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Chemistry |
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CHEM 351 Analytical Chemistry (3)
Prerequisites: Grade of C or better in the following courses: CHEM 101 , CHEM 111 , CHEM 102 , CHEM 112 .
Co-requisites: CHEM 357 .
Methods of measuring and quantifying the chemical composition of natural and artificial materials. Must be taken concurrently with CHEM 357 .
Term Offered: (F)
Three hours lecture.
(3) |
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CHEM 352 Instrumental Analysis (3)
Prerequisites: CHEM 351 ; PHYS 102 or PHYS 202 previously or concurrently.
Co-requisites: CHEM 358 .
Spectroscopic, chromatographic, and electrometric methods of analysis are studied. Must be taken concurrently with CHEM 358 .
Term Offered: (S)
Three hours lecture.
(3) |
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CHEM 357 Analytical Chemistry Laboratory (2)
Co-requisites: CHEM 351 .
A laboratory course designed to accompany the concepts presented in CHEM 351 . Must be taken concurrently with CHEM 351 .
Term Offered: (F)
Six hours laboratory.
(2) |
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CHEM 358 Instrumental Analysis Laboratory (2)
Co-requisites: CHEM 352 .
A laboratory course designed to accompany the concepts presented in CHEM 352 . Must be taken concurrently with CHEM 352 .
Term Offered: (S)
Six hours laboratory.
(2) |
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CHEM 401 Physical Chemistry – Thermodynamics (3)
Prerequisites: Grade of C or better in the following courses: CHEM 101 , CHEM 111 , CHEM 102 , CHEM 112 , and completion of PHYS 102 or PHYS 202 ; MATH 251 .
Co-requisites: CHEM 407 .
A calculus-based study of thermodynamics, phase equilibria, electrochemistry, and chemical kinetics. Must be taken concurrently with CHEM 407 .
Term Offered: (S - odd years)
Three hours lecture.
(3) |
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CHEM 402 Physical Chemistry – Quantum Mechanics (3)
Prerequisites: Grade of C or better in the following courses: CHEM 101 , CHEM 111 , CHEM 102 , CHEM 112 , and completion of PHYS 102 or PHYS 202 ; MATH 251 .
A study of quantum mechanics, and spectroscopy.
Term Offered: (F - even years)
Three hours lecture.
(3) |
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CHEM 407 Physical Chemistry Laboratory (1)
Co-requisites: CHEM 401 .
A laboratory course designed to accompany the concepts presented in CHEM 401 . Must be taken concurrently with CHEM 401 .
Term Offered: (S - odd years)
Three hours laboratory.
(1) |
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CHEM 413 Inorganic Chemistry (3)
Prerequisites: Grade of C or better in the following courses: CHEM 101 , CHEM 111 , CHEM 102 , CHEM 112 .
Co-requisites: CHEM 417 .
Examination of the structure of atoms and the bonding in inorganic compounds, including coordination compounds. Includes molecular symmetry and crystallography. Must be taken concurrently with CHEM 417 .
Term Offered: (F - odd years)
Three hours lecture.
(3) |
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CHEM 417 Inorganic Chemistry Laboratory (1)
Co-requisites: CHEM 413
A laboratory course designed to accompany the concepts presented in CHEM 413 . Must be taken concurrently with CHEM 413 .
Term Offered: (F - odd years)
Three hours laboratory.
(1) |
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CHEM 420 Special Topics (1-5)
Prerequisites: Specified by the instructor.
Courses in selected areas of chemistry. Specific topics to be announced and indicated by title on transcript. May be taken for credit repeatedly.
Term Offered: (F, S)
(1-5) |
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CHEM 450 Pharmacy Internship (150
Prerequisites: Departmental Approval
Pharmacy coursework taken at an accredited School of Pharmacy. May be repeated for up to 30 hours.
(150 |
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CHEM 451 Independent Laboratory Research (1-3)
Prerequisites: Permission of the instructor.
Independent research in chemistry. Original investigative projects will be developed and completed by the student under the direction of a chemistry faculty advisor. May be repeated for up to six hours credit.
Term Offered: (F, S)
(1-3) |
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CHEM 452 Independent Laboratory Research (1-3)
Prerequisites: Permission of the instructor.
Independent research in chemistry. Original investigative projects will be developed and completed by the student under the direction of a chemistry faculty advisor. May be repeated for up to six hours credit.
Term Offered: (F, S)
(1-3) |
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CHEM 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 chemistry faculty for further information.
Term Offered: (F, S)
(3) |
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CHEM 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 chemistry faculty for further information.
Term Offered: (F, S)
(3) |
Economics |
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ECON 201 Principles of Macroeconomics (3)
Introduction to the capitalistic economic system. Emphasis on national income accounting and macroeconomic theories dealing with employment, inflation, and economic growth.
(3) |
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ECON 202 Principles of Microeconomics (3)
Analysis of microeconomic theories involving the theory of the firm under various market structures, the allocation of productive resources, and the distribution of income.
(3) |
Early Education |
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E ED 265 Child Development (3)
A study of theory and research regarding social-emotional, cognitive, motor and language development in young children.
Term Offered: (F)
(3) |
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E ED 305 Early Education Curriculum, Methods and Materials Practicum (3)
Prerequisites: ED 304 or consent of instructor
Examines existing commercial materials for learning and teaching at the early childhood levels. Opportunities are provided to observe in programs for infants and toddlers and to work with parents. A 26-hour field experience is required.
Term Offered: (S)
(3) |
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E ED 324 Assessment in Early Childhood Education (3)
Prerequisites: E ED 265 , E ED 304 or consent of instructor.
Emphasizes the goals, benefits and uses of assessment as well as the use of systemic observations, documentation and other effective assessment strategies in responsible ways that include a partnership with families and other professionals, to positively influence children’s development and learning.
Term Offered: (S)
(3) |
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ECRB 200 Child Development of Infants and Young Children (4)
Investigates development of infants, toddlers, and preschool aged children. Social-emotional, cognitive, motor and language development are covered. Course content is appropriate for individuals working in a childcare setting. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 201 Environments for Infants and Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children, as well as Infant, Toddler, and Early Childhood Environmental Rating Scales are included in course curriculum. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 202 Language for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance language development. A 16 hours field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 203 Literacy for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance emergent literacy skills. Course participants will develop and implement developmentally appropriate literacy activities suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 300 Social Studies for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance social skills. Course participants will develop and implement developmentally appropriate activities suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course if offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 301 Math for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers,and preschool aged children that foster and enhance emergent math skills. Course participants will develop and implement developmentally appropriate activities suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course if delivered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 302 Science for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance emergent science skills. Course participants will develop and implement developmentally appropriate activities suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 304 Guiding the Behavior of Young Children 1 (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance positive behavior. Course participants will develop and implement developmentally appropriate behavior management programs suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 305 Guiding the Behavior of Young Children 2 (4)
Provides child care workers with the necessary knowledge and skills to effectively handle challenging behaviors of infants, toddlers, and preschool aged children. Course participants will evaluate behavior management programs and conduct functional behavior assessments. Course participants will also design and implement behavior intervention plans appropriate for the child care setting. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 306 Technology for Child Care (4)
Provides child care workers with the necessary knowledge and skills to effectively operate and embed appropriate technology within the environments established for infants, toddlers, and preschool aged children. Emphasis will be given on enhancing communication between child care and the family through the use of current technology. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 307 Working with Families of Young Children (4)
This course prepares the child care worker in serving familes of infants, toddlers, and preschool aged children. The role of external groups and establishment of effective home-school-community interactions are studied. Topics related to communication, diversity within family systems, and collaboration are also included. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 400 Young Children with Special Needs 1 (4)
This course investigates the childcare’s role in the care of children with developmental delays and/or exceptionalities. Federal laws and state policies pertaining to you children with special needs are included. Early intervention programming is examined and includes ethical considerations in referral processes and intervention. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 401 Young Children with Special Needs 2 (4)
This course investigates the methods and materials appropriate for the child care worker’s interaction with young children exhibiting developmental delays and/or exceptionalities. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 402 Use of Assessment in Child Care 1 (4)
Provides child care workers with knowledge and skills necessary to set up and maintain high quality assessment programs for infants, toddlers, and preschool aged children that ensure developmental milestones are achieved. Various assessment techniques will be introduced. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
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ECRB 403 Use of Assessment in Child Care 2 (4)
Various assessment techniques appropriate for use in the child care setting with infants, toddlers, and preschool aged children will be implemented and analyzed. The course will also focus on the appropriate use of assessment data in the child care setting in regard to parent communication, planning strategies, collaborative consultation with other professionals. A 16 hour field experience in embedded in the course.
Term Offered: Course is offered once every four semesters and is delivered as part of a co-hort.
(4) |
Educational Leadership |
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EDEL 500 Public School Administration (3)
This course is designed to introduce the student to public school administration. Effective and successful schools research will be examined along with their practical applications to the field of education. A variety of topics relevant to the field of public school administration will be discussed. Twenty (20) clock hours in an elementary setting is required.
Term Offered: (F, S, Sum)
(3) |
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EDEL 560 Action Research Internship in School Administration (Elementary, Middle, Secondary) (3)
Prerequisites: Completion of 24 credit hours including EDUC 520 with a grade of “C”. or better.
This course is designed to provide a “hands-on” learning experience for students which bridges the gap between pedagogy and practice. Students will complete a variety of tasks and experiences that will lead to conceptual understanding of the roles and responsibilities of school administrators. Two hundred-fifteen (215) clock hours is required (must be completed within six months).
Term Offered: (F, S)
(3) |
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EDEL 570 Organization and Management of Public Schools (3)
This course represents a comprehensive study of the managerial duties and responsibilities of a school administrator in the Pre K-Adult setting. This course also examines the organizational structure of the public school system as well as the individual schools. Twenty (20) clock hours in a high school setting is required.
Term Offered: (S)
(3) |
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EDEL 580 Public School Law (3)
This course explores public school law as it relates to the theory and practical application of federal, state, and local laws and regulations governing public schools. Emphasis on Constitutional law and the judicial rulings of the Supreme Court, federal district courts, and state appellate courts. Laws and regulations in West Virginia are examined. Twenty (20) clock hours in a Pre K -12 setting is required.
Term Offered: (S)
(3) |
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EDEL 590 School and Community Relations (3)
This course examines the role of school policy in the modern community, community power structure and resources, the social and political context, and the principles of school community relations in the context of social change, including group processes, multicultural and multiethnic understanding, the needs of exceptional children, interagency cooperation, funding and evaluation. Students are provided opportunities to develop materials for use in their local schools or districts. Twenty (20) clock hours in a middle school setting is required.
Term Offered: (S)
(3) |
Education |
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EDUC 91 Reading and Study Skills (1-3)
Comprehension skills, vocabulary development, speed reading, sequencing and main idea skills necessary to read on the college level.
Note: (Non-graduation credit.)
(1-3) |
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EDUC 92 Reading and Study Skills (1-3)
Comprehension skills, vocabulary development, speed reading, sequencing and main idea skills necessary to read on the college level.
Note: (Non-graduation credit.)
(1-3) |
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EDUC 210 Foundations of Education (2)
Prerequisites: Must be taken after completion of 15 hours including ENGL 101 and 12 semester hours.
Provides early identification of teacher education candidates; information for progressing through the teacher education program; and the cultural/ sociological, historical, political, and philosophical roots of American education. A 25-hour school-based field experience is required. A grade of C or better is required.
(2) |
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EDUC 301 Educational Technology (3)
This course provides teacher candidates with the theory, knowledge and application of technology to teaching, learning and the curriculum. The course is based on the ISTE standards and the 21st Century Learning Skills. A grade of C or better is required.
(3) |
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EDUC 304 Developmentally Appropriate Practice (3)
Prerequisites: EDUC 210 .
An introduction to the physical, social, emotional, and intellectual development of elementary age children (K-6). Provides learning experiences related to developmentally, culturally and linguistically appropriate instructional practices and strategies. A grade of C or better is required.
(3) |
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EDUC 305 Psychology of Teaching and Learning (3)
Prerequisites: EDUC 210 .
The study of various learning theories and their implications for teachers. A 25-hour school-based field experience is required. A grade of C or better is required.
(3) |
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EDUC 306 Instructional Processes and Strategies (3)
Prerequisites: EDUC 301 , EDUC 305 , admission into the Teacher Education Program, or consent of the Director of Teacher Education.
The study of planning and preparing for instruction; use of effective teaching behaviors and classroom management techniques; use of instructional media. A 25-hour school-based field experience is required. A grade of C or better is required.
(3) |
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EDUC 307 Reading and the Language Arts (3)
Prerequisites: EDUC 306 or may be taken concurrently with EDUC 306 .
Provides elementary education candidates with the theoretical background and practical ideas for planning and implementing a language arts program in which children are actively involved in thinking and communicating. Focus is on curriculum, varied instructional strategies, speaking, writing and viewing as an integral part of the total curriculum with attention to both creative and functional aspects of language use. A grade of C or better is required.
(3) |
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EDUC 308 Reading in the Early Years (3)
Prepares the candidate to teach young children to read; to plan and organize a reading program for beginners; to select and use appropriate materials for developing emergent literacy and reading skills; and, to test and evaluate reading growth in young children. A 10-hour field experience is required.
Term Offered: (S)
(3) |
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EDUC 309 Understanding Reading Problems: Assessment and Instruction (3)
Prerequisites: EDUC 306 or may be taken concurrently with EDUC 306
Introduction to informal evaluation techniques and strategies that assess literacy needs and strengths. Topics include the interactive nature of literacy components and importance of the teacher as a focused classroom observer. A 15-hour school-based field experience and a grade of C or better is required.
(3) |
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EDUC 310 Assessment and Evaluation of Instruction (2)
The study and development of techniques for assessing student progress for the purpose of improving instruction through interpretation of evaluation data. A grade of C or better is required.
(2) |
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EDUC 311 Elementary Science Methods (3)
Prerequisites: EDUC 306 and must be taken concurrently with EDUC 311 , EDUC 313 , EDUC 314 and SPED 309 .
Provides teacher candidates instructional methods, curriculum concepts and laboratory materials appropriate to the teaching of science in elementary schools. A clinical experience and grade of C or better is required.
(3) |
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EDUC 312 Elementary Social Studies Methods (3)
Prerequisites: EDUC 306 and must be taken concurrently with EDUC 311 , EDUC 313 , EDUC 314 and SPED 309 .
Provides teacher candidates with subject content materials and methods for teaching the social studies in the elementary-schools. A clinical experience and grade of C or better is required.
(3) |
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EDUC 313 Elementary Math Methods (3)
Prerequisites: EDUC 306 and must be taken concurrently with EDUC 311 , EDUC 312 , EDUC 314 and SPED 309 .
Provides candidates with the knowledge, skills, methods, materials for teaching elementary mathematics. A clinical experience and grade of C or better is required.
(3) |
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EDUC 314 The Teaching of Reading (3)
Provides teacher candidates strategies, techniques and methods which focus on the five essential components of reading and writing as they directly relate to the teaching of reading in elementary schools. A clinical experience is required. A grade of C or better is required.
(3) |
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EDUC 318 Content Area Reading (3)
Prerequisites: EDUC 306 , or may be taken concurrently with EDUC 306
Reading for the content area teacher, including new developments, techniques, and methods which are related to the secondary curriculum. A grade of C or better is required.
(3) |
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EDUC 326 Development of Communication Systems (3)
Prerequisites: EDUC 305 or consent of instructor.
Examines the sequence and theories of normal and abnormal communication in children. Methods for assessment and facilitation of language development are studied. A 10-hour school-based field experience is required
Term Offered: (F)
(3) |
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EDUC 330 Diversity in Social and Educational Settings (3)
Prerequisites: Twelve hours of Social Science courses and upper-class status, EDUC 305 , or consent of instructor
Examines transecting master statuses of race, class, gender, sexual orientation, and disability, and implications of one’s professional attitudes towards “difference” on the teaching-learning process or human services work.
Term Offered: (F)
Also listed as: (cross listed with SOWK 302 )
(3) |
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EDUC 400 Special Topics in Education (1-3)
Prerequisites: Consent of instructor.
An in-depth study of various areas of education which may include classroom management, inclusion, instructional technology or educational research.
(1-3) |
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EDUC 456 A Performance Assessment Internship for Certified Teachers (3)
Prerequisites: Admission to the student teaching semester, professional teaching licensure.
A partial semester of classroom teaching for certified teachers in grades Preschool-Adult under the direct supervision of public school and University personnel.
(3) |
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EDUC 456 Supervised Directed Teaching (4-12)
Prerequisites: Admission to the student teaching semester, verification of successful completion of PRAXIS II: Subject Assessments Test(s) and Principles of Learning and Teaching Test.
Classroom teaching in grades Preschool-Adult under the direct supervision of public school and University personnel. A grade of C or better is required.
(4-12) |
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EDUC 470 Independent Study (1-3)
Prerequisites: Consent of instructor.
Investigation of in-depth special topics in education. Application must be made through the Division of Education Office and approved by a committee prior to registration.
(1-3) |
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EDUC 510 Models of Curriculum and Instruction (3)
This course considers current research regarding the teaching and learning processes and explores a variety of instructional models and strategies. Practical application of models to instructional planning and delivery in Pre K-Adult classrooms will be emphasized.
Term Offered: (F, S, Sum)
(3) |
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EDUC 515 Supervisory Skills and Practices (3)
This course is designed to help teachers develop personal platforms for supervision that reflect effective supervisory skills. Through instruction, the assignments and peer discussions, teacher will develop the ability to analyze instructional approaches, evaluate teaching in the appropriate context, decentralize supervision and facilitate an environment conductive to reflection, collegiality, and professional learning communities.
(3) |
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EDUC 516 Integrated Methods in Secondary Education (3)
Prerequisites: None
This course is designed to provide a framework for understanding how to teach students for maximum learning at the secondary level (grades 5-Adult). Student development is tied to various strategies and to best practices for successful instruction. Mastery models are presented that reinforce the decision-making process in selecting instructional strategies, and the application of reflective practice to evaluate success is emphasized. A twenty-five (25) clock hour experience in a school setting is required.
(3) |
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EDUC 520 Educational Research (3)
This course introduces a student to the various types of quantitative and qualitative research. Course content will focus on the research process including evaluations of existing educational research as well as analysis and application of the findings.
Term Offered: (F, S, Sum)
(3) |
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EDUC 525 Educational Trends and Issues (3)
This course explores the trends and issues in society that affect education and lifelong learning. The course will approach trends and issues that are both external and internal to education, but continue to influence the institution of education. The course of study will include a focus on (1) social trends and their potential impact on education, (2) educational trends and their impact on the classroom, and (3) planning for the future. Key concepts explored and how these affect education include inclusion, professional development schools, legal policies and procedures, social-demographic changes and factors, socio-economics status, and technology. This course will also include planning for the future, forecasting, theories of change, and change agentry.
Term Offered: (F)
(3) |
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EDUC 530 Integrating Technology in the Teaching and Learning Process (3)
This course aligns content-specific standards with ISTE’s National Educational Technology Standards and state technology standards to assist teachers in integrating technology in Pre K-Adult classrooms through participation in and development of project-based learning activities. Learning activities focus on the use of technology as a tool to foster higher level outcomes in content-specific curricula. Teachers will have a better understanding of how technology enhances instruction and student learning.
Term Offered: (F, S, Sum)
(3) |
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EDUC 535 Theories of Educational Leadership (3)
This course explores administrative theory and its practical application including the purposes and nature of theory in educational administration and the application of organizational theory to education. The content is drawn from many areas of scholarly concern, and generic concepts applicable in a variety of organizational settings will be discussed. Examples drawn from a number of fields will be considered. Theories of decision-making, communication, leadership, climate, power, conflict, change, morale, and motivation will be included.
Term Offered: (F)
(3) |
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EDUC 540 Assessment & Evaluation (3)
This course explores the application of measurement principles in the assessment of learning in educational environments. Topics include formative, summative and diagnostic testing, instructional objectives and classroom tests, judging complex performance, and social and political issues with the administration and interpretation of evaluation instruments.
Term Offered: (F, S, Sum)
(3) |
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EDUC 550 Seminar and Special Topics in Education (3)
This course provides an opportunity to examine and discuss current educational practices and issues in depth. Emphasis will be placed on analysis and synthesis of primary/current research as well as classroom application and practice. Possible courses might include preparing for National Board Certification, Grants and Grant Writing, and Electronic Resources for the Classroom. Course topics may vary each semester.
(3) |
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EDUC 560 Action Research in Education (3)
Prerequisites: Completion of 24 credit hours including EDUC 520 with a grade of “C”. or better.
This course provides a foundation for qualitative inquiry with a focus on case study research, ethnographic description, designing and conducting qualitative research. The course includes collecting and analyzing data and reporting qualitative analysis.
Term Offered: (F, S)
(3) |
English |
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ENGL 90 Fundamentals of Composition and Grammar (3)
Provides students with an opportunity to acquire skills necessary for successful performance in ENGL 101 . Grade of C or better required to pass. (Non-graduation credit)
Term Offered: (F, S)
(3) |
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ENGL 99 Fundamentals of Reading (3)
Techniques of word attack, vocabulary building, sentence and paragraph analysis. Grade of C or better required to pass. (Non-graduation credit)
(3) |
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ENGL 101 Composition and Rhetoric I (3)
Prerequisites: ENGL 90 or equivalent proficiency.
Exploration of the writing process, with emphasis on development of expository writing skills. Grade of C or better required to pass.
Term Offered: (F, S)
(3) |
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ENGL 102 Composition and Rhetoric II (3)
Prerequisites: A grade of C or higher in ENGL 101 or equivalent proficiency.
Further exploration of the writing process and refinement of skills developed in ENGL 101 . Emphasis on the more specialized forms of writing, including argumentative and research-based writing and writing about literature. Grade of C or better required to pass.
Term Offered: (F, S)
(3) |
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ENGL 203 World Literature I (3)
Prerequisites: C or higher in ENGL 101 and ENGL 102 ; or equivalent proficiency.
Literary masterpieces of western and non-western civilizations up to approximately1650 (through European Renaissance), with emphasis on critical analysis, discussion, and writing about various genres, including drama, poetry, and narrative. Selective use of non-print media complements primary focus on close reading of printed texts.
Term Offered: (F, S)
(3) |
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ENGL 203A Special Topics (1)
Prerequisites: C or higher in ENGL 101 and ENGL 102 , or equivalent proficiency.
Individual one-hour courses open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Studies requirements.
(1) |
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ENGL 204 World Literature II (3)
Prerequisites: C or higher in ENGL 101 and ENGL 102 ; or equivalent proficiency.
A sampling of works representing western and non-western civilizations from approximately 1650 (European Neoclassical period) to the present, with emphasis on critical analysis, discussion, and writing about various genres, including drama, poetry, and narrative. Selected authors include women writers and writers representing historically marginalized ethnic groups including authors of color. Selective use of non-print media complements primary focus on close reading of printed texts.
Term Offered: (F, S)
(3) |
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ENGL 204A Special Topics (1)
Prerequisites: C or higher in ENGL 101 and ENGL 102 , or equivalent proficiency.
Individual one-hour courses open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Studies requirements.
(1) |
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ENGL 205 Writing About Literature (3)
Prerequisites: C or higher in ENGL 101 and ENGL 102 ; or demonstration of equivalent proficiency.
A writing course for English majors that incorporates modern literature of various genres. Grade of C or better required for English program admission. ENGL 205 or demonstrated equivalent proficiency is the prerequisite for all courses for the English major, minor, or teaching content specialization (except for ENGL 250 , ENGL 329A , ENGL 330 ; and journalism courses).
*Note: A grade of C or better in ENGL 205 is the pre-requisite for most of the following courses. For students pursuing a major, minor, or teaching content specialization in English, obtaining consent to enroll in a course for which ENGL 205 is a pre-requisite prior to completion of ENGL 205 does not mean that the ENGL 205 requirement has been waived.
Term Offered: (F, S)
(3) |
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ENGL 207A Special Topics (1)
Prerequisites: C or higher in ENGL 101 and ENGL 102 , or equivalent proficiency.
Individual one-hour courses open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Studies requirements.
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ENGL 250 Technical Writing (3)
Prerequisites: ENGL 102 ; and junior or senior status or consent of instructor.
This course is designed to prepare students to present written and oral reports, proposals, recommendations, and case studies. The course will study modes of researching information, targeting an audience, designing a final product, completing a professional electronic presentation, and evaluating technical information sources. A professional electronic portfolio will be the end result.
Term Offered: (F)
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ENGL 260 Creative Writing (3)
Prerequisites: ENGL 205 with a grade of C or better; or consent of instructor.
An introduction to writing poetry, drama, and fiction.
Term Offered: (F)
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ENGL 260A Creative Writing: Poetry (1)
Prerequisites: ENGL 260 or consent of instructor
Intermediate-level, genre-specific creative writing courses offered as needed to accommodate students who have demonstrated strong creative writing skills in ENGL 260 or through submission of a promising creative-writing portfolio.
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ENGL 260B Creative Writing: Drama (1)
Prerequisites: ENGL 260 or consent of instructor
Intermediate-level, genre-specific creative writing courses offered as needed to accommodate students who have demonstrated strong creative writing skills in ENGL 260 or through submission of a promising creative-writing portfolio.
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ENGL 260C Creative Writing: Fiction (1)
Prerequisites: ENGL 260 or consent of instructor
Intermediate-level, genre-specific creative writing courses offered as needed to accommodate students who have demonstrated strong creative writing skills in ENGL 260 or through submission of a promising creative-writing portfolio.
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ENGL 300 English Grammars (3)
Prerequisites: ENGL 205 with a grade of C or better and ENGL 302 ; or consent of instructor.
Introduction to structural, transformational, and traditional grammars of English.
Term Offered: (S)
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ENGL 302 Study of the English Language (3)
Prerequisites: ENGL 205 with a grade of C or better; or consent of instructor.
Introduction to the study of phonology, morphology, and syntax of English and the forces, past and present, affecting the language. Promotes awareness of historical and cultural roots of various language patterns.
Term Offered: (F)
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ENGL 308 Advanced Composition (3)
Prerequisites: ENGL 205 with a grade of C or better; or consent of instructor.
This course should be taken prior to the senior year. Advanced study and practice of the techniques of expository, argumentative, descriptive, and narrative writing.
Term Offered: (S)
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ENGL 310 The Teaching of Reading (3)
Prerequisites: ENGL 205 with a grade of C or better; or consent of instructor.
Study of the techniques of beginning and developmental reading in grades 5-Adult. Emphasis on adopting a teacher/researcher model of teaching; on developing instructional strategies to enhance reading comprehension by integrating reading, writing, speaking, and listening skills; and on learning effective ways to communicate respect for learners from all backgrounds and at all developmental levels.
Term Offered: (S)
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ENGL 324 Survey of British Literature I, From Anglo-Saxon to Restoration (3)
Prerequisites: ENGL 205 with a grade of C or better; or consent of instructor.
These five survey courses are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
Term Offered: (F)
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ENGL 325 Survey of British Literature II, From Restoration through Romantic (3)
Prerequisites: ENGL 205 with a grade of C or better; or consent of instructor
These five survey courses are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
Term Offered: (F)
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ENGL 326 Survey of British Literature III, From Victorian to Present (3)
Prerequisites: ENGL 205 with a grade of C or better; or consent of instructor
These five survey courses are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
Term Offered: (S)
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ENGL 327 Survey of American Literature I, From Beginning to Civil War (3)
Prerequisites: ENGL 205 with a grade of C or better; or consent of instructor
These five survey courses are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
Term Offered: (F)
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ENGL 328 Survey of American Literature II, From Civil War to Present (3)
Prerequisites: ENGL 205 with a grade of C or better; or consent of instructor
These five survey courses are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
Term Offered: (S)
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ENGL 329 Children’s Literature (3)
Prerequisites: ENGL 203 or consent of instructor.
A survey of both traditional and modern juvenile literature. Satisfies requirement for the K-6 certification. Selected authors include women writers and writers representing historically underrepresented ethnic groups including authors of color. Selective use of non-print media complements primary focus on printed texts, illustrations, and elements of book design.
Term Offered: (F, S)
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ENGL 329A Children’s Literature (1)
Prerequisites: ENGL 203 or consent of instructor.
A study of folktales and myths especially appropriate for grades 5-Adult. Selections represent a variety of western and non-western cultural traditions, including those of historically marginalized ethnic groups including authors of color. Selective use of non-print media complements primary focus on printed texts, illustrations, and elements of book design. Satisfies requirement for the 5-Adult certification or for the 5-9 certification with a secondary field.
Term Offered: (F, S)
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ENGL 330 Young Adult Literature (3)
Prerequisites: ENGL 203 or ENGL 204 , or consent of instructor.
A survey of literature that appeals to adolescents with emphasis on effective teaching applications. Selected authors include women writers and writers representing historically marginalized ethnic traditions, including authors of color. Selective use of non-print media complements primary focus on printed texts, illustrations, and elements of book design.
Term Offered: (F)
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ENGL 413A English Language Arts Professional Seminar (1)
Prerequisites: Admission to Professional Education program; admission to B.S. English Language Arts program; EDUC 306 ; SPED 309 , SPED 310; ENGL 203 , ENGL 204 , ENGL 205 (with a grade of C or better), ENGL 300 , ENGL 302 , ENGL 310 , ENGL 330 . Or instructor consent. Highly recommended: ENGL 329A ; Advanced Mini-Courses (ENGL 431A , ENGL 432A , ENGL 433A , ENGL 434A , ENGL 435A , ENGL 436A , ENGL 437A , ENGL 438A , ENGL 439A , ENGL 440A ) representing the following categories: female authors, or authors of historically marginalized ethnic groups, such as authors of color.
Advanced educational research course for B.S. Education English Language Arts 5-9 and 5-Adult degree candidates. Teaching applications include multicultural approaches and media-enriched, technology-supported ELA instruction and assessment that incorporates differentiation and adaptation strategies to meet a wide variety of learner needs. Self-critique of media site presentations focuses on modeling effective communication skills. Teacher candidates explore avenues for ongoing professional growth as teacher-researchers, including active membership in ELA professional organizations and subscribing to academic journals.
Term Offered: (S)
Note: A prerequiste for ENGL 414/415
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