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Sociology |
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SOC 481 Honors Courses (3)
Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Division Chairperson for further information.
Term Offered: (F, S)
(3) |
Social Science |
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SOSC 100 Summer Academy (1)
Course for the Summer Academy students who successfully complete all of the Academy requirements. A comprehensive final exam is required and each student is expected to submit an autobiographical essay.
(1) |
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SOSC 325A Miller Center Seminar (1)
See POSC 325 .
(1) |
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SOSC 325B Miller Center Seminar (1)
See POSC 325 .
(1) |
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SOSC 325C Miller Center Seminar (1)
See POSC 325 .
(1) |
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SOSC 414 Special Methods in the Teaching of Social Studies (3)
Prerequisites: EDUC 306 .
The study and evaluation of personal and professional qualities, skills, and instructional strategies and materials that result in good teaching. A 30 hour school-based field placement is required. Students must achieve a grade of C or better. (F)
(3) |
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SOSC 450 Interdisciplinary Seminar (1-3)
Prerequisites: Consent of instructor.
The central theme of the problem investigated will be analyzed through the “eyes” of the various disciplines; with staffing for the seminar coming from the various disciplines of the division.
Term Offered: (F, S)
(1-3) |
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SOSC 470 Independent Study (3)
Prerequisites: Minimum of 15 hours of course work completed in the discipline and consent of instructor and division chairperson.
Application must be made and approved by a committee before the student can register for the independent study. Applications may be picked up from the division chairperson.
(3) |
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SOSC 471 Independent Study (3)
Prerequisites: Minimum of 15 hours of course work completed in the discipline and consent of instructor and division chairperson.
Application must be made and approved by a committee before the student can register for the independent study. Applications may be picked up from the division chairperson.
(3) |
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SOSC 472A Public Service Internship (6)
The internship is a semester long work-study program in a public service agency. The Public Service Internship Program is open to juniors and seniors and offered both semesters of the academic year. Students interested in applying for the program should contact the office of the Division of Social Sciences.
(6) |
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SOSC 472B Public Service Internship (9)
The internship is a semester long work-study program in a public service agency. The Public Service Internship Program is open to juniors and seniors and offered both semesters of the academic year. Students interested in applying for the program should contact the office of the Division of Social Sciences.
(9) |
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SOSC 2851 Introduction to Academic Research (1)
Designed to develop basic skills used in academic research. Special attention will be given to search techniques and sources, literature review and abstract, citation conventions, and academic integrity. Adaptations and applications to the student’s field of study will be explored.
(1) |
Social Work |
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SOWK 161 Introduction to Social Work (3)
Explores the multifaceted career opportunities of the social work profession, with an emphasis on human behavior, human rights, social and economic justice, and human diversity. Social work practice, values, and ethics are examined.
(3) |
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SOWK 230 Group Dynamics and Interviewing Skills (3)
Critically examines and integrates theoretical-conceptual perspectives about group communications and interviewing skills, applying this information to practical problems and situations in context, focusing on behavior of individuals and groups with an emphasis on effective individual and group skills for both intrapersonal and interpersonal growth and development.
(3) |
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SOWK 236 Human Behavior and the Social Environment Theories (3)
Prerequisites: SOWK 161 .
Co-requisites: PSY 101 ; SOC 101 ; BIOL 102 .
Methodological and theoretical study of the bio-psycho-social elements of human behavior across multiple contexts. Students will develop a theoretical and conceptual knowledge of human behavior applicable to competent social work practice.
(3) |
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SOWK 237 Human Behavior and the Social Environment Across the Lifespan (3)
Prerequisites: SOWK 161 .
Co-requisites: PSY 101 ; SOC 101 ; BIOL 102 .
Orientation to the understanding of human behavior across the lifespan with individuals, groups, and communities. Formal and informal processes, norms, values, ethics, strengths, and diverse cultures will be examined across multiple contexts.
(3) |
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SOWK 301 Social Policy and Services History (3)
Prerequisites: SOWK 161 .
The primary focus of the course is on the history of social work and social policy. The forces driving policy decisions are examined within a historical framework. The differential impact of social policy on diverse and oppressed groups is developed.
(3) |
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SOWK 302 Human Diversity (3)
An overview of racial, ethnic, gender, age, religion, disability, and sexual orientation issues. The course will focus on helping students develop a conceptual understanding about complex and emotionally-charged issues of diversity, human rights, and social and economic justice. Students are challenged by using research, guided readings, and class discussion in understanding the societal implications of diversity.
(3) |
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SOWK 303 Social Policy and Services Analysis (3)
Prerequisites: SOWK 161 .
Provides students with a framework to analyze current social policy, taking into consideration both historical influences and current factors shaping these policies. A framework for policy analysis, incorporating the principles of human rights and social and economic justice, is also included. Content is provided on policy formulation, incorporating the processes influencing policy decisions.
(3) |
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SOWK 305 Social Work Research Methods (4)
Prerequisites: SOWK 161 , SOSC 2851 MATH 105 (may be taken concurrently).
Familiarizes the student with the quantitative and qualitative research methods, the research process, and the role of research in professional practice. Students develop a research proposal. Emphasis is placed on evaluation of all levels of practice.
(3 hour lecture, 1 hour lab)
(4) |
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SOWK 307 Practice with Individuals and Families (3)
Prerequisites: Social Work major; formal admission to the Social Work Program; SOWK 161 , SOWK 230 , SOWK 236 , SOWK 237 ; SOWK 305 ; PSY 101 ; SOC 101 ; ENGL 101 , ENGL 102 ; SOSC 2851 .
Methods of intervention appropriate for working with individuals and families are emphasized. Focuses on the basic knowledge, values, and skills appropriate for a generalist social work practitioner at the beginning professional level of social work practice. The practice components of engagement, assessment, planning, implementation, evaluation, termination, and follow-up with individuals and families are utilized. A grade of “C” (2.0) or better is required in this course to enter SOWK 420A, SOWK 420B and SOWK 451 .
(3) |
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SOWK 308 Practice with Groups (3)
Prerequisites: Social Work major; formal admission to the Social Work Program; SOWK 161 , SOWK 230 , SOWK 236 , SOWK 237 ; SOWK 305 ; PSY 101 ; SOC 101 ; ENGL 101 , ENGL 102 ; SOSC 2851 .
Methods of intervention appropriate for working with small groups are emphasized. Focuses on values, knowledge, and skills appropriate for the generalist social work practitioner at the beginning professional level of social work practice. The practice components of engagement, assessment, planning, implementation, evaluation, termination, and follow-up with groups are utilized. A grade of “C” (2.0) or better is required in this course to enter SOWK 420A. SOWK 420B and SOWK 451 .
(3) |
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SOWK 309 Practice with Communities and Organizations (3)
Prerequisites: Social Work major; formal admission to the Social Work Program; SOWK 161 , SOWK 230 , SOWK 236 , SOWK 237 ; SOWK 305 ; PSY 101 ; SOC 101 ; ENGL 101 , ENGL 102 ; SOSC 2851 .
Methods of intervention with organizations and communities are emphasized. Focuses on values, knowledge and skills appropriate for the generalist social work practitioner at the beginning professional level of social work practice. The practice components of engagement, assessment, planning, implementation, evaluation, termination, and follow-up with communities and organizations are utilized. A grade of “C” (2.0) or better is required in this course to enter SOWK 420A, SOWK 420B and SOWK 451 .
(3) |
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SOWK 318 Health and Human Resources Administration (3)
An elective focusing on organizations and service delivery systems with an emphasis on leadership and management principles.
(3) |
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SOWK 320 Working with Children and Adolescents (3)
Reflects current issues and trends in working with children and adolescents. Behaviors, therapy, and programs related to children and adolescents are discussed.
(3) |
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SOWK 322 School Social Services (3)
Teaches basic knowledge, approaches, and skills involved in school social services. Examined are the basic concepts of children’s developmental needs, which require preventive services in the school, family, and community systems.
(3) |
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SOWK 324 Gerontology and the Field of Aging (3)
Beginning with aging as a developmental process, implications are generated which relate to possible services for the aged. Included is a focus on the development of primary intervention, protective, and institutional services.
Note: (Class size limited.)
(3) |
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SOWK 327 Health Care (3)
Deals with the relationship between physical well-being and social functioning; the definition of a state of health and the health continuum; concepts of multiple causation and the role of stress; the social and psychological impact of chronic illness; planning, organizing, and delivering of health services.
Note: (Class size limited.)
(3) |
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SOWK 336 Corrections (3)
Examines social work and other professions in the area of forensics, courts, institutions, police, probation, and parole services. Attention is given to prevention and aftercare dynamics.
(3) |
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SOWK 350 Special Topics in Social Work (1-3)
Prerequisites: Approval by the Social Work Department.
Courses on specialized areas of social work practice (such as Addictions, Family Therapy, and Introduction to Community Service)
(1-3) |
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SOWK 404 Advanced Community-Based Research (1-3)
Prerequisites: Completion of a basic research course or consent of the instructor.
This course seeks to deepen the student’s understanding of community-based research. Focusing on the substantial research opportunities in the professional arena this course is appropriate for any discipline in which academic and community partnerships are important. This is the capstone course for those pursuing the Civic Engagement minor.
(1-3) |
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SOWK 420A Field Instruction (6)
Prerequisites: Completion of all required Social Work Courses. Students must have a better than 2.00 overall grade point average with a 2.50 average in those courses listed under Social Work Courses Required and a 2.0 or better in SOWK 307 , SOWK 308 , and SOWK 309 . Students must have senior status.
Provides students with opportunities to develop skills, knowledge, theories, and techniques with procedures from the classroom being applied to field situations. Emphasis is on individualized instruction with supervision by faculty. Application to be made through Field Instruction Coordinator three months before placement begins.
(6) |
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SOWK 420B Field Instruction (6)
Prerequisites: Completion of all required Social Work Courses. Students must have a better than 2.00 overall grade point average with a 2.50 average in those courses listed under Social Work Courses Required and a 2.0 or better in SOWK 307 , SOWK 308 , and SOWK 309 . Students must have senior status.
Provides students with opportunities to develop skills, knowledge, theories, and techniques with procedures from the classroom being applied to field situations. Emphasis is on individualized instruction with supervision by faculty. Application to be made through Field Instruction Coordinator three months before placement begins.
(6) |
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SOWK 451 Social Work Issues Seminar (3)
Prerequisites: Social Work majors only.
Co-requisites: This course must be taken concurrently with SOWK 420A -SOWK 420B .
Gives students opportunities to explore, synthesize, critically examine, and integrate varied content and skills learned during previous social work courses and during Field Instruction. Issues across contexts related to diversity, ethical practice, regulation of practice, rural practice, and workplace safety are explored.
(3) |
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SOWK 470 Independent Study (1-6)
Prerequisites: B average for majors or consent of social work faculty.
Advanced field study, readings, or research in student’s area of interest.
(1-6) |
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SOWK 471 Independent Study (1-6)
Prerequisites: B average for majors or consent of social work faculty.
Advanced field study, readings, or research in student’s area of interest.
Note: SOC 101 is a prerequisite for all other courses in sociology. May be waived as a prerequisite with the permission of the sociology faculty.
(1-6) |
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SOWK 480 Honors Courses (3)
Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Division Chair for further information.
(3) |
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SOWK 481 Honors Courses (3)
Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Division Chair for further information.
(3) |
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SOWK 1001 Sign Language I (1)
Prerequisites: No prerequisite.
An introductory skill development course in the art of manual communication.
(1) |
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SOWK 1002 Sign Language II (1)
Prerequisites: No prerequisite.
An intermediate skill development course in the art of manual communication.
(1) |
Spanish |
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SPAN 101 Elementary Spanish I (3)
The most basic patterns of Spanish grammar. Emphasis on basic vocabulary and on developing skills in reading, writing, speaking, and comprehending the Spanish language. Emphasis on the present tense.
Term Offered: (F, S)
Note: Taught in English.
(3) |
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SPAN 102 Elementary Spanish II (3)
Prerequisites: SPAN 101 or one year of high school Spanish or consent of instructor.
Further development of skills in reading, writing, speaking, and comprehending. Expansion of tenses, moods, and sentence complexity.
Term Offered: (F, S)
Note: Taught in English.
(3) |
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SPAN 110 Advanced Beginning Spanish (4)
Students with some High School Spanish but who are not ready for SPAN 102 start at a higher level than SPAN 101 . The course catches up with SPAN 102 so that students completing it may enter SPAN 101
Term Offered: (F, S)
(4) |
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SPAN 201 Intermediate Spanish I (3)
Prerequisites: SPAN 101 -SPAN 102 or equivalent, or two years of high school Spanish, or consent of instructor.
Readings in Hispanic cultures and literature; review and expansion of Spanish grammar and vocabulary; practice in writing, speaking, and comprehending the language.
Term Offered: (F, S)
(3) |
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SPAN 202 Intermediate Spanish II (3)
Prerequisites: SPAN 101 -SPAN 102 and SPAN 201 or equivalent, or three years of high school Spanish, or consent of instructor.
Further readings in Hispanic cultures and literature; review and enhancement of Spanish grammar and vocabulary; practice in writing, speaking, and comprehending the language. This course will give students the essential grammatical and cultural tools necessary to express themselves in upper level classes.
Term Offered: (F, S)
(3) |
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SPAN 204A Special Topics in Hispanic Literature/Film. (1)
Prerequisites: ENGL 102 with grade of C or better.
A special topics course open to both majors and non-majors, featuring the literature and film of Hispanic peoples. Taught in English.
(1) |
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SPAN 260 Culture and Civilization of the Hispanic World (3)
This class will introduce students to a wide range of themes that surround the Hispanic World, such as “empire”, “discovery”, “identity” and “difference” in order to expand knowledge of important issues surrounding the peoples of Spain, Latin America, the Caribbean, and Latinos in the United States. Taught in English.
Term Offered: (S)
(3) |
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SPAN 301 Advanced Spanish Grammar and Composition (3)
Prerequisites: SPAN 202 with grade of C or better, or placement.
A writing-intensive course designed to develop advanced competency in written Spanish through the review of the finer points of grammar, general style and mechanics. of writing descriptive, narrative, Numerous writing assignments will include expositive and argumentative pieces, and in-class discussion will continue developing oral and aural competency.
Term Offered: (F)
(3) |
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SPAN 302 Advanced Oral and Written Expression (3)
Prerequisites: SPAN 202 with grade of C or better, or placement.
This course focuses on the development of advanced oral and written communication skills in communication with popular culture in Spanish. Attention will be focused on grammar, syntax, use of appropriate registers, necessary vocabulary, non-verbal and culturally specific cues.
Term Offered: (S)
(3) |
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SPAN 321 Early Hispanic Literature and Culture (3)
Prerequisites: SPAN 301 or SPAN 302 or placement.
Engages Spanish and Colonial Spanish American culture(s) from the 10th through the 17th century, focusing on the development of critical reading skills and advanced fine-tuning of the students ability to converse culturally and linguistically with the Spanish speaking world.
Term Offered: (F even numbered years)
(3) |
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SPAN 331 Modern Hispanic Literature and Culture (3)
Prerequisites: SPAN 301 or SPAN 302 or placement.
Engages cultural production from Spain, Latin America and the Caribbean from the 18th to the beginning of the 20th century. Emphasis will be placed on traditional literary texts as well as visual material through focused reading, writing, and in-class conversation and debate.
Term Offered: (S odd numbered years)
(3) |
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SPAN 341 Hispanic Cultural Production of the XX and XXI Centuries (3)
Prerequisites: SPAN 301 or SPAN 302 or placement.
This class exposes students to the Spanish, Latin American, Caribbean, and US Latino/a cultural production of the XX and XXI centuries. Film, music, theatre, among others will give the student a rich material base from which to develop critical thinking skills. Structured in-class discussions and debates, as well as theme-based reflection papers will play a central role in refining the students’ oral and written capacities.
Term Offered: (F even numbered years)
(3) |
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SPAN 370 Advanced Studies (3)
Prerequisites: Permission of instructor
Advanced and extended exploration of topics addressed in other Spanish courses at Concord. This course is intended for students who have already successfully completed the appropriate lower numbered course.
Term Offered: Irregular
(3) |
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SPAN 410 Methods in Teaching Spanish as a Second Language (3)
Prerequisites: Completion of two or more of the following: SPAN 321 , SPAN 331 , SPAN 341 or permission by instructor.
An introduction to the theory and practice of teaching foreign languages and cultures, with particular attention to the issues of teaching Spanish language and Hispanic cultures in the United States. Students will participate in class discussions and micro-teachings, as well as syllabus and testing preparation. This course will be taught in English and Spanish.
Term Offered: (F)
(3) |
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SPAN 411 Practicum in the Teaching of Spanish as a Second Language (1)
Prerequisites: Permission of instructor.
Co-requisites: Must be taken concurrently with SPAN 410 .
Supervised experience of Spanish instruction that is taken concurrent with SPAN 410 . This includes a minimum of 25 hours of field experience. Teaching certification in Pre-K through Adult requires field experience in preschool and elementary settings.
(1) |
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SPAN 421 Special Topics Capstone in Hispanic Literature and Culture (3)
Prerequisites: Two or more of the following: SPAN 321 , SPAN 331 , SPAN 341 or permission of instructor.
Offers the advanced student an opportunity to look closely into one or more thematic issues surrounding the Hispanic Culture.
Term Offered: (S odd numbered years)
(3) |
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SPAN 450 Spanish Immersion Experience (3-6)
Prerequisites: Two or more of the following: SPAN 260 , SPAN 301 , SPAN 302 , SPAN 321 , SPAN 331 , SPAN 341 or permission by instructor.
Four weeks or more of study either in a Hispanic country or in an intensive Spanish Language program offered in the United States during the summer. Program and credits must be approved prior to enrollment
(3-6) |
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SPAN 470 Independent Study (1-3)
Prerequisites: Two of SPAN 321, 331, 341 or permission by the professor, a GPA of 3.00 or higher in previous Spanish classes taken at Concord University.
This course is designed by the student through a proposal that is made in conjunction with the professor. This class typically focuses on a specific author or theme of the student’s interest that is not normally treated in other course offerings.
Term Offered: Upon request
(1-3) |
Special Education |
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SPED 303 Introduction to Special Education (3)
This course is required of all teacher candidates. Introduction to current issues and problems related to children and youth who deviate from the average in mental, physical, social and/or emotional characteristics to the extent that the appropriate least restrictive environment is provided. Research on each of the identified exceptionalities in special education is required. Topics of emphasis include: special education legislation, the special education process from referral to placement, response to intervention, developing individualized education plans (IEPs), positive behavior support and teaching strategies specific to exceptionalities. A grade of “C” or better required.
Term Offered: (F, S)
(3) |
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SPED 309 Strategies for the Inclusive Environment (3)
Prerequisites: Admission into the Teacher Education Program, SPED 303 , EDUC 306 , or may be taken concurrently with EDUC 306
Co-requisites: Elementary majors must take SPED 309 concurrently with EDUC 311 , EDUC 312 , EDUC 313 and EDUC 314 .)
This course is required of all teacher candidates.(Note: Physical Education teacher candidates must take P ED 407 Adapted Physical Education instead of SPED 309.) The course provides teacher candidates an overview of special education and the federal requirements that govern the educational process. The course is designed to prepare teacher candidates to meet the diverse needs of all learners in inclusive general education environments. Emphasis is placed on the identification of the individual needs of special education students and the development of effective instructional strategies/teaching techniques to address those needs. Topics will include: parent and community involvement, social and multicultural issues, and classroom management techniques. A 25-hour field placement is required. A grade of C or better is required.
Term Offered: (F, S)
(3) |
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SPED 325 Families and Communities (3)
Co-requisites: EDUC 305 or consent of instructor.
Included are simulations of interpersonal skills effective with families, professionals, and paraprofessionals involved with the child. The role of external groups and establishment of effective home-school-community interaction are studied. Interviews are required.
Term Offered: (F)
(3) |
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SPED 328 Classroom and Behavior Management In Early Childhood Settings (3)
Prerequisites: E ED 265 , EDUC 304 .
Emphasizes procedures for and uses of effective behavior and classroom management for the Birth-K population. Candidates will study ways to create developmentally and functionally appropriate learning environments that support safe, equitable, positive and supportive learning in which diversities are valued. Candidates will also gain experience in the use of functional behavior assessment and behavior intervention.
(3) |
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SPED 350 Assessment, Curriculum and Planning for Students with Mild Disabilities (3)
Prerequisites: SPED 303 or consent of instructor.
The focal points of this course are educational assessment, evaluation and designing appropriate instruction for students with mild disabilities. Students will use various assessment techniques and plan for instruction based on assessment data. Additionally, the course focuses on the general curricular and program needs of special education students from early childhood through adolescent levels. Topics include formal and informal assessment, curriculum development, and planning instructional strategies, IEP development and implementation, collaborative consultation, and transition services. A 20-hour field experience is required.
Term Offered: (F)
(3) |
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SPED 355 Characteristics of Mild Disabilities (3)
Prerequisites: SPED 303 or consent of instructor.
This course investigates both the special education teacher’s role as manager and facilitator of the learning environment and the educational characteristics of students with mild disabilities. Topics include theories and applications of cognitive behavior management, methods of data collection and analysis, design and evaluation of both academic and behavioral interventions, and developing an understanding of the characteristics of students with mild disabilities in both self-contained special education classrooms and inclusive general education classrooms.
Term Offered: (F)
Note: Mild disabilities include students with learning disabilities, mild mental impairments and behavior disorders.
(3) |
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SPED 402 Early Identification and Inclusion. (3)
Prerequisites: EDUC 305 .
Methods and materials for identification, intervention, and developmental interaction with young children having mild and moderate conditions are studied.
(3) |
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SPED 403 Intervention with Young Children (3)
Prerequisites: Admission to teacher education, EDUC 306 , SPED 303 and SPED 402 or consent of instructor.
Alternative curricular approaches for intervention with infants and toddlers, preschoolers and kindergarten children having severe and profound conditions are examined. Home-based intervention programming is included. A 26-hour field experience is required.
Term Offered: (S)
(3) |
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SPED 415 Methods for Teaching Students with Mild Disabilities (3)
Prerequisites: SPED 303 , SPED 355 , or consent of instructor.
This course provides an introduction to a variety of methods of teaching academic content, behavior management skills, and social skills to students with mild disabilities. Programmatic levels from early childhood through adult are addressed. Emphasis is placed on practical, research-based teaching strategies that can be implemented to design appropriate instruction. A 25-hour field experience is required.
Term Offered: (S)
(3) |
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SPED 417 Reading Strategies for Special Education I (3)
Prerequisites: SPED 303 or SPED 355 , or consent of instructor.
This course provides opportunities for students to plan programs and make modifications for struggling learners at all grade levels. Emphasis is on the diverse individual reading needs of students with mild disabilities.
Term Offered: (F)
(3) |
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SPED 419 Reading Strategies for Special Education II (3)
Prerequisites: SPED 417 or consent of instructor.
This course uses case studies to assist pre-service special education teachers to understand the process of classroom-based support for language and literacy constructions. Emphasis will be placed on teaching/learning strategies, response to intervention, and differentiated instruction as each applies to reading instruction. A 30 hour field placement is required.
Term Offered: (S)
(3) |
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SPED 425 Mathematics Strategies for Special Education (3)
This course will familiarize students with effective principles for working with students with special learning needs who struggle with mathematics. The course will focus on the development of strategies to enhance achievement in developmentally appropriate topics in Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability (the five National Council of Teachers of Mathematics Content Standards). This is a hands-on workshop-oriented experience. Students work with manipulatives and technologies to explore mathematics, solve problems, and learn ways to teach mathematics content to children. A 25 hour field experience is required.
Term Offered: (Summer)
(3) |
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SPED 444 Trends and Issues in Special Education (3)
This course provides an overview of current issues in special education and related fields. An emphasis is on current legal frameworks for special education and other disability services, current debates within the field of special education (i.e., inclusion, NCLB, highly qualified teachers, etc.), and special education reform issues. Because the field of special education is a dynamic field, the design of this course must be one that changes each semester. In such manner, students are kept current on specific issues that impact the field.
Term Offered: (Summer)
(3) |
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SPED 517 Asperger’s Syndrome (3)
Prerequisites: None
This course introduces the student to the Asperger’s Syndrome. The course provides the candidate with knowledge of identification criteria, assessments, prevalence, potential causes, and related disorders. Emphasis is placed on learning characteristics and effective strategies to prepare the candidate to teach an individual with Aspergers in a variety of educational settings, including the regular classroom.
(3) |
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SPED 518 Positive Behavior Support (PBS) (3)
Prerequisites: None
This course introduces the student to Positive Behavior Support (PBS). The course provides the candidate with knowledge of the origins of PBS, planning and assessment for PBS, PBS support practices and applications, and PBS at schools and communicating levels. Emphasis is placed on effective strategies to prepare the candidate to teach in a variety of educational settings, ranging from full-time special education to the regular classroom.
(3) |
University |
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UNIV 100 University 100 (1)
This course is required for all freshmen and transfer students with less than 30 credit hours. The course assists students to successfully make the transition from high school to college and includes sessions on Concord’s technology, time management and study skills, critical thinking, money management, wellness and risky behavior, as well as the University’s rules and procedures.
(1) |
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UNIV 101 Core Concepts for Academic Success (2)
This course is designed for students whose performance on the SAT and ACT exam indicates a lack of readiness for introductory level college courses. It is also designed for students who have poor academic performance (below 2.00 GPA) during a university semester. This course is designed to focus on all aspects of the writing process; pre-writing, drafting, revising. It is also designed to teach the student to write effective sentences and unified paragraphs which are purposeful, literate, coherent, complete and emphatic. This course also focuses on teaching foundational academic skills necessary for success in higher education. This course offers an intensive study of reading/writing skills, focusing on the types of reading and writing that will be done in college.
(2) |
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UNIV 400 University 400 (1)
In this course, upperclassmen act as teaching assistants for UNIV 100 sections. Students will assist the UNIV 100 instructor and participate in class discussions. They also assist the UNIV 100 students in the transition to college. This course provides teaching assisting experience.
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