Graduate Education Certificate | Master of Arts in Educational Leadership (MAEL): Social Emotional Learning, Character, and Ethics

Social Emotional Learning, Character, and Ethics

Social emotional learning (SEL) skills are critical to students’ educational development. In fact, 99% of principals see SEL as important and teachable, according to the Collaborative for Academic, Social, and Emotional Learning (CASEL).

Concordia University Irvine’s School of Education offers a 15-unit graduate certificate in Social Emotional Learning, Character, and Ethics to provide cutting-edge content for school professionals. The five specialization courses address topics related to students’ mental, social, emotional, and educational needs. At Concordia, we bring a unique approach to SEL that blends leading practices with a special focus on character and ethics, so educators can foster learning environments where all their students can thrive.

Social-Emotional Learning, Character, and Ethics Specialization

EDCE 533: SEL Core Competencies
3

This course will provide a fundamental overview of the profound benefits that are derived by explicitly including a social emotional learning (SEL) program into the school curriculum to reduce stress and anxiety, promote well-being, enhance relationships, and promote safety and personal health. Specific strategies will be examined to help students acquire the following: social skills, social awareness skills, social decision-making and problem-solving skills, self-awareness skills, and self-management skills.

EDCE 541: Mental Health Issues in Today’s Schools
3

This course prepares candidates with the ability to provide an initial assessment of a student's mental health needs and make the appropriate referrals within and external to the school site. Candidates will learn to counsel and address mental health needs of students during times of transition, separation, or heightened stress, and how to access community services that assist all student needs. Additionally, candidates will be able to develop, implement, and monitor prevention, education, and intervention programs, including but not limited to behavior disorders, eating disorders, substance abuse, sexual abuse, and suicide.

EDCE 543: Managing Classroom and School-Wide Behavior
3

This course will help leaders in education develop a proactive approach to preventing and solving problem behavior on a school-wide basis through effective instructional programs and staff development. Specific strategies will be examined on how to teach appropriate behavior, motivate the apathetic, and reinforce those who exhibit positive behavior.

EDCE 553: Building Character and Ethics in Today’s Schools
3

This course will provide clear rationale for intentionally incorporating a comprehensive character education program in today’s schools and proactive strategies to help students understand the urgency and relevancy of internalizing ethical values such as respect, honesty, justice, civic virtue, compassion, and kindness into their core as people of integrity. The benefits to schools that incorporate character education programs will be examined such as: higher academic performance, improved attendance, reduced violence, fewer disciplinary issues, and overall improvement in children’s emotional, moral, and intellectual development.

EDCE 561: Trauma-Informed Practices
3

This course prepares candidates to define a crisis, identify the appropriate responses, and develop a variety of intervention strategies to meet the needs of the individual, group, or school community before, during, and after crisis response. Students will demonstrate knowledge of trauma-informed care processes including but not limited to addressing social/emotional & mental health, needs, crises, and traumas that are barriers to student achievement.

Faculty

Concordia University has a strong faculty of experienced Christian educators who are faithful to the university’s mission to “empower students. . . for lives of learning, service, and leadership.” Our students benefit from educators who embrace the tenets of servant leadership and treat students with respect while pushing them to reach their full potential.

Dr. Kent Schlichtemeier

Professor & Servant Leadership Institute Director

Dr. Kent Schlichtemeier started his teaching career in 1978 and transitioned from secondary to collegiate education in 1988. Dr. Schlichtemeier served as a professor in the School of Education at Concordia University Irvine from 1988-2003 where he mentored future teachers while also completing his doctorate in Educational Leadership at UCLA in 1996. Dr. Schlichtemeier served as a teacher and Assistant Principal at Orange Lutheran High School from 2003-2007 before returning to teach at Concordia, serving as Dean of the School of Education, and founding the Servant Leadership Institute.

Dr. Lori Doyle

Associate Professor and MAEL Director

Dr. Lori Doyle works as Associate Professor of Education at Concordia University Irvine where she serves as Director of the Master of Arts in Educational Leadership program and Assistant Director of the Servant Leadership Institute. She has completed and managed extensive curriculum development projects at the university and serves as Subject Matter Expert for courses in multiple MA programs. Working as an instructor also keeps her mindful of relevant and changing trends in education. Lori has taught at several universities over the past twenty-two years, but her career began as a high school English and theology teacher and curriculum writer. She holds a California Clear Credential in Secondary Education, MAEd in Curriculum and Instruction, and a PhD in Psychology with an emphasis in Cognition. Her areas of research interest are adult education, Biblical contexts, leadership, curriculum, Social Emotional Learning, and faculty mental health.

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Social Emotional Learning, Character, and Ethics (SEL) Certificate

Master of Arts in Educational Leadership