Education

Adv. Topics in Special Educ

(3 credits) Course provides a critical examination of current issues surrounding the field of special education including instruction methodologies, latest research, legislation and policy, case law, high stakes exams, over-representation of minorities in special education, and teacher shortages. F,S

Practicum in Special Education

Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.

Strat for Serv Div Learners

Course designed to assist teachers in exploring issues in multicultural and special education to recognize how such factors as socioeconomic status racial and ethnic backgrounds, gender, language proficiency, and disabilities may affect a child's performance. Teachers will study ways of making classrooms, curricula, and instructional strategies suitable for a diverse student population.

Schl Personnel Administration

(3) The course focuses on techniques to maintaine ffective human relations and the use of human resources. Staff evaluations systems, staffing projections, staff-related record management, and benefit programs are examined. The curriculum emphasizes negotiations in the public sector and contract management. S,Su.

School Finance/Ethics

(3) Introduction to school finance and school business administration at all levels of school district organization. The course applies contemporary theories of economics to educational funding, sources of revenue, resource allocation considerations, and study of current treds in fiscal structure and operations in education. The curriculum includes discussion of ethics in school finance. S,Su.

Admin of Higher Education

(3)(Prereq: Students must be admitted into the Doctor of Philosophy in Education program or by permission of instructor) This course involes an extensive exploration of the functional areas and skills that significantly contribute to the effective administration of institutions of higher education. The course topics and readings include an emphasis on planning, budgeting, effective leadership, personnel administration, and facility management in the higher education environment. F,S,Su

School Facilities

(3)(Prereq: EDAD 701, EDAD 789) Course is about the interaction of facilities and learning in PK-12 education. Students learn about basic facilities issues at the building and district level including facilities management concepts and processes related to buildings and grounds. In addition, students learn how to plan for and implement facilities development and major construction projects. Su.

Politics & Policy of Education

(3 credits)(Prereq: EDAD*701 and EDAD*789 , or Admission to the Ph.D. in Education, or permission of the instructor) The framework of this course is the micro and macro politics of education in the United States. It provides an introduction to the field of educational politics, the political process and their transformation into policy. Su

Teaching with Technology

(3) This course explores various models of instructional storytelling to create effective teaching and training videos for educational and professional settings. Students will improve their technical understanding of video production tools, concepts and workflows as they apply instructional design skills to visualize specific instructional messages. The course presents best practices in production planning, storyboarding, script writing, set design, talent management, camera operation, shot composition, audio capture, lighting design, continuity editing, accessibility features and digital deployment. Course assessment includes quizzes, homework exercises and a final project video produced for a specific clinical audience. F

Teaching and Learning Online

(3) This course explores various theories and best practices for the design, development, and implementation of online instruction for blended and distance-based applications. Students will design effective online formative and summative assessment strategies for evaluating student learning, select and build instructional content to meet the need of students with different learning styles, demonstrate proficiency utilizing web production tools to develop online instructional environments, utilize effective online teaching strategies and technology tools to promote communication and collaboration, use information resources for effective online teaching, use diverse instructional strategies, reflect on their course experience, and offer suggestions for online course improvement. Course assessment includes quizzes, forum discussions, and homework assignments. Su

Design & Development I

(3) This course challenges students to apply research-based instructional design principles and learning theories to develop effective digital learning objects that address real-world needs of professionals in traditional, online and blended educational settings. Students will utilize digital authoring tools and workflows to create meaningful multimedia resources for integration in interactive instructional systems. The course also reviews legal and ethical issues relevant to learning object development, including practical strategies to promote digital equity and comply with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU

Instructional Tech Leadership

(3) This course explores research, theory, and models of technology resources management from a building-level or district-level perspective, including facilities, personnel, financing, acquisition, development, policy and training. The course utilizes a gap analysis framework to apply mixed-methods (quantitative and qualitative) research techniques to analyze the current and desired technological needs and conditions of a targeted site. Students collect and analyze these data within the context of published literature and write a detailed white paper with specific recommendations for key decision constituents. SU

Advanced Reading Theory

This course emphasizes theoretical frameworks for reading including psycholinguistics, sociolinguistics, constructivism, and progressive education as well as historical foundations of reading instruction in the United States. This course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings.

Instr Strategies and Materials

This course requires that students conduct in-depth study of current methods and materials used in literacy instruction. Emphasis is on research-supported instructional strategies that are effective for diverse learners and across various instructional settings.

Lit Assmnt & Instr Diverse Pop

(Prereq: Teacher Certification PK-12) Naturalistic, authentic assessment strategies and the integration of instructional strategies with assessment are investigated with struggling readers and writers, PK-12. Emphasis on best practices and current research as applied to special populations of students including learning disabilities, developmental delays, second language learners, gifted and talented students, physically challenged, and social/emotional behavioral issues. Supervised instruction is required in clinical practicum. Depending on the number of students to be served in the clinic, the practicum may include individual tutoring and/or small group instruction. SU on demand.

Prin/Strat Tchg ESOL Elem/Sec

(Prereq: EDLL 650) This course prepares candidates to understand and apply major theories and research related to cultural identities, principles and stragegies for teaching ESOL (English to spearkers of other languages) in elementary and secondary schools. null

LitInstrEngl Lrns &Stud Disab

(3)This course prepares candidates in the area of reading development and effective instructional methodologies specific to students with disabilities and students who are English learners with an emphasis on reading practices as they relate to individual learners, readiness activities, phonemic awareness and decoding skills, phonics, fluency, vocabulary development, and comprehension. Su.

Intro Educational Psychology

Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement oflearning and least restrictive environments for learning.

Intro Human Growth Development

(Writing Intensive) An investigation of various patterns of intellectual, social, emotional, and physical growth of learners from prenatal through adult periods with a focus on developmental applications in educational settings.

Research for Today's Schools

Study of the principles of education research and how research can improve instruction and assessment in PK-12 learning environments. The course focuses on identifying and defining research questions, reviewing and critiquing qualitative and quantitative education research, developing mixed-methods research designs, collecting and analyzing qualitative and quantitative data, using the results of empirical research to guide instructional decisions, and the communication of reserach results. Students are required to develop, implement, write-up, and report on an original, field-based, education research project.

Nature/Needs of Gifted/Talent

Course designed to provide teachers with a foundation in gifted education as a survey course in the education of gifted and talented students. Included is an overview of the historical and philosophical background of gifted education, as well as a rationale for it. The course focuses on the characteristics, needs, problems, and developmental patterns of gifted and talented students, including special populations of gifted and talented students and methods of talent development.

Contemp Curric Theory

(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course provides and in depth understanding of contemporary theoretical substructures of curriculum. In this course, the curriculum is understood as both the explicit, planned course of learning, and the hidden or latent experiences that students encounter in school settings or experience within their world. We will study historical, political, behavioral, social, psychological, cognitive, philosophical, institutional theories in order to understand the impact of theories on curriculum issues, schools and society. The goal of this course is to provide students with the theoretical framework for analyzing, critiquing, and investigating curriculum so that they will understand the complexities of contemporary curriculum discourses and research practices.

School & Community Relations

(3) The development and analysis of appropriate organizational procedural and administrative arrangements for public relations programs in educational institutions are topics of this course. Problems of developing understading and effective communcation relative to the community power structure, student and teacher militancy, civil rights issues, societal polarization, media relationships, adequate financial support and instituting educational change. Su.

Finance and Ethics

(3 credits)(Prereq: EDAD*701 and EDAD*789, or Admission to the Ph.D. in Education, or permission of the instructor) This course serves as an introduction to the finance and ethics at various levels of education organizations. The course applies contemporary theories of economics to educational funding, sources of revenue and resource allocation. The course also reviews current trends in fiscal structures and operations within various educational settings. Other related topics include budget management, expenditures, local and federal involvement, monetary safeguards and audits. The curriculum includes discussion, research, and application of ethics in relation to finance and other associated topics.

College Teaching and Advising

(3 credits)(Course Restriction: Only students admitted to the Ph.D. program or by permission of the instructor) This course examines the elements associated with teaching at the college level and advising both undergraduate and graduate students. Learners have the opportunity to read and discuss current literature on teaching, learning, adult students, and successfully advising students. The course is designed to teach students how to effectively prepare and deliver meaningul, practical, and reflective instructional strategies in the college classroom. Students also learn general frameworks, best practices, and various barriers associated with advising adult learners. TBA

Instruc Design & Tech Integ

(3) This course introduces seminal models of instructional design within the context of planning effective learning materials and experiences supported by technology for education and training environments. Research-based best practices in technology integration are carefully analyzed, as well as strategies for evaluating instructional technologies and materials, including those that are designed to meet the needs of diverse learners. Student conduct literature reviews of current topics in the field. Su

Advanced Online Teaching

(3)(Prereq: EDIT 650) This course further explores a variety of activities to create a sense of presence and to engage online learners. Student will understand and reflect on the significance of building community in virtual environments, utilize online tools to promote communication and collaboration, identify and develop strategies for building community online, address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources,develop content specific instructional strategies for various asynchronous and synchronous online teaching tools, develop additional supplemental strategies to differentiate instruction ( i.e. learning styles, adaptive/assistive technologies, pacing, supplemental activities and remediation.), create and deliver lessons suitable for asynchronous and synchronous delivery that use appropriate and effective multimedia design elements, and develop strategies for involving, communicating and connecting with diverse students.Course assessment includes forum discussions, homework assignments, and a group project. SU

Technology in Curricula

(3) This course presents methods and techniques for designing, developing,implementing and evaluating instruction across various curricula aligned to specific content and technology standards. Students design and re-design technology integrated curricula to improve learner performance for specific instructional contexts, including meeting the needs of diverse populations.F

Prod Design & Develop II

(3) This course analyzes best practices in learning interaction design to create complex instructional systems using advanced professional authoring tools for delivery in online and blended educational settings. Students build visual mockups that apply theoretical principles of interface and user experience (UX) design to develop creative and interactive prototypes that maximize engagement, stimulate higher order thinking, and improve learner performance. Responsive design strategies and advanced deployment techniques to enhance fidelity and equity across learner devices are also explored. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU

Content Area Rdng EC & Elem

(3) This course provides teachers in grades K-6 with the strategies for teaching reading and writing across content-area classes. The course addresses creating a literate environment in the content area classes and the basic tenets of integrating technology and disciplinary literacy across the curriculum in ways that value and support diverse learners. This course also fulfills requirements for the course R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers and three credit hours of coursework needed to earn the R2S Teacher endorsement. S

Dvlp Lit Teach-Leader inSchl

Course participants explore how literacy leaders integrate essential elements of curriculum, instruction, assessment, and on-going staff development to develop research-based literacy programs. Major topics include theoretical principles and practices for staff development, mentoring/coaching, and evolving roles/responsibilities for literacy teacher-leaders.

ESOLCurr Dsgn & Materls Devlp

This course prepares candidates to understand and apply educational policies and current practices in the field of teaching English to speakers of other languages (ESOL). The candidates evaulate, adapt and use materials, resources, and technologies for ESOL standards-based teaching.

Md Lvl Curr & Organization

(Prereq: EDUC 334)(Coreq: EDML 417) Study of the middle level program including the grouping, scheduling, grading, and placement of students; school organization, curriculum and teaching techniques are included. A clinical field experience at a middle school site is required and included in this course. F.

Foundations in Literacy

(3)(Prereq: Admission to MAT Degree Program) An introductory course to literacy and its role in secondary schools and society. Candidates will research literacy by defining it and directly relating it to their field. An overview of literacy education topics including assessment, testing, equity, and multiple literacies will also be surveyed. SU

Foundations of Secondary Educ

A study of the principles of curriculum development in schools today as related to standards-based instruction and assessment. Attention is given to the teacher's role in understanding curriculum, theory behind curriculum development, and implementing standards-based curriculum, instruction, and assessment.

Behavior Management

This course provides a critical analysis of behavior management theories, evidence-based disciplinary practices, and applications that foster an environment conducive to learning. Course emphasizes identification, analysis, etiology, & intervention strategies for prevention and management of inappropriste behaviors exhibited by students with disabilities. Research of legal and ethical practices included.

Intro to Curr/Instr Gift/Tale

Course designed to prepare teachers to organize and deliver appropriate curriculum for gifted and talented students. Teachers will explore curriculum models, instructional strategies, and assessments in order to meet the needs and abilities of gifted and talented students. Current research and technology will be utilized in writing lesson plans and units.

Adv Study of Curr & Instructn

Study of principles of curriculum and instruction related to Pk-12 schools; included are sources of the curriculum, methods of organization, curriculum planning and development, the teacher's roles and responsibilities, assessment, and trends and influences in curriculum and instruction practices. Field work is included.

Crit. Stds in Diversity/Educ

(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course focuses on the examination of the student diversities found in classrooms and the impact of diverse learners on curricular and instructional practices. Teachers will study ways of making classrooms, curricula, and instructional strategies diversified, developmentally appropriate and equitable to meet the needs of all student populations. Analysis and interpretation of critical theories, research, and approaches to understanding issues of student and community diversity affecting schools.

Qual Rsch Mthds in Ed

(3)(Course restriction: Only students admitted to the Ph.D. program or by permission of the instructor)This course will provide and introduction to qualitative methods in social science research, in terms of both the practical issues of conducting this type of research and the conceptual debates in the field. Methods include collection and analysis of observations, interviews, and other records of human activity to gain a better understanding of structures, processes, and perspectives that drive or shape human behavior. The purpose of the course is to assist students through the proposal and dissertation writing processes.

School & Community Relations

(3) The development and analysis of appropriate organizational procedural and administrative arrangements for public relations programs in educational institutions are topics of this course. Problems of developing understading and effective communcation relative to the community power structure, student and teacher militancy, civil rights issues, societal polarization, media relationships, adequate financial support and instituting educational change. Su.

Health, Safety, & Motor Devo

(3) This course is designed to provide a foundation for current and accurate information on health, safety and motor development for young children. As early childhood pre-professionals, students will learn to advocate for young children's health and safety needs and provide appropriate health, safety, and motor development experiences for young children. F,S,Su.

Cyberspace,tech & Learning

This course's specific aims are:(1) to expand students' knowledge of the impact of technology on human learning and behaviors; (2) to explore how technology both affects and expresses humans' values; (3) to develop higher-level intellectual capabiities for responding critically to the use and development of technology; (4) to articulate an informed personal judgment to works in modern society and learning environments. The ultimate goal of this course is to prepare students to be informed and intellectual consumers of technology in the digital age. F,S.

Instructional Video Production

(3) This course explores various models of instructional storytelling to create effective teaching and training videos for educational and professional settings. Students will improve their technical understanding of video production tools, concepts and workflows as they apply instructional design skills to visualize specific instructional messages. The course presents best practices in production planning, storyboarding, script writing, set design, talent management, camera operation, shot composition, audio capture, lighting design, continuity editing, accessibility features and digital deployment. Course assessment includes quizzes, homework exercises and a final project video produced for specific clinical audience. F

Educational Games & Simulation

(3) This course introduces theories and strategies supporting the use of educational games, simulations, and virtual environments to improve learner performance and engagement in education and training settings. A variety of tools and methodologies for building implementing and evaluating website and mobile gaming models will explored. Students will analyze research literature to identify key characteristics of games and simulations, promote learner reflection using collaborative game tools to clarify learners' conceptual understanding and thinking, incorporate game tools to promote learning and creativity, utilize game tools to address the diverse needs of all learners, analyze and apply instructional game and stimulation theories to games developed in class, analyze commercial games and simulations to identify key characteristics and technical, practical, and pedagogical limitations; develop game evaluation rubrics, and collaborate with others using game tools and resources to support learner success and innovation. Course assessment includes a learning journal, forum discussions, homework assignments, and a group project.F

Sp Tp in Instructional Tech

(3)This course examines emerging instructional technologies and associated trends, issues, research,theories and practices that impact education and training setting. Designed as a real-world analytical experience, the course uses a problem based framework that requires students to identify technological barriers and problematic issues in specific instructional contexts, review evidence- based practices in the scholarly literature,evaluate potential instructional technology solutions, and propose potential implementation processes. The course emphasizes just-in-time training, product- impact analysis and organizational change theory as essential applied models. Students conduct literature reviews and administer surveys to collect and analyze data to articulate informed solutions. F,S

Seminar in Instructional Tech

(3) (Prereq: EDIT 610,630,640,650) This course requires two capstone experience for program candidates in their final semester - 1)30 hours of supervised clinical experiences in instructional technology leadership where evaluate collaborate with decision- makers to design, develop, implement, manage and evaluate instructional technology training for adult professionals in approved placements.2) The development of an online portfolio documenting mastery of all content, pedagogical, technical and professional knowledge targeted in the program goals. F,S

Prin of Instructional Design

(3) This course introduces the instructional systems design (ISD) model for education and training contexts, with emphasis on the delineation and alignment of instructional goals, teaching methodologies and evaluation techniques. Students develop mastery of the instructional design process, analyze the role of the systematic design of instruction within the context of teaching and training processes and relate this knowledge to their educational profession or other related instructional setting. The course culminates with in-depth curriculum analyses requiring students to research the design and function of current curricula based on the instructional systems approach, with specific attention to the alignment of goals and objectives, an analysis of diverse learner needs and the instructional methods used to teach and assess learning. F,S

Instructional Technology Tools

(3) This course surveys popular and emerging technology applications and devices to design innovative learning experiences for various instructional contexts, including traditional, online and blended frameworks. Students will explore research-based best practices in the utilization of technology to support instructional design, classroom management, collaborative learning, communication with local and global audiences, technical troubleshooting of digital resources, as well as strategies to promote equitable, safe, legal and ethical use of digital information and technologies. Course assessment includes forum discussions, video tutorial productions, online resource management, and a project. F

Fld Exper in Instructionl Tech

(3) This course requires 30 hours of supervised clinical experiences in instructional technology leadership. Students engage in field-based design, development, implementation, management and evaluation of instructional technology initiatives in approved professional placements, serving as instructional technology consultants responsible for collaborating with decision-makers to conduct needs analyses and guide the design, development and implementation of instructional technology initiatives that address real-world problems or opportunities for adult learners. Students are expected to collect, analyze and interpret data to evaluate performance. Course assessment includes reflective blog entries, edited videos and a final report detailing evidence of impact and plans for continuous improvement. F

Sem in Instructionl Technology

(3) This course provides students with capstone experiences cultivating mastery of content, pedagogical, technical and professional knowledge targeted in all program goals and evidenced by three major assessments - a comprehensive exam, an online professional portfolio, and an instructional technology research project aligned to specific ISTE NETS standards. F,S.

Cltrl/Lngstc Diversity ESOL

Advanced Reading Theory

This course emphasizes theoretical frameworks for reading including psycholinguistics, sociolinguistics, constructivism, and progressive education as well as historical foundations of reading instruction in the United States. This course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings.

Prac in Literacy Asmt & Evalu

Emphasis on naturalistic, authentic classroom-based assessment of developmental readers and writers and the interrelationships between assessment and instruction. Supervised assessment practicum and the development of a literacy case study in a clinical experience is required.

Instr Strategies and Materials

This course requires that students conduct in-depth study of current methods and materials used in literacy instruction. Emphasis is on research-supported instructional strategies that are effective for diverse learners and across various instructional settings.

Applied Linguistics for ESOL

This course prepares candidates to understand and apply knowledge about language structure and second language acquisition in planning and adapting ESOL (English to speakers of other languages) content and standards-based teaching.

Cltrl/Lngstc Diversity ESOL

Internship Seminar

Candidates will meet periodically with their university supervisor and with other candidates to establish links between the theoretical principles taught in the methods course and the practical application of these theories during the internship.

Content Area Reading

(3 credits) A literacy methods course designed for candidates to learn general literacy instructional techniques and assessment strategies. Candidates use these techniques and strategies to design a content-area instructional unit complete with an accompanying text set and assessments. Attention is given to addressing reading difficulties and enhancing reading skills necessary for effective teaching of content area materials. F,S,Su

Instructional Design in Sp. Ed

(3 credits) Teachers in schools need more ways to reach all of their students. This course helps the in-service teacher to learn more about Instructional Design through Differentiated Instruction and applying Universal Design principles. The framework of this class is based on the multiple means of representing information, multiple means of expressing knowledge, and multiple means of engagement in learning. F

Char of Students W/ Severe Dis

(3 credits) This course explores basic concepts and issues that pertain to persons with severe disabilities, including those with intellectual disability, autism spectrum disorder, and multiple disabilities who exhibit extensive or pervasive support needs. Psychological, historical, and medical implications of these disabilities are addressed.

Comp Assemnt Exceptl Learners

(3 credits) Covers the use and interpretation of formal and informal diagnostics tests and procedures calculated to determine instructional levels and procedures for exceptional learners. Content includes statistical and psychometric concepts in assessment including norm-referenced, criterion-referenced, and curriculum-based management, and informal testing. Emphasis is on interpretation for instruction, eligibility determination, placement decisions, and report writing. F

Char of Lrns w/ Emo/Beh Disab

(3 credits) This course covers theories and specific conditions in the area of emotional and behavioral disabilities. Participants study the impact of learning and behavioral differences on academic and social/emotional performances. Diversity within student populations is addressed throughout the course. Experiential, observational, interactive strategies, and technological advances are used to facilitate course outcomes. F

Char of Indiv W/Intell Disabil

(3 credits) Course is an in-depth study of the unique learning and behavioral characteristics of individuals with intellectual disabilities, ranging in age from preschool to adult, with a focus on mild to moderate disabilities. Topics include historical development of the field of intellectual disabilities (mental retardation); theoretical models; etiological factors; cognitive, social, emotional, behavioral, and physical/health characteristics; models of assessment and intervention, including technological advances; transition programs and services; community programs and provisions; issues and trends, including legislation and litigation; and the impact of intellectual disabilities on academic and social/emotional performance. F, odd years

SpLrngDis(SLD):Nature & Needs

(3 credits) This course provides foundational knowledge of Specific Learning Disabilities, including the history, theoretical base, legal aspects, terminology, related concepts, definitions, and issues associated with the field. Studies etiology, identification procedures, characteristics across the life span, medical aspects, and approaches to intervention. Experiences in schools required.

Practicum in Special Education

Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.

Computer Tech/Instruct Media

(Computer Usage) A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction.

Intro Educational Psychology

Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement oflearning and least restrictive environments for learning.

Strat for Serv Div Learners

Course designed to assist teachers in exploring issues in multicultural and special education to recognize how such factors as socioeconomic status racial and ethnic backgrounds, gender, language proficiency, and disabilities may affect a child's performance. Teachers will study ways of making classrooms, curricula, and instructional strategies suitable for a diverse student population.

Sprvsn Student Teach/Interns

(3 credits) Student teaching and internship experiences are the capstone of the professional education program and provides candidates the opportunity to apply knowledge and skills from core education coursework, with a focus on differentiated instructional practices, multiple learning environments, professional collaboration, school policies, effective leadership, procedures, and reflective practice. Supervision of student teachers and interns offers an opportunity for growth and development as it relates to teaching, learning, best practices, and leadership. During student teaching/internships, candidates steadily increase responsibilities and demonstrate competency in planning, instruction, assessment, leadership, and other professional tasks. Candidates are expected to exhibit professionalism throughout all components of the experiences. Experience includes directed activities in off-campus school settings and on-campus seminars.