The curricula of each graduate degree program at Nicholls State University provide independent learning requirements that foster the ability of graduates to become active contributors in their chosen field of study or profession. These requirements may include independent study, individualized and/or group research projects, clinical research, internships, and/or thesis work. Curricula are structured to allow for flexibility yet require that essential areas be studied. Accreditation standards have been met in the Colleges of Business Administration and Education [1].

The following are descriptions of various courses which provide evidence that this standard has been met:

Business Administration

Business Research (BSAD 503) [2] includes research projects culminating in presentations. These individual and team projects involve primary research using statistical tools gained in prerequisite courses. In many cases, the projects are written to meet requests of outside organizations or of other University entities. For example, a recent class project concerned the development and improvement of the alumni database for the College of Business Administration. Another example is a research project conducted at the request of an area hospital. The focus of the course is to provide knowledge and skills which can be immediately applied in the workplace.

Seminar in Corporate Strategy (BSAD 525) [3] includes a case approach involving individual and team solutions and presentations. Taken at the end of the program, this capstone course requires that students utilize knowledge gained in the 21 semester hours of core business courses in order to develop solutions to real-world case scenarios. The course is intended to help students develop the ability to integrate and apply knowledge and concepts from the functional business disciplines in order to establish strategic direction for organizations. The students develop an appreciation for the number of variables and situational factors that strategic managers must handle simultaneously. Students learn to analyze macro-environmental, industrial, and organizational forces acting on business organizations and formulate strategic business plans. Additionally, the course helps students to develop an appreciation for the similarities and differences associated with strategic planning for profit versus nonprofit organizations as well as an appreciation for the critical importance of business organizations and their multiple roles within society. Fostered is an understanding of key ethical and social issues facing organizations and their impact on strategic management. Analytical and research skills in a variety of decision-making settings are enhanced.

Education

Internship in Educational Administration and Supervision (EDAS 594) [4] provides experience in the workplace for degree students studying administration and supervision. The course objective requires candidates to apply decision-making skills and educational concepts in field-based assignments. Students must be prepared in the areas of professional knowledge, skills, and depositions.

Practicum in Higher Education (HEAD 585) [5], along with School Counseling Practicums (GUID 523 [6A] and 524 [6B]), provides practical experience for students in the Higher Education Administration and the Counselor Education programs. The counseling courses provide intensive field experiences in counseling, consultation, collaboration, and leadership in the development of school counseling programs. Students apply content knowledge and counseling, consultation, and leadership skills to facilitate the development and success of students from diverse backgrounds. Students demonstrate an understanding of those being counseled and base judgments upon reflection, critical thinking, and data when implementing interventions. Students demonstrate leadership and collaborative skills to promote equity and the development of comprehensive school counseling. They demonstrate a commitment to professional development and exhibit ethical, responsible, professional behavior.

Master's Comprehensive Capstone Project (EDFR 596) [7] requires that students demonstrate a mastery of the field.

The Specialist in School Psychology program requires both internships (PSYC 532 and 533) [8A] and externships (PSYC 530 and 531) [8B] of its graduates. The intent of the internship courses is to prepare candidates as "scientist practitioners." A major objective of this model is to demonstrate entry-level competency in the domains of professional practice. Successful candidates demonstrate the appropriate knowledge and skills necessary to deliver effective services that result in positive outcomes in each domain. A major objective of the externships is to promote the practice of emotionally detached data-based decision making in order to minimize or eliminate error, bias, and unfair discrimination in work with children, families, and school personnel. Successful students will have demonstrated the ability to apply empirically sound methodologies in the development of preventive and responsive practice strategies for a broad spectrum of academic and behavioral concerns.

Biology

Independent learning requirements for the Master of Science degree in Marine and Environmental Biology [9] call for students to submit a pre-proposal on a thesis research topic approved by their graduate committee by the end of their first year of study, complete two one-credit hour internships with a regulatory agency and an industry, take at least one course at LUMCON marine laboratory, pass an oral defense of their thesis, and develop a thesis manuscript to be submitted for publication prior to graduation. The goal of Thesis Research (BIOL 591, 592, 593, and 594) [10] is to allow students to design, develop, and complete an independent research project under the direction of a major professor. Description of this project will comprise the thesis document, and results from this project will be reported in manuscript form for publication in an appropriate scientific journal. In accomplishing this goal, students will gain professional experience in scientific investigation, appreciate scientific collaboration with a major professor and thesis committee, learn to design experiments suitable for publication, learn to interpret results in anticipation of thesis composition and journal manuscript submission, gain laboratory expertise suitable for a successful scientific career, and develop intellectual expertise in a specific area of marine and environmental sciences.

Mathematics

Technology and Communication in Mathematics Education (MATH 584) is a requirement and capstone course for the Master of Science degree in Community/Technical College Mathematics [11]. Students enrolled in this final course of study apply a variety of strategies and multiple sources of information, including all previous course work, as they take part in guided investigations. Students present mathematical results and ideas orally, in writing, and by demonstration, to audiences selected jointly by them, their instructor, and other faculty members involved in the course.

In addition to the opportunities for independent learning in graduate instruction, the University's resources also foster independent learning through opportunities for students to work in computer labs, in biology labs, as research and teaching assistants, as well as through LUMCOM (Louisiana University's Marine Consortium).