library Science

DEGREES AND EVALUATION PROCEDURES

Master of Studies (MSt)

Exam by subject assignments, developmental readings, and Essay

Master of Education (MAT)

Evaluation by course assignments, team projects, and Terminal Exhibit

Master of Letters (MLitt)

Subject Reading, Learning Journal and Essays

Applicants with less than thirty (30) cohesive graduate hours must remove deficiencies through the School For Advanced Studies.

Masters Degree Courses

Master of Studies in Family Life Education

(39 Semester Hours) leading to the masters degree and certification as a Certified Family Life Educator (CFLE).

Curriculum for Certified Family Life Educator (CFLE)

The OASIS curriculum and resources for Family Life Curriculum came directly from the Standards of the National Council on Family Relations (NCFR Minneapolis, MN). NCFR furnishes curriculum guides, lesson plans and supplemental resources for all Family Life subjects. Although all materials needed for NCFR approval of university and college family degree programs are furnished, each educational institution is permitted by NCFR to present the curriculum in the context of their environment. The curriculum has been adapted to Japan, Republic of China (Formosa), Haiti, Hispanic, and by nine State Universities to fit their curriculum environment.

Oasis University has received both approval and encouragement to adapt the near universal curriculum to the Caribbean environment. This process is ongoing as student assignments are assessed based on discover of local resources. As faculty members interact with student generated material, newly discovered resources and the cultural environment of families, the presentation of the subjects evolve and become more and more adapted to the Caribbean environment. The NCFR guidelines provide ten (10) curriculum areas that must be addressed in a certifiable degree program. The curriculum guideline used by the faculty to develop the following subjects are indicated as [NCFR # 1- 10].

Curriculum for Certified Family Life Educator (CFLE)

FLE 712 Communication – An examination of the human communication process, and an assessment of the student’s acquired knowledge in interpersonal communication as well as effective writing and public speaking skills. A consideration of common communication techniques in a wide range of disciplines, involving media, and information science. [NCFR # 5]

FLE 701.6 [3] Conflict, Cooperation, and Problem Solving – The student will compare and contrast the origins and development of conflict and cooperation. And examine mechanisms for managing and resolving conflict, making decisions that elicit support, and creating unity and long-term affiliation among family members. Skills for in-depth listening and for effective dialogue are presented and practiced. [NCFR # 5]

FLE 710.10 [3] Family Dynamics and Enrichment - Theories and approaches to marital and family enrichment are reviewed. Guidance to recognize that families face many different conditions, including those associated with context (e.g., three-generation households, elder care, dual career), composition (e.g., adoptive, foster, blended, disabled), crisis (e.g., divorce, remarriage, death, economic stress, violence, substance abuse). The influence of such conditions upon communication and other aspects of intra-family relationships are examined. [NCFR # 2]

FLE 707.9 [3] The Family: The Law and Public Policy - A study of how law and public policy affect the family structure and way of life. An overview of the historical development of law and public policies related to families. [NCFR # 8]

FLE 711.1 [3] Family Resource Management - A study of the management of human and material resources designed to develop competence with and responsibility for goods and services available to a family in contemporary society. Recognition of types of resources, processes for planning and implementing wise management. The principles and skills of evaluating family resources, setting goals, decision-making, and implementing plans to fulfill the goals are presented. The student will combine learning general principles with selectively applying them to his/her own culture and environment. [NCFR # 6]

FL 709.5 [3] Human Development: Early Years A study of physical, emotional, cognitive, social, moral/spiritual, and personality factors as they influence development through the life cycle stages of prenatal, infancy, early and middle childhood, and adolescence. Seminal theorists with alternate perspectives are referenced, allowing students to identify family life strategies most explanatory and helpful to their context. An application to helping parents effectively relate to and care for family members is emphasized. [NCFR #3]

FLE 709.4 [3] Human Development: Adulthood and Aging - A study of physical, emotional, cognitive, social, moral/spiritual, and personality factors as they influence development over the course of adult years, through the aging process, and death. The changing role of parents in relationship to adult siblings, and the condition of siblings caring for aging parents are examined. The identification of material that is explanatory and helpful to the student’s personal and/or professional environmental context is emphasized. [NCFR #3]

FLE 609.6 [3] Human Sexuality - An overview of the basics of sexual anatomy, physiology, and development needed for workers in family life education.. The student will acquire an understanding of human sexual response, concepts of sex therapies, and human sexual dysfunction. Also, included are understanding sexual abuse and violence, family planning, different sexual behavior, and the importance of the counselor in the role of sex educator. [NCFR # 4]

FLE 712.4 [3] Internship – Forty-five clock hours of activity delivering family life education. This shall be preventive and growth oriented, rather than therapy, counseling, social work, early childhood education, etc. If possible, this shall be under the supervision of a Certified Family Life Educator. If not, it shall be under the supervision of an experienced professional who is working in any capacity that fits within family life education as broadly defined by the National Council on Family Relations. The aims, conditions, and activities of the internship shall be approved by the faculty prior to the starting date. [NCFR Required]

FLE 601-1 Professional Ethics and Society - An exploration of the issues, standards, and tensions that exist within professional ethics, personal morals, the social structure, and government. Special attention will be given to ethics in organizations and the application of ethics in the students chosen profession.. The ethical issues unique to, or held in common among, the professions will be investigated with each student dealing particularly with ethics in his/her profession. The relationship and tensions among personal morals, belief systems, professional ethics, and the structures, norms and laws of society will be studied. [NCFR # 9]

Master of Studies in Organizational Leadership for Nonprofits

(39 Semester Hours) leading to the master’s degree with a Certificate in International Business English

from the Delegacy of Local Examinations

Curriculum for Organizational Leadership for Nonprofits

OL 611.43 –Accounting for Advancement and Assessment Study the basic accounting principles as they pertain to management of the usual accounting reports within an enterprise or institution. No previous training in accounting is required. ELECTIVE

OL 511.53 – Business Law Study of case problems relating to the applications of the laws concerning contract, agency, property, and business and institutional organizations. ELECTIVE

OL 512-12 Communication – An examination of the human communication process, and an assessment of the student’s acquired knowledge in interpersonal communication as well as effective writing and public speaking skills. A consideration of common communication techniques in a wide range of disciplines, involving media, and information science.

OL 601.23 Conflict, Cooperation, and Problem Solving – The student will compare and contrast the origins and development of conflict and cooperation. And examine mechanisms for managing and resolving conflict, making decisions that elicit support, and creating unity and long-term affiliation among family members. Skills for in-depth listening and for effective dialogue are presented and practiced.

OL 600.23 Communication Skills and Assertiveness – An examination of communication theories and skills, psycholinguistic principles, and theory and strategies of assertiveness training. Attention given to goal setting, role playing, alternative behavior, evaluating consequences, and implementation of assertive behavior. Application to individuals and couples will be discussed.

OL 601-23 Professional Ethics and Society - An exploration of the issues, standards, and tensions that exist within professional ethics, personal morals, the social structure, and government. Special attention will be given to ethics in organizations and the application of ethics in the students chosen profession.. The ethical issues unique to, or held in common among, the professions will be investigated with each student dealing particularly with ethics in his/her profession. The relationship and tensions among personal morals, belief systems, professional ethics, and the structures, norms and laws of society will be studied.

OL 607.43 Leadership in the Nonprofit Organization - A colloquium, which considers the formal and informal aspects of administration and organization with emphasis on life-cycle leadership and application to the structure, processes, and behavior of, organized groups.

OL 612.43 – Practicum in Selected Field of Study Under the supervision of a faculty advisor the student prepares a research proposal for approval and completes a research practicum for evaluation by an employer and the faculty advisor.

OL 612.43 Statistics - A basic study of descriptive and inferential statistics. Included under descriptive statistics are frequency distributions, measures of central tendency and dispersion, probability, Baye's theorem, binomial distribution, and interval estimation. Inferential statistics will include sampling and sampling distributions, hypothesis testing, simple linear regression, correlation, and Chi-Square. ELECTIVE

MASTERS LEVEL STUDIES IN RESEARCH AND INFORMATION TECHNOLOGY

A Master’s degree program in Research and Information Technology with a cognate in

Research Design or Library Technology for information professionals.

Courses available online at http://www.dialedu.org via password for registered students. Choose ten (10) of the following courses.

The first Masters Class

RIT 600 The Social Aspects of Information Technology -- Surveys the professional, social, ethical, and legal issues that affect information service professionals and organizations. Addresses such topics as information law, access, ownership, and censorship. Studies professional organizations and the sociology of professions.

RIT601: Orientation to the Electronic Learning Environment -- Presents applied information retrieval as the foundation for information services. Provides an overview of present-day online resources and their printed counterparts. Focuses on the design and structure of tools used for answering questions and satisfying subject interests for clienteles. Emphasizes techniques for building effective strategies for searching large-scale retrieval systems, including the Internet. Gives opportunities to compare search engines and to evaluate retrievals

RIT602: Internet Assisted Learning Systems -- Introduces students to the theoretical underpinnings of information retrieval (IR), an active and rapidly growing branch of applied computational science. Focuses on computer applications to document representation and indexing, as well as the storage, retrieval, and distribution of digital information. Emphasizes applying IR theories and practices to website indexing and web search engines. . Includes a tutorial on the use of the Directed Internet Assisted Learning System -- D.I.A.L. System

RIT603: Organization of Information for Research -- A tutorial on the use of the Citation Program to organize data from reading into a learning log in preparation for a research project.

RIT604: Digital Learning Resources -- Introduces research and development in the world of digital libraries. Focuses on intellectual access to digital information resources. Topics include foundations and architectures of digital libraries, searching and resource organizing, knowledge representations and discovery, metadata and standards, interfaces and information visualization, intellectual property rights, and electronic publishing. This course includes a tutorial on the use of Questia, NetLibrary, etc.

RIT705: Database Technology Access and Use – Exposure to the Proquest system of database utilization in a research project..

RIT706: Computer Assisted Data Analysis – A tutorial on the use of the data analysis program WINKS to prepare a statistical testing of hypotheses in social research.

RIT707: Collection Development -- Introduces the basic steps of collection development, including community analysis, preparation of policy, criteria for selection of materials, acquisition, weeding and evaluation. Explores a variety of related issues, including the impact of electronic access on collection development.

RIT708: Information Resource Design -- Offers a hands-on introduction to creating sophisticated websites to support users' information needs. Covers website design, implementation, and evaluation. Requires the student to establish a website, compose its text and graphic files, use scripts for interactive application, install a search engine, and create reports on usage. This course includes the construction and use of Power Point presentations for reporting research findings.

RIT709: Classification and LOC Cataloging -- Introduces and provides intensive practice in the fundamentals of library cataloging and classification with primary focus on modern printed materials, but also includes reference to other media. Instruction on critical reading, interpretation, and use of current professional standards and documentation for the creation of MARC records. Encompasses discussion of relevant historical and theoretical issues in the construction of contemporary bibliographic databases.

RIT710: Information Analysis -- Presents information systems development as a life-cycle process, incorporating problem definition, modeling and analysis, system design, implementation, evaluation, support, and maintenance. Provides an introduction to those modeling and analysis tools and techniques necessary for leveraging information and information technologies to achieve business objectives. Gives students practice in modeling information systems with respect to functions (functional decomposition) processes (dynamic modeling) and data (data-flow diagramming).

RIT 711 Research Methodology -- Focuses on formulating researchable problems, sampling, data gathering, and computer-assisted analysis of data. Develops skills for preparing reports and presentations and for reading research literatures.

RIT 712 Organizational Research -- Surveys basic statistical, tabular, and graphic methods as applied to decision making, requirements analyses, user studies, and implementation of change in information organizations when generalizability of results beyond the organization is not a primary concern.

MASTERS LEVEL STUDIES IN TEACHING AND EDUCATIONAL LEADERSHIP

[Offered through Alliance Partnership with International Graduate School and the University of St. Thomas

All CTED Courses are offer ONLINE and provide 3 Graduate Credits by the University of St. Thomas and accredited by the North Central Association of Colleges and Schools (NCA) and the School of Education by the Teacher Education Accreditation Council (TEAC) affiliate.

CTED 511 - BRAIN BASED LEARNING (K-12)©-- Activities, activities, activities. Activities is what this instructor will give you to help you integrate brain research into the classroom. He will also provide you the current thinking about why and how brain research is an absolute “must” for teachers. This class is delivered totally online in the comfort of your own kitchen or classroom. If you have never taken a class online now is your opportunity. It is a fun and exciting way to learn.

CTED 513 - DEVELOPING MORAL INTELLIGENCE: CHARACTER EDUCATION WITH A NEW TWIST (K-12)©--This course is designed to give teachers, guidance counselors and administrators the skills necessary to incorporate, cultivate and develop morality education within any given curriculum in a public school setting. The course focus includes how to specifically impact the seven essential virtues, why they are needed and how they are taught as well as an understanding of the crucial role teachers play in strengthening the conscience and guiding behavior. Ideas will be generated in order to create a moral classroom environment, which will have applications for building strong ethical foundations in today’s youth. The course includes methodologies as well as practical strategies for supporting moral intelligence, including the incorporation of a service-learning component in the classroom. Lots of ideas, materials, strategies and activities will be shared.

CTED 518 - GREAT TEACHERS, GREAT TEACHING AND GREAT ACTIVITIES (K-12)©-- Who are the great teachers of this world: past or present? What can we learn from Aristotle, Socrates, Piaget, Abraham Maslow, Marva Collins, Jaime Escalante, and other experts on great teaching? This course is designed to help teachers study teachers who do things exceptionally well (e.g. the national and state teachers of the year) and from whom professional educators can learn what it means to rise above being "a good teacher."

CTED 548 - ACTIVE STUDENT LED LEARNING (K-12)© is three (3) semester hour continuing education graduate course is intended to show classroom teachers how to empower students to become more responsible for their own learning. This course will help participants learn the skills necessary for developing and empowering their students as teachers and measuring their growth as a result. A close review of the research by Goodland, Glaser, Bloom, and others will be made to support the methods advocated. A unique blending of the Johnson, Pino and Slavin model(s) of interactive student led learning will be studied. A large bundle of ideas, materials, strategies will be given to participants. The expected outcome is a student managed and instructed classroom.

CTED 551 - BAM! KICK UP YOUR TEACHING A NOTCH - SUPER TEACHING (K-12)©-- This three-semester hour continuing graduate course will help you put the "BAM" into your teaching. By practicing the strategies covered in this class, teachers can raise their teaching and student learning to another level. This course is filled with over 1,000 practical teaching strategies that will not just help you survive as a teacher, but thrive as a "super" teacher. Current research-based theories and concepts of excellent instructional techniques will be reviewed as well as related broad based learning strategies. The intended result will be a teacher who is more knowledgeable and understanding of the qualities of a "super teacher" and better prepared with ideas, materials, strategies and activities to achieve this end.

CTED 553 - A COMPREHENSIVE FOCUS ON CHILDREN'S LITERATURE AND READING STRATEGIES (K-12)©-- This 3-hour continuing graduate course is intended to provide teachers with access to the latest and best literature for K-8 students and the expertise on how to use this knowledge wisely in the classroom. Participants will administer and assess a reading questionnaire asking their students how they define "Good Reading". They will use that information along with information gained from reading several comprehension articles and professional resources to create an action plan to be used in their classroom. Participants will also study comprehension strategies to use in the classroom to improve student learning. Ready-made lists from a variety of sources will be compiled to determine what experts believe are outstanding pieces of literature. Book lists and book recommendations will be created and shared with all participants in this course. The expected outcome will be enhanced knowledge, understanding and the ability to use literature in a better way to improve achievement scores. Lots of fresh ideas, materials, activities, and strategies will help participants achieve this outcome.

CTED 557 - REACHING THE RELUCTANT LEARNER (K-12)©--All teachers and administrators have and/or are currently experiencing students who are creating a difficult professional challenge. These students are usually behind academically, socially, and/or behaviorally but probably don’t qualify for pupil services. The course will answer the question: What do you do with those you don’t know how to deal with. This course overviews causes of underachievement and presents both intervention and prevention strategies.

CTED 564 - IMPROVING INSTRUCTION: USING MULTIPLE INTELLIGENCE AND BRAIN-BASED RESEARCH (K-12)© -- This three-hour continuing education graduate course provides participants an opportunity to study Howard Gardner’s Theory of Multiple Intelligences and related recent brain research. Participants then may apply that body of knowledge to improving their instructional practices. As many as 95% of the students we label as "at risk" are body-kinesthetic learners. They can learn anything we want them to know if we teach to their strengths and intelligences. Learn how to improve your teaching based on recent brain research findings and how to adapt your teaching to the students’ multiple intelligence. The intended outcome of the course is for participants to be able to identify the best learning style for all students and then be able to translate these findings into the most effective teaching strategies for each learner. Plenty of ideas, materials, activities and strategies will be presented and processed.

CTED 564 - IMPROVING INSTRUCTION: USING MULTIPLE INTELLIGENCE AND BRAIN-BASED RESEARCH (K-12)© -- This three-hour continuing education graduate course provides participants an opportunity to study Howard Gardner’s Theory of Multiple Intelligences and related recent brain research. Participants then may apply that body of knowledge to improving their instructional practices. As many as 95% of the students we label as "at risk" are body-kinesthetic learners. They can learn anything we want them to know if we teach to their strengths and intelligences. Learn how to improve your teaching based on recent brain research findings and how to adapt your teaching to the students’ multiple intelligence. The intended outcome of the course is for participants to be able to identify the best learning style for all students and then be able to translate these findings into the most effective teaching strategies for each learner. Plenty of ideas, materials, activities and strategies will be presented and processed.

CTED 585 - TEACHING MORE WITH LESS STRESS (K-12)©-- This graduate level course has been carefully designed for classroom teachers and administrators in dealing with problems which are stressing you out and relating issues of energy burnout. It also deals with students pick-me-ups and drag-me-downs. Lots of ideas, materials, activities and strategies. There is plenty of sharing with other students in the course but there are no full class meetings to ease your scheduling conflicts.

CTED 587 - DISCIPLINE STRATEGIES THAT WORK (K-12)©-- Teachers leave this course with practical techniques that can be used immediately. The techniques you will learn can change your class by teaching students to own and solve their own problems, teaching responsibility, reducing power struggles, dealing with the resistant learner and maintaining control without battles. You’ll enjoy teaching again

CTED 600 - TEACHING THE 9/11 GENERATION (K-12)©-- "Teaching the 9/11 Generation" is a practical, how to, experience that provides the classroom teacher with ideas and strategies on how to teach today's student who has been greatly influenced by this period of time and of course, the events of 9/11. Through a search of literature, participants will become more familiar with the needs and characteristics of today's young people. Participants will also examine what teaching skills are especially successful in reaching the 9/11 generation. The course will examine current literature on how addressing the needs of the 9/11 generation can translate into greater student learning

CTED682 - eBOARD - ELECTRONIC CORK BOARD FOR TEACHERS (K-12)©-- Learn how to eBoard an electronic corkboard. Easily post homework assignments, schedules, calendars and due dates on the Internet. Develop helpful links to websites, photos, class projects and attachments. Communication will be improved for student, staff and parents via email and inotes and much, much more. This Internet course is designed for the Novice Internet user working at an independent pace who wishes to use the Internet to better communicate with students, staff and parents.

CTED 688 - WEBQUESTS FOR THE K-12 CLASSROOM (K-12)©-- The purpose of this course is to develop the basic skills and knowledge needed to create WebQuests that can be used in the K-12 classroom. A WebQuest is an assignment which asks students to use the World Wide Web to learn about a specific curriculum related topic. You will learn a systematic approach to planning, developing and implementing WebQuests and posting them to the Internet. Participants will design and create WebQuests that support their curriculum and promote higher level thinking skills in their students. Participants will be guided step-by-step in design and posting WebQuests to the Internet. Finally, the course discusses the changes in teaching style that are required by the use of WebQuests as an integrated part of your curriculum. No previous knowledge of web page design is required. You will collaborate with fellow teachers in the process via email and on line group sessions.

CTED 696 - CREATING RESPONSE-ABLE LEARNERS (K-12)©-- Students in this 3 hour continuing education graduate course will learn strategies for modeling and teaching responsible student behavior. Participants will learn how to give their students models of expectations, accountability, organization, goal setting, internal standards and more. Students will obtain tools and verbal strategies that can eliminate learned helplessness and other irresponsible behavior. Students will form a Plan of Action to implement the strategies learned.

CTED 731 - ROUND PEGS SQUARE HOLES: MAKING THEM FIT (K-12)©-- This class focuses on meeting the needs of the special education or at risk students in the regular education classroom. Participants study how to meet the diverse needs of these students in inclusive environments, explore effective instructional strategies, make adaptations and modifications to the regular curriculum, and apply their understandings to the classroom. This course will provide you with the ability to reach the special learner by providing techniques and classroom activities to assist you in altering instructional practices so that they are more individualized. Emphasis will also be on how to facilitate effective collaboration for inclusion. Whether you are a general educator, special educator, guidance counselor or administrator this class will allow you to maximize success for all children in typical settings.

CTED 742 - FUN IN THE CLASSROOM EQUALS HIGHER STUDENT PERFORMANCE (K-12)©-- "Fun In The Classroom Equals Higher Student Performance" is a practical, how to, experience that provides the classroom teacher with a variety of ways to create a fun and enjoyable classroom. Participants will actively participate in numerous activities that: (1) bring humor to the classroom; (2) help students get to know one another; (3) encourage lateral thinking; (4) encourage student cooperation in the classroom; (5) build classroom trust; and (6) are intended for use in a specific content area (physical education, art, science, etc). The course will examine current literature on how a fun and enjoyable classroom can translate into greater student learning.

CTED 751 - CURRENT EVENTS AND THE INFORMATION AGE: USING THE INTERNET IN THE K-12 LANGUAGE ARTS AND SOCIAL STUDIES CLASSROOM(K-12)© -- Learn how current events and news is made available on the Internet. Discover the source of news and how to judge their accuracy, fairness, and balance. Provide the framework for students to use the Internet as a resource for news and current information to enable them to make informed decisions about issues of local, national, and international significance. Determine the best age and curriculum appropriate Internet sources for use in the K-12 language arts and social studies classroom.

CTED 921 - PHOTOSHOP IN THE CLASSROOM: LEARNING IN THE DIGITAL AGE (K-12)©-- Photoshop in the Classroom is designed to introduce this powerful program to teachers. Participants will learn the basics of the software, scanning procedures, digital photography and storage and retrieval of images on the Internet. Participants will create projects for use in the classroom and also learn how to involve their students in the use of Photoshop. As result of participation in this course students will: Become familiar with the basic techniques of Photoshop: Create and store digital images via scanner, camera and software; Become proficient in the digital world of scanners, cameras, CDs and DVDs; Increase understanding by creating and manipulating digital images; Complete projects utilizing the skills learned in this class; Locate and utilize web storage for digital images; Design and complete creative projects for use in the K-12 classroom; Integrate Photoshop images with MS Word and PowerPoint ; Select, design and develop materials and strategies to use in the classroom; Develop the ability to integrate the new technology across the curriculum at all levels.

OASIS Faculty Guidance for Developmental Readings in Masters Subject Areas

Advance Standing and Transfer Credit

Normally, few credits earned at the graduate level are transferable to another institution. Transfer of credit is controlled by the receiving institution, and accreditation does not guarantee transferability to a specific degree program. Instead of direct transfer of credits from other institutions, faculty judged competency based on transcript or certification, may be translated into semester hours of advanced standing credits and Competency Assessment Points based compatibility with the program. Thirty (30) cohesive semester hours that provide a foundation for doctoral study are accepted for admission and 30 Competency Assessment Points. Advanced standing relates to the level of academic work -- not to the cost of the program.

Applicants approach graduate studies from a variety of academic backgrounds. To receive advance standing credit, previous or projected studies should be compatible with doctoral subjects. Master’s studies are normally assessed based on groupings of cohesive courses. Twelve (12) such groupings are suggested here.

Faculty supervision and guidance are available in negotiating a Masters Learning Contract based on courses and developmental readings in the following interdisciplinary areas:

Education – EDU

Ethics – ETH

History – HIS

Literature – LIT

Interdisciplinary Studies IS

Management – MAN

New Testament – NT

Old Testament – OT

Philosophy – PHI

Psychology – PSY

Sociology – SOC

Social Issues –SI

Theology – TH

Interdisciplinary and Multicultural Courses. All course work must be applied to the country of residence of the student.

Education

EDU 500-1 Directed Study - Investigation of special topics under faculty supervision.

EDU 500-2 Comparative Education - Research directed towards investigating the similarities and differences in education across cultures. Attention will be given to the various ways education helps to shape experience and perception.

EDU 500-3 Educational Philosophy - The development of a personal educational philosophy based on a survey of influential philosophies of education.

EDU 500-4 Readings in Education and Morality - The reading and review of pivotal texts in the field of education and morality.

EDU 500-5 Communication Skills and Assertiveness - This course examines communication theories and skills, psycholinguistic principles, and theory and strategies of assertiveness training. Attention given to goal setting, role playing, alternative behavior, evaluating consequences, and implementation of assertive behavior. Application to individuals and couples will be discussed.

EDU 500-6 Child Development - Research on the development of a child from infancy through early adolescence. The student will examine various theories of child development.

EDU 800-1 Supervision Theory and Research - With emphasis on supervision designed to improve instructional techniques, identify and evaluate supervision procedures drawn from theory, research, and personal experience.

EDU 800-2 Administrative Theory and Practice - Research the major theories and related research in the administration, governance, financial, and legal structure of educational institutions. It includes administrative task, roles, and personal experience.

EDU 800-3 Organizational Theory and Practice - With emphasis on understanding leadership power in education, authority, and conflict resolution, diagnose organizational variables, prescription of interventions, and personal experience.

EDU 800-4 Cognitive Development - Research on the major stages of cognitive development from infancy through adulthood. Special emphasis will be placed on problem solving, thinking, memory, concept formation, cognitive styles, and moral development theories.

EDU 800-5 Principles of Counseling Guidance - This course covers the philosophy, functions, management, and operation of a counseling and guidance program in elementary and secondary schools.

EDU 800-6 Organizational Theory and Techniques in Counseling and Personnel Services -Identification of the need for counseling and human resource development programs in the work place. Employee assistance programs, training and development, managed care, and career development issues will be addressed. The course content can be considered for a variety of work settings such as business and industry, educational institutions, and mental health facilities.

EDU 600-7 Education and Psychological Measurement - This course covers the basic principles of measurement and evaluation, including the concepts of validity, reliability, and test norms. The basic descriptive statistics necessary for understanding psychometric properties of tests are introduced. This course also covers test construction and includes both teacher-made tests and standardized tests of achievement, attitude, and personality interests.

EDU 600-8 Current Issues in Education - Special topics including curriculum, finances, program development, student problems, educational theories, and other issues of current interest will be examined and discussed.

EDU 600-9 Theories of Learning - Study of primary theories of learning from which teaching methodology has been developed. Emphasis is on learning theory and other psychological theories of learning.

EDU 600-10 Practicum - Supervised internship in student's area of specialization in an elementary or secondary school setting.

EDU 600-11 Social and Historical Foundations - The social, historical, and philosophical foundations of education as applied to the educational system from elementary school through higher education.

EDU 600-12 Curriculum: Theories and Design - Objectives, theory, issues in relation to principles of learning, needs of students, critical analysis of curriculum trends and role of the teachers in curriculum development. Special sections dealing with elementary, secondary and higher education will be considered when appropriate.

EDU 600-13 Public Relations - Various theories of public relations development as it relates to public opinion will be studied. Attention is given to the proper procedures and disseminating information so that it is perceived as being factual and accurate by the public.

Ethics

ET 501-1 Directed Study -Investigation of special topics under faculty supervision.

ET 501-2 Selected Problems in Christian Ethics - Research on one problem in contemporary Christian Ethics. The justification of a particular methodology and the preparation of a selected bibliography is to be a part of the student's research.

ET 501-3 Philosophy of Christian Service - The student will develop a Biblical philosophy of Christian service as it relates to a career or vocation and formulate Biblical principles of organization and administration for study and application to a specific form of Christian service. Emphasis is placed on leadership, planning, evaluation, priorities, delegation, change, and discipleship.

to study the relationship between morality and social structure. Examine liberty and duty, equality and hierarchy, the family, and the individualistic implications of social modernization; and moral change in society today.

ET 501-5 Ethics in Business - A study of the current status of ethics in business, the practicality of ethics in business and the application of Christian ethics in business.

ET 501-6 Faith and Ethics - An analysis and critique of Christ centered ethics from the perspective of monotheism. Attention is given to the structure and theological foundations of Christian ethics and to the relationships of the latter to philosophical ethics and the social sciences.

ET 601-1 Professional Ethics and Society - This course will explore the issues, standards, and tensions that exist within professional ethics, personal morals, the social structure, and the legal system. Special attention will be given to each of the following professional standards of ethics: ministry, counseling, psychology, education, health care, law, business, and management. The ethical issues unique to, or held in common among, the professions will be investigated. The relationship and tensions among personal morals, Christian's beliefs, professional ethics, and the structures, norms and laws of society will be studied.

ET 601-2 Formation of Religious Behavior - This course will examine the historical background of various living religions and religious behavior, with a special focus on Christianity. The history of the "cure of souls" and "spiritual formation and direction" developed in the Christian Church will be discussed. Contemporary modes for discipleship pastoral care, and spiritual formation and direction will be presented.

ET 601-3 Christian Political Thought - Reading and research on past and present Protestant thought concerning the state, political authority, law, war, and revolution.

ET 601-4 Traditions in Christian Ethics - An historical study of the classical formulations of Christian Ethics. Attention will be given to the 2nd. Century Church, Augustine of Hippo, the Monastic Movement, Thomas Aquinas, Martin Luther, John Calvin, the Puritan Movement, the Quaker Movement, and the Social Gospel.

ET 601-5 Employer/Employee Ethics - Study of the ethics of the relationship between employers and employees. This will include the current status of ethical relationships and the application of Christian ethics.

ET 601-6 Interpersonal Relations and Conflict Resolution - This is an advanced course that presumes the student has developed and understands group processes and how group norms and culture affect interpersonal relationships. Emphasis is placed on managers as people rather than role occupants. Techniques and skills of solving interpersonal conflict will be studied.

ET 601-7 Ethics and Personality Theory - Research on the ethical considerations in the formulation of a theory about personality. The student will examine different theories on the essence of personality.

ET 601-8 Faith and Moral Development - A critical examination of the various theories on faith and moral development. Focus is on Piaget, Erikson, Bruner, Kohlburg, and Giligan.

History

HIS 502-1 Directed Study - Investigation of special topics under faculty supervision.

HIS 502-2 Selected Readings in Church History - Reading and review of selected Church historians on particular periods in the history of the Church. Their respective methodologies and personal philosophies will be examined against the background of their conclusions about the significance of certain events in the life of the Church.

HIS 502-3 Historiography - The identification of major approaches to the writing and understanding of history. Questions related to methodology, hermeneutics, and theology will be examined.

HIS 602-1 The Thought of Augustine - The philosophy of history proposed by Augustine of Hippo will be examined against the background of his life and thought.

HIS 602-2 Problems in Historical Theology - A Christian doctrine will be selected by the student and an analysis of the historical development of this doctrine will be formulated.

HIS 602-3 Morality in Western Culture - An examination of the history of morality in various Western cultures. Focus will be on religious beliefs and practices.

Literature

LIT 503-1 Directed Study - Investigation of special topics under faculty supervision.

LIT 503-2 Literary Criticism - Research conducted on the most influential approaches to literary criticism from Plato to the present.

LIT 503-3 Religious Dimensions of Literature - A study of the principles and methods available for discerning and interpreting the religious dimensions of literature. This study will compare and contrast alternative vocabularies for naming phenomena, and develop criteria for making valid judgments on texts, authors, and critics.

LIT 603-1 Truth and Falsehood in Modern Literature - Research on post-World War II fiction to discern the different literary devices used by various writers to portray truth and falsehood, love and sex and value and meaning in human relationships.

LIT 603-2 Social-Sexual Relations in Contemporary Society - Examine how love relationships are treated in the modern novel and how the narrative form influences and is influenced by, the focus on social-sexual liaisons. Novelists and critics should include Updike, Fowles, Roth, Girard, Bersani, and Marcuse.

LIT 603-3 Morality and Literary Criticism - Research the principles and methods of discerning and interpreting the religious dimensions of literature; of comparing and contrasting alternative vocabularies (anthropological, theological) for naming phenomena and of developing criteria for making judgments on texts, authors, and other critics.

New Testament

NT 504-1 Directed Study - Investigation of special topics under Faculty supervision.

NT 504-2 New Testament Greek

NT 504-3 Advanced Greek Studies

NT 504-4 Hermeneutics and the Bible - The student will research the various types of hermeneutics that have been used in the interpretation of the biblical writings. Students are expected to be conversant with past and contemporary approaches and methodologies, and to critically defend their particular approach or methodology.

NT 504-5 Inductive Study - The student will demonstrate a working knowledge of the basic steps in inductive study of biblical passages: observation, interpretation, application, and correlation.

NT 604-6 The Four Gospels and the Book of Acts - The historical, literary, and theological dimensions of the canonical Gospels and the book of Acts are examined by the student.

NT 604-1 The Writings of Paul - The historical, literary, and theological dimensions of the Pauline writings are examined by the student.

NT 604-2 First Century Judaism - Aspects of first century Judaism are examined as they relate to the interpretation of the New Testament.

NT 604-3 The Impact of Greco-Roman Culture on Early Christianity - Investigation of the diverse elements of Greco-Roman culture that affected the development of the Church in the first and second centuries.

NT 604-4 New Testament Theology - Research on the theological interpretation of the New Testament writings.

NT 604-5 The Corinthian Epistles - The student will make an expositional study of each epistle against the background of the social and moral conditions of the times. Special consideration is to be given to the application of the doctrinal and ethical values to the contemporary scene.

NT 604-6 Romans - The student will do a thorough expositional study of this epistle, including detailed argumentation and structure, with special emphasis on the doctrinal and ethical values for contemporary application of the Christian ministry.

NT 604-7 Hebrews - The student will do an expository study dealing with the argument for the superiority of Jesus as prophet and priest, and the efficacy of his death as a sacrifice for sin.

Old Testament

OT 505-1 Directed Study - Investigation of special topics under faculty supervision.

OT 505-2 Directed Study in Hebrew Grammar

OT 505-3 Advanced Hebrew Studies

OT 505-4 Ancient Near Eastern Literature - With the guidance of faculty, an examination of translated Near Eastern texts that are parallel to Old Testament literary genres.

OT 505-5 Inter-Testament History - The student will survey the history and literature of the inter-testament period and its importance for understanding the background and environment out of which the New Testament arose. Special consideration is given to the Apocryphal books and the content and contribution of the Dead Sea Scrolls.

OT 605-1 Old Testament Exegesis - Genesis, Deuteronomy, Isaiah, or Psalms are examined by selected texts from a variety of structural and historical perspectives.

OT 605-2 Literary Forms of the Old Testament - Research on the different literary forms used by the Old Testament writers to convey meaning and truth.

OT 605-3 Old Testament Theology - Research on the theological interpretation of the Old Testament writings.

OT 605-4 Isaiah - The student will study the life and times of this prophet, evaluate his character, and do an exposition of his prophetic message, with special consideration of the Messianic prophecies.

OT 605-5 Genesis - The student will do a detailed study of this foundational and germinal book with special consideration given to the institutions, persons, and events that shaped the rest of Jewish history.

Philosophy

PH 506-1 Directed Study - Investigation of special topics under faculty supervision.

PH 506-2 Selected Readings in Moral Philosophy - Readings are conducted on the fundamental issues in Moral Philosophy from the ancient period to the eighteenth century. Readings are from the writings of Plato, Aristotle, Cicero, Augustine, Aquinas, Hobbes, Locke, Rousseau, Hume, and Kant.

PH 506-3 Selected Readings in American Philosophy - Writings by American philosophers are read and reviewed with special attention given to theories of knowledge, ethics, and experience. Readings are selected from the writings of Peirce, James, Royce, Santayana, Dewey, Hartshorne, Rorty, and Kuhn.

PH 506-4 Selected Readings in Contemporary Philosophy - The writings of modern philosophers are read and reviewed in order to develop an awareness of the current state of philosophical discussion. Readings are from the writings of Dilthey, Husserl, Heidegger, Sartre, Gadamer, Popper, and Polanyi.

PH 606-1 The Philosophy of Thomas Aquinas - An examination of the principles and methodology used by Thomas Aquinas in the integration of Christian theology with the thought of Aristotle.

PH 606-2 Selected Readings in Analytical Philosophy - Readings in the twentieth-century philosophic tradition that are committed to language analysis and empiricism in the discussion of truth and meaning. Students will discern from the writings of Moore, the key issues that relate morality to society.

PH 606-3 The Philosophy of Hegel - An examination of the writings of G .W .F. Hegel and the impact of his ideas on nineteenth and twentieth century philosophy.

PH 606-4 Logic and Epistemology in Morality - Research on the issues involved in formulating a concept of logic and a theory of knowledge that are consistent with religious faith

Sociology

SOC 507-1 Directed Study - Investigation of special topics under faculty supervision.

SOC 507-2 Readings in the Sociology of Morality - The writings of various sociologists are read and reviewed in an attempt to discern the key issues in relating morality to society.

SOC 507-3 Sociology of the Family - The origin and development of the family as a social institution, the contemporary family in various cultures, the relationship of the family to the economic, political, religious, and educational institutions in society.

SOC 507-4 Principles of Sociological Methodology - Research on the methodology used by various sociologists. The assumptions and goal of their individual methodologies will be considered in relation to their impact on morality.

SOC 507-5 Culture and Personality - Research on the relationship between culture and the formation of personality. Focus on morality and family.

SOC 507-6 The Church as a Social Institution - Research on the implications of the Church as a social institution. A case study will be developed on a particular church group to demonstrate the effects of social processes on religious faith.

SOC 607-1 Morality and the Sociology of Ideas - Research on how ideas form and change, how they are used, how they shape and are shaped by social relationships in morality, science, politics, and daily life.

SOC 607-2 Morality and Community - Research the impact of communities on theological development, examine the interrelation of religious beliefs and social processes in families and local groups within larger social networks.

SOC 607-3 Problems in the Sociology of Morality - Select one problem: 1) Morality and Aging, 2) Morality and the Future, or 3) Morality and Family Life. Stressing the interplay of their conceptual understanding and research design, bring to bear sociological theories and methods on a selected problem.

SOC 607-4 Human Sexuality and Family Living - Information and concepts of sex education including physiological, social, psychological, religious, and moral aspects of human sexuality. Such topics as dating, marriage, prenatal and postnatal care, sexual functioning, aging, abortion, birth control, and inter-family relationships leading to reduction of stress on family members are also included. Emphasis will be placed on methodology and techniques of teaching and organizing a Family Life Education program.

SOC 607-5 Marriage and Family Relations - Analysis of the forms and functions of family relations, sex roles, coupling, marital choice, parenting and socialization, traditional family patterns, and the effects of contemporary social changes.

SOC 607-6 Social Change in Health Care - A survey course in the social change that has occurred in health care, the impact of government in health care. An analysis of the problems of a social nature that are endemic in our health care system will be studied.

SOC 607-7 Social and Cultural Foundations - Studies of change, ethnic groups, subcultures, changing roles of adults, sexism, urban and rural societies, population patterns, cultural mores, religious values, use of leisure time, and differing life patterns.

SOC 607-8 Group Processes - An introduction to group processes and their application in the business or institutional setting. Topics include history, theory of group dynamics, and group leadership.

SOC 607-9 The Family: The Law and Public Policy - A study of how local, state, and federal law and public policy affect the family structure and way of life.

SOC 607-10 Church Growth Principles - A study of Church Growth principles related to the functioning and growth of the church in society.

SOC 607-11 Organizational Growth - An analysis of organizational growth as it relates to the methodological, sociological, and theological considerations affecting Church Growth.

SOC 607-12 Life-Cycle Leadership - This colloquium considers the formal and informal aspects of administration and organization with emphasis on life-cycle leadership and application to the structure, processes, and behavior of organized groups.

Theology

TH 508-1 Directed Study - Investigation of special topics under faculty supervision.

TH 508-2 Ecclesiology - Research on the doctrine of the church in the writings of representative theologians. Special attention will be given to the authority and mission of the church in society.

TH 508-3 Selected Readings in Modern Theology - The writings of various contemporary theologians will be read and reviewed in order to gain a perspective on the current state of theological discussion.

TH 508-4 Cross-Cultural issues in Theology - Research on the cultural issues involved in formulating a relevant system of theology.

TH 508-5 Contemporary Theological Thought - The student will review current theological concerns and issues through an evaluation of various theological thinkers and writings.

TH 608-1 Christianity and Moralitys of the World - Analysis of the different religious traditions in the world which are in competition with Christianity. The sources and methodologies involved in each religion will be considered in order to demonstrate the similarities and differences between the respective tradition and Christianity.

TH 608-2 Phenomenology of Religion - Research on the interpretation of religious experience. The various factors that are involved in a religious experience will be examined and evaluated by the student.

TH 608-3 Religious Language - Research on the role of language in religion. Special attention will be devoted to the hermeneutics of language in religious discourse.

TH 608-4 Christianity and Culture - The student will trace the processes in Western culture that have created the present social context and evaluate the role of Christianity within these processes.

TH 608-5 Biblical/Theological Principles - This course is designed to examine the foundational theological concepts, the crucial ethical issues, and the relevant historical concerns that relate to the interpretation of the biblical writings in a particular cultural context.

Psychology

PSY 509-1 Directed Study - Investigation of special topics under faculty supervision.

PSY 509-2 Readings in the Psychology of Morality - Readings on various topics in the psychology of morality such as conversion, mysticism, prayer, faith development, and healing.

PSY 509-3 Morality and Psychodynamic Theory - An examination of the issues involved in relating morality and theories of the psyche to one another. The writings of elected psychologists and psychiatrists will be studied by the student.

PSY 509-4 Psychology of Aging - Focus on the psychological changes associated with the process of aging. Particular attention will be devoted to cognitive and personality factors, stressing the elements of consistency and change in each. An attempt will be made to separate myth from reality as each area of functioning is discussed.

PSY 509-5 Developmental Psychology - Principles and research covering development of human abilities and behavior with emphasis on life span approach. Topics include developmental research methodology; and physical, motor, perceptual, cognitive, linguistic, motivational, moral, emotional, social, and personality development. Issues in counseling and counseling needs throughout the lifespan will be explored. Techniques and strategies for counselors to use in dealing with the needs of persons of different ages will be covered.

PSY 509-6 Human Sexuality - This course is an overview of the basics of sexual anatomy, physiology, and development. The student will acquire an understanding of human sexual response, concepts of sex therapies, and human sexual dysfunction. Also, included are understanding sexual abuse and violence, family planning, understanding variations of sexual behavior, and the importance of the counselor in the role of sex educator.

PSY 509-7 Psychopathology of Children - This course considers definitions and models of childhood disorders (DSM IV). Attention is given to physical, learned, and social bases of problem behavior, as well as, the etiology, diagnosis, and treatment appropriate to each disorder.

PSY 509-8 Adolescent Psychology - This course is designed to develop an understanding of unique dynamics underlying adolescent problems, and to develop from this understanding a strategy for addressing these problems through intervention. Course content includes historical approaches, assessment, strategies, and special problems.

PSY 509-9 Counseling - The course surveys the counseling movement considering the various definitions and approaches, their philosophical and theoretical backgrounds, the research evidence, and current issues.

PSY 509-10 Behavior Modification - This course is an introduction to operant conditioning and behavior therapy with an emphasis on the application of these approaches and its integration into cognitive therapies.

PSY 509-11 Gerontological Psychology - This course examines attitude awareness regarding older persons, knowledge of developmental periods of old age, basic Gerontological counseling concepts, and skills in applying knowledge of aging and counseling to work with older persons.

PSY 509-12 Pharmacology and Therapeutics - This course focuses on drugs commonly used in therapeutic situations. The primary objectives are to give the student fundamental knowledge of indications for chemotherapy and awareness of adverse side-effects and disorders where research indicates counter-indications.

PSY 609-1 Foundations of Human Behavior- This course surveys major theories of human behavior. Various definitions and approaches of different psychological schools, their philosophical and theoretical backgrounds, the research evidence, and current issues will be explored.

PSY 609-2 Counseling Theories and Te

chniques - This course will explore major counseling theories and approaches, and identify the various techniques developed by the different schools of counseling. The students will work to develop skills in the use of basic techniques to enhance therapeutic interactions with people.

PSY 609-3 Theories of Personality - This is a study of the major theories of personality in the Psychodynamic, humanistic, existential, cognitive, and learning traditions, and a review of research on personality structure, dynamics, and change. Reading covers selected primary sources. A comparative analysis across theories, emphasizes issues in theory construction and basic phenomena in psychology. The current status of personality theories are included.

PSY 609-4 Introduction to Physiological Psychology and Biofeedback - This course serves as an introduction to the areas of brain, body, and emotional processes, introducing basic neuro-anatomy, sensation, perception, CNS, and autonomic system processes. Biofeedback techniques are discussed and practiced.

PSY 609-5 Abnormal Psychology - This course will consider theoretical and empirical literature on definitions and systems of classifying deviant behavior patterns. Coverage of situational reactions, neuroses, character disorders, psychoses, organic brain damage, and mental retardation. Etiology, diagnosis, and treatment appropriate to each disorder will be covered.

PSY 609-6 Counseling Processes - The primary focus of this course is the application of group processes to counseling approaches. Consideration is given to organizational change, marriage and family counseling, traditional group therapy, the encounter group movement, religious study groups, and leadership.

PSY 609-7 Practicum: Gerontology - This Practicum experience requires beginning students to visit the local social service agencies and familiarize themselves with the services provided.

PSY 609-8 Practicum: Group Counseling - Assignments are arranged for students by the instructor.

PSY 609-9 Practicum: Family Counseling - Assignments are arranged for students by the instructor.

PSY 609-10 Counseling Practicum - Assignments are arranged for students by the instructor.

Social Issues

SI 510-2 Poverty and Affluence in Western Culture - Research on the economic development of Western Culture has contributed to the division of the population into distinct social classes. Special attention will be given to the ways this economic development has affected families and influenced the formation of religious groups within those social classes.

SI 510-3 Morality and Sexism - An examination of the ways morality has influenced the formation of attitudes about the identities and roles of men and women in society. A particular cultural setting and historical context will be used as a basis for analysis.

SI 510-4 Morality and Minorities - Research on the function of morality for a minority group within a particular culture.

SI 510-5 Childhood and Youth in Western Society - An examination of how concepts of childhood, adolescence and young adulthood have changed in Europe since the Middle Ages and in the U. S. since the colonial era. Special attention will be given to the role of morality in those changing concepts.

SI 510-6 Population Mobility - A study on the causes and problems associated with the rise in mobility in society. Special attention will be given to the changing role of women and the family as a result of this mobility.

SI 510-7 Conformity and Dissent in Western Culture - Research on the contrasts and continuities between the decade of the 1950's in Western Culture and the decade of the 1960's. The causes of dissent and the reasons for conformity will be considered and contrasted by the student. The role of morality in promoting dissent or conformity will be examined as well.

SI 510-8 Contemporary Moral Problems - The student will formulate a Christian system of ethics and do biblical research on special problems such as capital punishment, drug abuse, pollution, poverty, abortion, euthanasia, homosexuality, pornography, and divorce. Creative ways of dealing with these issues through preaching, teaching, and counseling, will be examined.

SI 610-1 Family Resource Management - A study of the management of human and material resources designed to develop competence and responsibility of goods and services in contemporary society. Emphasis is placed on controlling expenditures, consumption, emergencies, borrowing, insurance, home ownership, taxes, savings, children's education, retirement, and estate planning.

SI 610-2 Business, Government, and Environment - An investigation into the interactions between enterprises, institutions, and external interests.

SI 610-3 Contemporary Issues in Human Relations Management - A survey of the significant political, psychological, sociological, legal, technological, and economic issues affecting contemporary organizations and the quality of the work lives of their members. Students may draw on current events and personal experiences within their work organization.

SI 610-4 Alcohol and Substance Abuse - This course investigates the etiology of alcoholism and drug dependency. Attention is given to assessment and treatment in both individual and family therapy and group approaches. Relapse prevention methods are discussed.

SI 610-5 Social and Cultural Factors in Aging - The restoration of life-economy systems for the vastly expanding geriatric population is the focus of this course. Rapprochement of the aged with society, advocacy, an improved national outlook, and new treatment models are studied.

SI 610-6 Morality and the Human Life Cycle - Research on the major psychosocial theories of the human life cycle, with special attention given to the impact of those theories on morality and the family.

SI 610-7 Marriage and Family - This course presents specific intervention procedures for dealing with parents, families, and couples. An understanding of a variety of approaches and strategies is required as well as practical experience in each area.

SI 610-8 Behavioral Aspects of Special Populations - This course will cover intervention and treatment of special populations such as substance abusers, the disenfranchised, including the emotionally, mentally, and physically disabled or handicapped, and the incarcerated. It will also study cultural and sociological influences on these populations and explore implications for counseling.

SI 610-9 Human Relations Skills for a Multicultural Society - This course develops an understanding of human relations' skills for effective interpersonal communication. The focus is on skill development, cultural and values differences among ethnic, racial, religious, and other social groups. These skills have generic application for professionals in educational, community, family, work, and leisure time settings.

SI 610-10 Marital Counseling and Enrichment - An emphasis on the family as a unit of society that communicates, interacts, and experiences. A study of recent history, research and practice of effective types of counseling to help families to communicate, interact, and bring conflict to resolution.

Management

MAN 511-1 Directed Study - Investigation of special topics under faculty supervision.

MAN 511-2 Financial Management - Study of the theory of financial decision-making within an organizational enterprise including the relationships with the financial market.

MAN 511-3 Organizational Theory - This course will examine leadership power, authority, problem resolution, the impact of organizational structure in relation to management style, and its application in educational, religious, business, and government institutions.

MAN 511-4 Managerial Accounting Data Collection - A study of the gathering of accounting information to be used in management, planning, controlling, and decision- making.

MAN 511-5 Business Law - Study of case problems relating to the applications of the laws concerning contract, agency, property, and business and institutional organizations.

MAN 511-6 Supervision/Management Theory - A survey of the major theories in the supervision and management of organizations. Emphasis will be on understanding the techniques of supervision and management from the individual perspective to include the utilization of biblical teachings. The application of theories to individuals in educational, business, religious, or governmental institutions will be explored.

MAN 511-7 Health Care Delivery System - A study and analysis of the various health delivery systems in place in the United States today. This study will evaluate and give insight into the problems of health care delivery.

MAN 511-8 The Role of the Human Relations Manager - This course is a study of the developing role of the professional human relations manager. It includes an analysis of the legal and data information requirements that must be utilized by the human relation's manager.

MAN 611-1 Managerial Accounting - Study of the basic accounting principles as they pertain to management utilization of the usual accounting reports utilized within an enterprise or institution. This course is recommended for students who have little or no foundation in accounting.

MAN 611-2 Managerial Policy and Problems - This course is a survey of the manner in which business or institutional policy, formal and informal come about. Study of problems that arise from policy or lack of policy will be done with an analysis of case studies.

MAN 611-3 Strategic Marketing - Study of the theories and techniques of marketing from the concept of the strategic management of an enterprise or institution.

MAN 611-4 Financial Reporting I - A study of the theories and practices of financial accounting concerning the measurement and reporting of assets and liabilities.

MAN 611-5 Financial Reporting II - Advanced accounting topics including partnerships, consolidations, not for profit organizations, insolvency, estates, and trusts.

MAN 611-6 Budget and Cost Accounting - An examination of the theories and procedures of accounting systems utilized in planning and controlling profit and not for profit organizations.

MAN 611-7 Managerial Economics - This is a survey of the theories of economics and their application to the operation of an enterprise or institution.

MAN 611-8 Human Behavior in Organizations - Study of human behavior in organizations from the viewpoint of motivation, communication and leadership. The effect of styles of leadership and decision-making on organizational human behavior is to be considered.

MAN 611-9 Human Relations Management - An analysis of the methods of selection, evaluation, compensation, training, and development of employees.

MAN 611-10 Counseling as a Management Technique - A study of the methods of counseling and specific applications for use by a manager/supervisor.

MAN 611-11 The Manager/Supervisor's Role in Human Relations Management - This course is an analysis of information that a manager/supervisor must have to cope with the legal requirements of human relations management.

MAN 611-12 Management in the Public Sector - A study of the theories and techniques of the various forms of administration in the public sector. Emphasis is placed on management of personnel and the formulation of public policy.

MAN 611-13 Management of the Not for Profit Organization - A study of the theories and techniques of the various forms of administration in the not for profit organization. Emphasis is placed not only on the management of personnel but the management of community relations, professional technical personnel, and board of directors management.

MAN 611-14 Management of Health Professionals - Study of the problems and techniques of management of health professional, to include physicians, nurses, and technical support personnel. This will require an analysis of professional culture and external forces impacting these professionals.

MAN 611-15 Legal Problems of Health Care Administration - A survey course about the legal problem facing the administration of health care and its impact on the delivery of health care.

MAN 611-16 Current Problems and Trends in Health Care Administration - This will be a survey course about the problems and trends in health care administration.

Interdisciplinary Studies

IS 512-1 Statistics I - A foundational study of descriptive and inferential statistics. Included under descriptive statistics are frequency distributions, measures of central tendency and dispersion, probability, Baye's theorem, binomial distribution, and interval estimation. Inferential statistics will include sampling and sampling distributions, hypothesis testing, simple linear regression, correlation, and Chi-Square.

IS 512-2 Statistics II - An advanced study included T-tests, T distribution, F distribution, analysis of variance, Spearman rho, Pearson Product-Moment Correlation, and other parametric and non-parametric tests. The area of statistical research instrument design will also be included.

IS 512-3 Research Methods - A review of the research process from selection of a problem to the writing of the research report.

IS 512-4 Research Design - Decision-oriented approach to design of research and data analysis. Topics include the classic research designs and their contribution to the research process.

IS 512-5 Computer Laboratory I - Students learn how to use a

remote terminal, build data files, and use basic library programs in the computer lab. Applications will be made to various fields.

IS 512-6 Computer Laboratory II - A continuation of Computer Laboratory I.

IS 612-1 Directed Study - Investigation of special topics under faculty supervision.

IS 612-2 Research - Research related to a subject.

IS 612-3 Practicum in Selected Field of Study - Under the supervision of a faculty advisor, the student will prepare a proposal for approval and complete a Practicum for evaluation.

IS 612-4 Internship -Students with deficiencies in the practical application of previous studies may be required to spend an internship under the supervision of a faculty advisor.

IS 612-5 Independent Study in Selected Field of Study - Under the guidance of a faculty advisor, the student will do independent study in an approved field of study and produce a written paper for interaction and evaluation.

W OMEGA SCHOOL FOR DOCTORAL STUDIES

Anapausis Doctoral Study Cohort

OASIS UNIVERSITY OFFERS THREE TRACKS IN DOCTORAL STUDIES

1 Doctor of Philosophy (DPhil) a 72-semester hour program through Oxford Graduate School’ Six (6) cores: 3 cores in Trinidad and 3 cores in Tennessee plus a dissertation and a trip to Oxford, UK and Washington, DC.

2 Doctor of Education (EdD) a 60-semester hour program. Five (5) cores in Trinidad plus a dissertation in education.

3 Doctor of Ministry (DMin) a 45-semester hour program. Four (4) cores in Trinidad plus a major writing project in ministry.

Doctoral Core Sequence

Doctoral cores follow a logical sequence. The first two cores are preparatory and foundational to doctoral studies and are shared by all doctoral students. After completion of the first two cores, students in consultation with OASIS advisors, chose the doctoral track best suited for their professional development.

1 The Omega School for Doctoral Studies offers a structured educational process leading to the Doctor of Philosophy (DPhil) through enrollment with Oxford Graduate School. See Online Catalog at http://www.oxnetedu.org. Philosophy is used in the broadest sense as embracing both the arts and the sciences. The degree nomenclature identifies the generic program at the highest level of formal training for a career in scholarly research, teaching, and related professional fields. The single degree title encompasses closely related areas of study. The degree designation does not reveal the exact nature and quality of the work done by the individual. A detailed study of a student's transcript, a review of the doctoral research, and faculty evaluations more fully explain a student's performance and ability to function in a particular situation. To understand the doctoral programs one must clearly see the four-fold structure: (1) general competency assessment that includes entry evaluation,(2) specific competency studies through course seminars, (3) cognate studies through colloquiums and developmental readings, and (4) focus studies which relate to research assessment dissertation defense.

Acceptance into the Doctor of Philosophy degree program presupposes prior training in research, or evidence of outstanding ability to engage in graduate research. Matriculation for degree study requires a total of thirty-six (36) semester hours. Out of the total number of thirty-six (36) semester hours, there must be at least thirty (30) cohesive semester hours that supports the Oxford Graduate School’s specific doctoral studies. The program offers opportunities for interdisciplinary and concentrated social science studies. The degree are conferred not only on the basis of fulfillment of specific requirements, but also on the student's demonstration of capability for productive scholarship and the prospect of continued research in a chosen field.

Objectives

An OASIS doctorate maintains similar requirements as other doctoral programs, but has four objectives:

1)     to concentrate classroom and tutorial sessions and schedule them at significant points during the Program of Study;

2)     to individualize faculty guidance and direction to cope with the diverse needs of individual students;

3)     to provide students with dialog/support in the development of a research direction; and

4)     to enable primary research to be applied to real life problems. These objectives are based on four assumptions about

        doctoral studies.

First, doctoral studies build upon previous graduate work and are not a duplication of previous studies. It offers students an opportunity to do concentrated original research on a subject of relevant concern to their life and career, using the knowledge and skills already acquired through previous graduate studies and professional experience.

Second, contact with faculty is structured to fit the academic needs of the student. In doctoral work, a measure of freedom is allowed for students to pace themselves during the Program of Study. This means faculty supervision and direction must be regular and specific, but not a substitute for a student's self-discipline and motivation in acquiring both content and competency in a specified curriculum.

Third, required residency courses are concentrated but with specific assignments to be completed over time to promote in-depth learning, reflection and an adequate application of knowledge. This insures a prolonged involvement with specific content areas, and offers a way to advance interdisciplinary approaches to graduate research.

Fourth, a doctoral program should encourage both faculty and students to interact with the problems and issues of society. In this way, academic research can assist in resolving some of the critical problems identified. A beneficial impact on society as a whole should be the eventual outcome.

The awarding of a doctorate is meant to signify that a Candidate has gained an understanding of a body of knowledge together with specific cognate areas and demonstrated scholarship skills in research and critical thinking. Degree validation requires that Candidates conducted primary research of outstanding quality rooted in prior knowledge, professional expertise with relevance to present or future career goals.

The doctoral programs are designed with two groups in mind: mature students who want to continue their education, and certified professionals who want to develop additional competency in their present occupation by engaging in scholarly work in an area of interest. The core curriculum and interactive residency directed toward competency is intended to establish a link with early English/European approaches to doctoral studies and to indicate an adult delivery system.

Specific requirements for the degree include a seventy-two (72) hour Program of Study and relevant assessment of a body of coherently related subjects and investigation of a research problem in the major area of study. Doctoral graduates may do post-doctoral research and gain recognition for significant research through the Oxford Society of Scholars.

1. Doctor of Philosophy (DPhil) requires enrollment with Oxford Graduate School

See Online Catalog at http://www.oxnetedu.org

Specific requirements for the Doctor of Philosophy include a seventy-two--(72) hour Program of Study, relevant assessment of a body of coherently related subjects, and the investigation of a research problem in the major area of study presented in a defendable dissertation. Although the degree is in the sociological integration of Religion and Society, a major in Social Research is required to facilitate the necessary integration. When the degree is completed, the transcript will demonstrate graduate credits in the following areas:

Major: SOCIAL RESEARCH (SR) [30 Credits]

Minor: PHILOSOPHY (PHI) [18 Credits]

Cognate: COMMUNICATIONS (COM) [12 Credits]

Elective Cognate: INTEGRATED STUDIES (IS) [12 Credits]

Enrollment with Oxford Graduate School

The doctoral program requires enrolment with Oxford Graduate School (USA) and study in Oxford, UK. Oxford Graduate School is an independent, freestanding American Institution which operates in the United Kingdom through the American Centre for Religion / Society Studies. Although it has cordial links with various departments and Colleges of the University of Oxford, it has no formal connection with the University. See Online Catalog at http://www.oxnetedu.org for course descriptions and process.

The University City of Oxford is part of the history of most educational institutions in the English-speaking world. Through this program students are exposed to the enduring tradition of English-speaking arts and letters begun in Oxford, England in the twelfth century. Each January, faculty, students and friends of the institution may travel to England to immerse their minds in the historic and living culture of higher education.

Balance between Content and Application

The doctoral program requires a balance between content and application. Since the program is contextual, curricular content is a vehicle for education and social change. Candidates must be aware of their contemporary social and professional context and seek to apply what is learned in the context of a social profession.

A commitment to the historical process of education does not relieve the scholar of responsibility to understand the present needs of society or to seek solutions for current problems in the field. A major function of the academic program is to synthesize interdisciplinary studies into a working philosophy of service and a functional application to education and social change. This interpretation is focused on the humanities and social sciences with a particular application to leadership, and culminates in problem-solving research related to ones profession.

Morality and Ethics

The objectives of the doctoral program include putting morality and ethics into business and industry, principles and values into the social professions, and strengthening the family and community’s contribution to the integration of morality into the institutions of society. It does not deal with the sectarian belief structure of religion, but rather the essential elements that influence personal and group behavior.

The study of religion-based morality is concerned with analyzing the nature and role of religious belief and behavior in specific societal contexts. The social settings of family, community and religious gatherings are used as the primary context for research in religion. Studies are conducted to determine how distinct moral concepts and values assist in shaping the attitudes and goals of individuals and various cultural groups. Various religious traditions may be studied to contrast their similarities and differences with Christianity and to provide a perspective for comprehending the nature of religious experience in a particular society.

The study of a function-based society is related to the analysis of primary social institutions as they interact with one another. The primary social institutions examined in the field of study are: the family, the community, centers of faith-based worship, and other socially responsible institutions. The analysis of a community includes such aspects of social life as government, education, science, law, the arts, health care, business, and the professions or vocations associated with these different elements of a community.

Social Research Skills

All professionals need social research skills. The reading of Journals and the participation in scientific research is no longer an option in business, industry or the professions. The social professions are confronted with an increasing volume of relevant "scientific" information. Because these social professions are one step closer to the ultimate application of human knowledge than applied sciences, the social professions constitute a final mixing bowl of interdisciplinary knowledge. The information they use to construct their purpose-directed thought systems is often the product of science, pure and applied, as well as physical, biological, and social. In the past, the training of professionals has not given adequate attention to the questions of what constitutes scientific information and how social scientific research relates to the professions. This program is an effort to provide some answers to these questions in a manner that facilitates intermediate and advanced investigations.

Lifelong Scholarship

Lifelong scholarship is a vital aspect of doctoral studies. Candidates are required to make a post-doctoral research proposal and are encouraged with membership and research opportunities for advancement in the Oxford Society of Scholars. The Society is an integral part of Oxford Graduate School. In most academic institutions the completion of a doctorate is the end of the story. Normally only those required by their profession or academics on a tenure track, continue to do serious research after completing doctoral studies. This is one of the great brain drains on society. The most capable of doing significant research are the one who seem to avoid research and writing as if it were the plague. The University joins other research institutions in promoting post-doctoral research, writing, and publication. This is done through an academic society committed to continued research. The Society provides a process for recognition in stages for post-doctoral research. Opportunities are provided for reading and critiquing of referred papers. Also, the Society provides a tenure-type documentation track to document three to five years of academic and professional activity

In addition to the Advancement track through the Panel of Referees, members of the Society may elect an additional documentation track. This tenure-type data gathering process requires a three to five year systematic documentation of participation in Scholarly Activity, Public and Professional Services that includes pure and/or applied research, pedagogical development, artistic creativity or performance, and formal and informal academic development activities that enhance research, scholarship, or creative development. This leads to the awarding of a “Lifelong Scholarship Award.” More data on post-doctoral activities may be found in the Online Catalog at http://www.oxnetedu.com.

2 Doctor of Education (EdD) in Educational Leadership

The Omega School for Doctoral Studies offers a structured educational process leading to a Doctor of Education (EdD). This doctoral program requires a balance between content and application. Since the program is contextual, curricular content is a vehicle for education and social change. Candidates must be aware of their contemporary social and professional context and seek to apply what is learned in the context of educational leadership.

A commitment to the historical process of education does not relieve the scholar of responsibility to understand the present needs of education or to seek solutions for current problems in the field. A major function of the academic program is to synthesize interdisciplinary studies into a working philosophy of service and a functional application to education and social change. This interpretation is focused on the humanities and social sciences with a particular application to educational leadership, and culminates in problem-solving research related to education.

Specific requirements for the Doctor in Education (EdD) include a sixty (60) semester hours in a Program of Study. Also, a relevant assessment of a body of coherently related subjects, and the investigation of a research problem in the major area of study presented in a defendable dissertation. Graduate credits are divided as follows:

Major-- EDUCATIONAL LEADERSHIP (24)

Minor --ADVANCED EDUCATIONAL INVESTIGATION (18)

Cognate-- EDUCATIONAL COMMUNICATIONS (16)

Doctoral Seminars with Assignments related to Education

EDUCATIONAL COMMUNICATIONS (18)

EDCOM 713-13 Hermeneutics of Syllabi and Textbook Writing - A tutorial designed to meet the specific needs of individual students. Direct guidance by a professor gives an opportunity for a significant learning experience and preparation for the research writing required to complete graduate study.

EDCOM 800-13 Principles of Adult Education - A colloquium which introduces a student to the principles of adult education and identifies the philosophical framework supporting educational achievement..

EDCOM 914 Advanced Communication - This seminar assumes that doctoral students have (1) an understanding of the human communication process, and (2) that students have acquired considerable knowledge in interpersonal communication as well as effective writing and public speaking skills. The seminar presents advanced communication techniques and theory from a wide range of disciplines, involving media, computer technology, regulatory systems, and information science useful in teaching and learning.

EDCOM 956 Advanced Communication/Statistics - This seminar provides a foundation for the student to communicate through the medium of statistics. Students will be instructed in the use of descriptive and inferential statistics as well as the design and use of statistical research instruments. As a result, students will be able to communicate research data through the use of statistical applications and be prepared to statistically support syllabi and textbook development.

EDCOM 953-42 Research and Library/Learning Technology - This seminar seeks to develop competency in the utilization of information technology for library/learning resources and Literature Search/Review, including computer applications, Internet technology, database systems, general research reference guides, archival resources, and using special library collections. It includes an orientation to the OASIS Library Reserve and optional trips to participate the Library of Congress (Washington, DC), the Bodleian Library (University of Oxford), and the British Library (London) to provide a synergetic educational environment to prepare students to engage in lifelong scholarship.

EDUCATIONAL LEADERSHIP (24)

EDL 722-32 Didactic Argument - A tutorial on the process involved in developing source material and sound arguments that support valid research conclusions. A student will prepare a research paper from an approved list of topics and present it for critical review before a faculty dais. The paper, the interface with faculty and peers, and the critical discussions afterward, serve as a basis for the integration of essential educational principles into a broader philosophy of learning or vocational development. After the presentation and discussion, the student will revise the paper for further evaluation and publication.

EDL 834-644 Teaching Practicum and Developmental Readings - The student selects, and a Faculty Advisor approves, a bibliography in the designated area of academic concentration, and (1) gathers elements on a given theme. (2) assembles these elements in a creative order; and (3) prepares a teaching syllabus in a full-text paragraph document to be presented in an academic setting approved by the advisor. Provided an approved field observer is not present, the student may submit the manuscript, teaching aids, audio or videocassette recordings of the presentation for evaluation and credit

EDL 922 Educational Contextualization - This seminar analyzes the concept of contextualization and its value for understanding the different spheres of human life and experience in general, and religious faith and experience in particular, are related to various social contexts in order to formulate a theoretical framework for a contextualization of moral values in education.

EDL 942 Orthopraxis for Education - This seminar examines traditional and contemporary concepts of right thinking and right doing. These concepts are related to the various roles and forms education takes in society. The objective of this presentation is to demonstrate the relevance of such concepts in a consideration of how education produces moral and social change in society and to encourage further research on the role of social institutions in education.

EDL 812-52 Morality, Law, and Society - A colloquium to explore the relationship between morals and law in society, to explore the nature of moral reasoning and its effect on legal thought, to examine the history of legal thought, and to encourage the development of an apologetic for the engagement of discourse in the public square.

EDL 809-12 Philosophy of Self-Concept - A colloquium establishing the parameters and components of self-concept and its relevance for understanding individuals in a social group. Specific case studies are analyzed to illustrate different aspects of self-concept and its relation to self-esteem.

EDL 807-22 Educational Leadership - This colloquium considers the formal and informal aspects of administration and organization with emphasis on life-cycle leadership and application to the structure, processes, and behavior of organized groups.

EDL 811-32 Organizational Theory - A colloquium presenting a conceptual framework for contextual organizational operations. The need for a philosophical and theological basis for organizational theory and practice is demonstrated. Various models and styles are analyzed with reference to authority, power, ability, agency, organizational structure, culture, and ideology.

EDL 811-42 -Human Behavior in Organizations - An emphasis on an organization as a unit of society that communicates, interacts, and experiences. A study of recent history, research and practice of effective types of administration/leadership to assist members of organizations to communicate, interact, and bring conflict to resolution.

EDL 809-52 Guidance Counseling- This colloquium integrates counseling theories and practice to investigate the formation of intellectual, volitional, and emotional behavior and physical wholeness for individuals involved in education.

EDL 801-52 Educational and Professional Ethics - This colloquium examines several "symbols" of ethics and then applies the "Ethic of Responsibility" to both personal and social ethical issues in education.

ADVANCED EDUCATIONAL INVESTIGATION (18)

AEI 933 J-Term Reading and Research Seminar – (Optional) This seminar is conducted in January at the University of Oxford through the Department for Continuing Education. It provides interaction with various Oxford lecturers and exposure to graduate study in Great Britain to provide a synergetic educational environment to prepare students to engage in lifelong scholarship. This seminar includes an orientation to the research facilities of the Bodleian Library and its dependent libraries at the University of Oxford. With proper application, recommendation, and approval a student is issued a Reader Card to gain access to the various libraries. Students who elect not to participate in the J-Term will be assigned elective courses to replace the transcript value of; 3 Credits.

AEI 966 Research Design and Methodology - This seminar presents scientific research methods for the social professions. To integrate a systems view of existence with problem-solving research strategy, Miller's Living Systems Theory (LST) is used as a comprehensive conceptual system to synthesize data from various disciplines into useful applications to human problems. LST provides the student a hierarchical taxonomy for classifying and studying information. The seminar seeks to integrate concepts of measurement and statistical assessment with hypothesis testing methods into a decision-oriented approach to research design and data analysis.

AEI 812-62 Dissertation Planning/Proposal Writing - A tutorial designed to guide the student in dissertation planning, including the initiation, development, and defense of a dissertation topic dealing with a problem in an area of academic concentration. The tutorial includes proposal ingredients, developing the topic, designing the study, and writing the proposal.

AEI 963-71 Research Proposal Defense - The defense of the Research Proposal by the candidate before a faculty committee.

AEI 812-64 Dissertation Writing/Publication - A tutorial structured to facilitate the formation of the dissertation from the first draft to the final copy. Guidelines are provided that assist in the acquisition and processing of research material, the writing of the dissertation, and its eventual publication.

AEI 966-71 Dissertation Faculty Defense - The defense of the dissertation by the candidate before a faculty committee.

AEI 971-71 Professional Interface and Research Peer Defense - A tutorial where doctoral candidates meet with a knowledgeable authority in a particular field to discuss future research projects. Doctoral candidates meet together to report on individual research projects

ELECTIVES to replace credit for J-Term Reading and Research Seminars

PSY 809-63 Psychology and Religion - A colloquium that presents a general view of the relationships of psychology and religion, with interaction that challenges established positions.

PSY 810-43 Phenomenology of Emotional Disorders - A colloquium that discusses a general view of the phenomenology of emotional disorders and their treatment methods.

Ethics 810-53 Religion and Psychological Development - A colloquium which discusses the religious dimension of human experience as it relates to future research, and examines the psychological basis of human experience.

Ethics 810-63 Cross-Cultural Dynamics - A colloquium that analyzes the concept of mission as it relates to the Christian faith in cross-cultural contexts. There is a critique of various cultures, religious traditions, and cults in the light of this analysis in order to develop a framework understanding of how to enter another cultural system.

Ethics 810-73 Religion and the Health Sciences - The necessity, the exigency and the authority base for the inter-relationship between religion and the health sciences is explored in an attempt to determine data base and the criteria requisite to maintain reverence for life. The anschauung of intervention technology invading all aspects of health care is scrutinized with spiritual

3 Doctor of Ministry (DMin)

The Omega School for Doctoral Studies offers a structured educational process leading to a Doctor of Ministry (DMin). This 45 graduate semester hour program is for practicing ministers, missionaries, and church staff. The program is offered in four (4) Terms beyond the Masters Degree and includes a major writing project that must be a book worthy of publication that would contribute to the practice of ministry. When the degree is completed, the transcript will demonstrate graduate credits in the following areas:

Major: MINISTRY COMMUNICATION (14)

Minor: MINISTRY PERFORMANCE (11)

Cognate: MINISTRY LEADERSHIP (8)

Cognate: HOMILETICS (6)

Cognate: ETHICS (6)

MINISTRY COMMUNICATION (14)

MCOM 713-13 Bible Study and Hermeneutics - A tutorial designed to meet the specific needs of individual students. Direct guidance by a professor gives an opportunity for a significant learning experience and preparation for the research writing required to complete graduate study.

MCOM 800-13 Adult Education Principles - A colloquium which introduces a student to the principles of adult education and identifies the philosophical framework supporting educational achievement.

MCOM 912 -12 Advanced Communication - Foundations and Theory - This seminar assumes that doctoral students have (1) an understanding of the human communication process, and (2) that students have acquired considerable knowledge in interpersonal communication as well as effective writing and public speaking skills. The seminar presents advanced communication techniques and theory from a wide range of disciplines, involving media, computer technology, regulatory systems, and information science useful in teaching and learning.

MCOM 953-22 Research and Library/Learning Technology - This seminar seeks to develop competency in the utilization of information technology for library/learning resources and Literature Search/Review, including computer applications, Internet technology, database systems, general research reference guides, archival resources, and using special library participate the Library of Congress (Washington, DC), the Bodleian Library (University of Oxford), and the British Library (London) to provide a synergetic educational environment to prepare students to engage in lifelong scholarship. Homiletics

MCOM 713-44 Writing and Book Publishing - A tutorial designed to meet the specific needs of individual students. Direct guidance by a professor gives an opportunity for a significant learning experience and preparation for the research writing required to complete graduate study

MINISTRY PERFORMANCE (11)

MP 934 Contextualization and the Practice of Ministry - This seminar analyzes the concept of contextualization and its value for understanding the different spheres of human life and experience in general, and religious faith and experience in particular, are related to various social contexts in order to formulate a theoretical framework for a contextualization of moral values in education.

MP 934 Orthopraxis and the Practice of Ministry- This seminar examines traditional and contemporary concepts of right thinking and right doing. These concepts are related to the various roles and forms education takes in society. The objective of this presentation is to demonstrate the relevance of such concepts in a consideration of how education produces moral and social change in society and to encourage further research on the role of social institutions in education.

MP 809-23 Guidance, Mentoring, and Counseling- This colloquium integrates counseling theories and practice to investigate the formation of intellectual, volitional, and emotional behavior and physical wholeness for individuals involved in education.

ETHICS (6)

ETHICS 812-42 Morality, Law, and Society - A colloquium to explore the relationship between morals and law in society, to explore the nature of moral reasoning and its effect on legal thought, to examine the history of legal thought, and to encourage the development of an apologetic for the engagement of discourse in the public square

ETHICS 809-12 Philosophy of Self-Concept - A colloquium establishing the parameters and components of self-concept and its relevance for understanding individuals in a social group. Specific case studies are analyzed to illustrate different aspects of self-concept and its relation to self-esteem.

ETHICS 801-42 Professional Ethics - This colloquium examines several "symbols" of ethics and then applies the "Ethic of Responsibility" to both personal and social ethical issues in education.

HOMILETICS (6)

HOM 722-22 Topical, Textual, Expository Preaching - A tutorial on the process involved in developing source material and sound arguments that support valid research conclusions. A student will prepare a research paper from an approved list of topics and present it for critical review before a faculty dais. The paper, the interface with faculty and peers, and the critical discussions afterward, serve as a basis for the integration of essential educational principles into a broader philosophy of learning or vocational development. After the presentation and discussion, the student will revise the paper for further evaluation and publication.

HOM 834-44 Preparing and Delivery of Bible Messages - The student selects, and a Faculty Advisor approves, a bibliography in the designated area of academic concentration, and (1) gathers elements on a given theme. (2) assembles these elements in a creative order; and (3) prepares a teaching syllabus in a full-text paragraph document to be presented in an academic setting approved by the advisor. Provided an approved field observer is not present, the student may submit the manuscript, teaching aids, audio or videocassette recordings of the presentation for evaluation and credit

MINISTRY LEADERSHIP (8)

ML 807-22 - Sympathetic Leadership Cybernetics- This colloquium considers the formal and informal aspects of administration and organization with emphasis on life-cycle leadership and application to the structure, processes, and behavior.

ML 811-24 - Evangelism and Church Growth - A colloquium presenting a conceptual framework for contextual organizational operations. The need for a philosophical and theological basis for organizational theory and practice is demonstrated. Various models and styles are analyzed with reference to authority, power, ability, agency, organizational structure, culture, and ideology.

ML 811-32 -Human Behavior in Organizations - An emphasis on an organization as a unit of society that communicates, interacts, and experiences. A study of recent history, research and practice of effective types of administration/leadership to assist members of organizations to communicate, interact, and bring conflict to resolution.

Distribution of Credits over Four (4) Cores

Core One 10 Credits

*MCOM 713-13 Bible Study and Hermeneutics

*MCOM 700-13 Adult Education Principles

*MCOM 712- 12 Advanced Communication - Foundations and Theory

*ETHICS 709-12 Philosophy of Self-Concept

Core Two 13 Credits

*MCOM 853-22 Research and Library/Learning Technology

*HOM 722-22 Topical, Textual, Expository Preaching

*ML 807-22 - Sympathetic Leadership Cybernetics

ML 811-24 - Evangelism and Church Growth

*MP 723 Guidance, Mentoring, and Counseling

Core Three 10 Credits

*ML 711-32 -Human Behavior in Organizations

MP 934 -34-Contextualization and the Practice of Ministry

MP 934-34- Orthopraxis and the Practice of Ministry-

Core Four 12 Credits

*HOM 34-44 Preparing and Delivery of Bible Messages

*MCOM 713-44 Writing and Book Publishing

ETHICS 812-42 Morality, Law, and Society

*ETHICS 801-42 Professional Ethics

Could be used for Master of Ministry (MMin) with different using a different course number beginning with “5” and different assignments than the DMin students

*ETHICS 801-42 Professional Ethics

*HOM 34-44 Preparing and Delivery of Bible Messages

Could be used for Master of Ministry (MMin) with different using a different course number beginning with “5” and different assignments than the DMin students.

IV. UNIVERSITY FEES, TUITION AND FUNDING

The provisions set forth in this document are not to be regarded as an irrevocable contract between the student and the University. Regulations and requirements, including tuition and fees, are subject to change at the discretion of the administration provided the changes are necessary to fulfill the Academic Mission. The University further reserves the right to impose probation on any student whose conduct is unsatisfactory. Any admission on the basis of false statements or documents is void upon discovery of the fraud, and the student is not entitled to any credit for work that he or she may have done at Omega Advanced Schools for Interdisciplinary Study (OASIS).. Upon dismissal or suspension for cause, there will be no refund of tuition or fees. The balance accrued will be considered receivable.

Nondiscrimination

OASIS University fully subscribes to and practices a policy of nondiscrimination in admissions and enrollment. No applicant or enrolled student shall be discriminated against because of race, color, sex, age, non-disqualifying handicap (as required in the American's With Disabilities Act), religion or creed, or national or ethnic origin. The Chief Academic Officer is designated as the policy coordinator to assure compliance with all national, state, and local laws and regulations relative to nondiscrimination.

Any student has the right to inspect and review his/ her educational record. The policy is not to disclose personally identifiable information contained in a student's educational record without prior written consent from the student, except to University officials, to officials of another school in which the student seeks enrollment, to authorized representatives of federal or state agencies, to accrediting organizations, to parties in a health or safety emergency, or when verifying graduation with a particular degree.

A student also has the right to petition the University to amend or correct any part of his/her educational record that he/she believes to be inaccurate, misleading, or in violation of the privacy or other rights of students. If the University decides it will not amend or correct a student's record, the student has a right to a hearing to present evidence that the record is inaccurate, misleading, or in violation of the privacy or other rights of students.

Institutional Agreement on Conduct

OASIS University encourages an atmosphere conducive to moral and academic excellence and recognizes the freedom of mature adult students to develop in response to moral and ethical values. The administration and faculty acknowledge that mature students are leaders in their profession and community and anticipate that they will exemplify a life-style of morality and integrity without administrative attention or regulation.

Minor misconduct is recognized as an opportunity for mentoring and guidance. The institution anticipates that students will respond to correction graciously in the spirit it is given. Those who, through attitude or conduct, show an unwillingness to maintain ethical and moral standards of conduct are subject to dismissal from the institution. It should be noted OASIS University admission is a privilege that can be withdrawn by action of the administration or faculty, should the good of the institution, faculty or students make it necessary.

Harmony of Faith

Institutions of higher education need an instrument for direction and focus; the Harmony of Faith statement is that instrument. The leadership of OASIS stands in harmony with the historic Christian faith as embodied in the Apostles' Creed, the Nicene Creed, et al, and other sacred literature respected around the world.

USER PAY FEES – Fees may change with TT and US exchange rates.
Application Fee (Due with application)	50 US - 290 TT
University Entry Fee (Due when entry date is projected) Dual Enrollment (Permits credit courses from another school)	210 US –1200 TT 210 US –1200 TT
Materials & Services Fee Per Term (due 30 days prior to session	60 US – 345 TT
Room & Board Services Per Term (due 30 days prior to session	270 US – 1550 TT
Assessment and Qualifying Exams for Matriculation (due at appropriate Reading and Research session)	210 US – 1200 TT
Matriculation Requirements (due Term II)	75 US – 435 TT
Library/Book Access Fee (due each Term)	25 US – 145 TT
Library and Technology Fee (due after Term II)	195 US – 1130 TT
Library Access Fee (UK) (due with UK seminar registration)	85 US - 490 TT
Senior Scholar’s Fee (due 30 days prior to Matriculation Interview)	195 US – 1130 TT
Thesis or Dissertation Processing Fee (due at Proposal Defense)	125 US – 725 TT
Thesis or Dissertation Publication Fee (due at Final Defense)	160 US – 925 TT
Degree Day Fee (due the 15th of the second month prior to the month of graduation)	245 US – 1420 TT
Transcript(s) each	10 US – 60 TT
Doctoral Academic Vestment Purchase (deposit of $250 due the 1st of the third month prior to the month of graduation; balance about $250 due 1^st of the month prior to the month of graduation) Bachelor and Master’s graduates may rent vestments at the current rental prices. Rental fee due 30 days prior to Degree Day. Financial Contract Re-negotiations and/or Payment Book Replacement	25 US – 145 TT

OASIS UNIVERSITY:

ADVANCED STUDIES PROSPECTUS

ADVANCED STUDIES PROSPECTUS

Omega School for General Studies

Omega School for Advanced Studies

OBJECTIVES

STRATEGY

The Baccalaureate requires a total of 126 semester hours of credit.

Degree Requirements

MASTERS

DOCTORATE*

Bachelor of Studies [Interdisciplinary]

Electives 15

Masters Level Courses for Advancement and Re-certification

Re-certification courses for Teachers Re-certification courses for Alcohol or Drug Abuse Counselors Advancement courses are available for career professionals

Subjects for Professional Advancement and Educational Re-Certification

Master of Studies (MSt)

Exam by subject assignments, developmental readings, and Essay

Master of Education (MAT)

Master of Letters (MLitt)

Education – EDU

1. Doctor of Philosophy (DPhil) requires enrollment with Oxford Graduate School

2 Doctor of Education (EdD) in Educational Leadership

Major-- EDUCATIONAL LEADERSHIP (24)

Institutional Agreement on Conduct

Re-certification courses for Teachers
Re-certification courses for Alcohol or Drug Abuse Counselors
Advancement courses are available for career professionals