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Sociology |
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SOC 207 Social Inequality and the Media (3)
Offers a sociological perspective on significant dimensions of social stratification, including race, class, gender and sexual orientation, through analysis of various forms of mass media.
(3) |
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SOC 210 Deviant Behavior (3)
A study of deviance as social process. Considers historical and cross-cultural variation in definitions of deviance; the process of labeling deviant behavior; and the development and management of deviant identities.
Term Offered: (S)
(3) |
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SOC 220 Sociology of Gender (3)
An examination of gender as a cultural construction and an organizing principle of social structure. Topics covered include representations of gender in popular culture; gender socialization and the development of gender identity; and the gendered organization of various social institutions.
Term Offered: (S)
Note: Sociology students may also fulfill this requirement through GEOG 321, Advanced Cultural Geography.
(3) |
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SOC 230 Sociology of Law (3)
This course explores the complex relationships between the legal system and the everyday social world while also exploring the importance of authority, power and identity. It provides students with tools and knowledge to critically analyze and better understand their social environment and everyday notions of legal authority and experience.
Term Offered: (F)
(3) |
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SOC 301 Sociology of Families (3)
A study of the forms of family organization and structure; processes of courtship and relationship development; the contemporary role of families in society; parenthood; family crisis; family in transition.
Term Offered: (F)
(3) |
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SOC 303 Criminology (3)
A study of the causes of crime and criminal behavior. Major categories of crime, including property crime, violent crime and white-collar crime are considered.
Term Offered: (S)
(3) |
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SOC 305 Professional Issues (1)
This course helps sociology majors prepare for life after college graduation. Topics include clarification of career goals, job searching, developing a resume, interviewing, researching graduate programs, applying to graduate school, developing a personal statement and taking the GRE.
Term Offered: (F)
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SOC 307 Social Psychology (3)
An examination of the dynamics of people interacting with one another in American culture. Emphasis is on everyday occurrences and the interrelationship of individuals, groups, and society as a whole.
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SOC 320 Popular Culture (3)
Examines elements of contemporary American culture such as icons, heroes, myths, and rituals, which reflect the ideas, beliefs, and values of the culture. Particular emphasis will be placed on the role of contemporary technologies, such as gaming, social networking and the Internet.
Term Offered: Spring
Note: Cross-listed with GEOG 460, Special Topics in Geography: The Geography of Popular Culture
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SOC 330 Minority Group Relations (3)
A study of the nature and dynamics of social groups focusing on the socio-historical factors contributing to the existence and maintenance of minorities. The interlocking nature of oppression due to the manifestation of prejudice and discrimination based on ethnicity, race, age, gender, religion, and sexual orientation are stressed throughout the course.
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SOC 350 Special Topics in Sociology (1-3)
Prerequisites: To be specified by instructor.
Courses on various topics in sociology. Topics of study will be indicated on student’s transcript. May be taken for credit repeatedly.
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SOC 398 Qualitative Methods in Sociological Research (3)
Prerequisites: Junior standing or consent of instructor.
This course provides an introduction to qualitative research methods. The course covers the basic procedures of participant observation and interviewing, the concepts underlying qualitative analysis, and the theoretical, ethical, and practical issues that arise while conducting qualitative social research.
Term Offered: Spring
(3) |
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SOC 399 Quantitative Research Methods (3)
Prerequisites: MATH 105 or PSY 212 and Junior standing or consent of instructor.
Basic techniques of quantitative research in the social sciences are covered including development of hypotheses, identification of variables, reliability, validity and sampling. Specific methods of quantitative data collection, such as survey research, secondary data analysis and content analysis are examined. Students develop a quantitative research proposal.
Term Offered: (F)
(3) |
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SOC 406 Sociological Theory (3)
Prerequisites: Junior standing or consent of instructor.
An analysis of contributions to sociological theory dating from the late 1800’s; special emphasis given to major school and theorists.
Term Offered: (S)
(3) |
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SOC 450 Senior Seminar (3)
Prerequisites: Senior standing and SOC 398 or SOC 399
Students conduct an independent research project with the guidance of departmental faculty.
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SOC 460 Sociology Internship (3-12)
Prerequisites: Senior level sociology majors only. Consent of Instructor required.
The supervised internship provides students with the opportunity to apply theoretical knowledge to practical situations in an appropriate private, government or non-profit setting.
Term Offered: Fall
(3-12) |
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(3) |
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SOC 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 Department Chairperson for further information.
Term Offered: (F, S)
(3) |
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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 Department Chairperson for further information.
Term Offered: (F, S)
(3) |
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: Students who have received credit for any higher-level Spanish course (except SPAN 260) may not receive credit for this course.
(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: Students who have received credit for any higher-level Spanish course (except SPAN 260) may not receive credit for this course.
(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
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)
Note: Students who have received credit for any higher-level Spanish course (except SPAN 260) may not receive credit for this course.
(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)
Note: Students who have received credit for any higher-level Spanish course (except SPAN 260) may not receive credit for this course.
(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)
Note: Non-Spanish majors credit
(3) |
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SPAN 270 Advanced Studies (1-3)
Prerequisites: ENGL 102 or consent of instructor.
Advanced and/or extended exploration of topics in Hispanic literature and culture. May be repeated for credit. Class conducted in English. Coursework submitted in English.
(1-3) |
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SPAN 301 Advanced Spanish Grammar and Composition (3)
Prerequisites: SPAN 202 with a grade of C or better, or demonstration of equivalent proficiency.
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, and analytical texts. Numerous writing assignments will include expository and argumentative pieces, and in-class discussion will continue developing oral and aural competency.
Term Offered: (S)
Note: Course is conducted in Spanish.
(3) |
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SPAN 302 Advanced Oral and Written Expression (3)
Prerequisites: SPAN 301 or equivalent.
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)
Note: Taught in Spanish.
(3) |
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SPAN 305 Introduction to Literature in Spanish (3)
Prerequisites: and or approval of instructor.
This course provides an introduction to Hispanic Literature and to the analysis of cultural texts. As an introduction course the class will familiarize you with the basic tools for the analysis of film and three literary genres: narrative, poetry, and drama. The course will focus on techniques of argumentative writing in Spanish and the building of your textual interpretation in both oral and written form.
(3) |
Special Education |
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SPED 303 Introduction to Special Education (3)
Prerequisites: Completion of a minimum of 30 hours coursework
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 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: (S)
(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 415 Methods for Teaching Students with Mild Disabilities (3)
Prerequisites: SPED 303 , , 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.
Term Offered: (S)
Note: A 25-hour field experience is required.
(3) |
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SPED 417 Reading Strategies for Special Education I (3)
Prerequisites: SPED 303 or consent of instructor.
This course provides opportunities for candidates to explore the position that reading and spoken languages have much in common. It focuses on the development of language, (including the components of effective reading instruction), the development of reading abilities, the difficult issues involved in defining reading disabilities, and the classification of reading disabilities. An introduction to assessment, instructional strategies,and remediation of reading disabilities is provided as a transition to the second course.
Term Offered: (F)
Note: A 10-hour field experience is required for this course.
(3) |
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SPED 419 Reading Strategies for Special Education II (3)
Prerequisites: SPED 417 or consent of instructor.
This course presents a variety of methods for teaching reading to students who have special learning needs. It is designed to build students’ knowledge of the importance of language and reading competence in literacy routines that characterize daily classroom activities. Through a variety of approaches, candidates are given opportunities to prepare appropriate methods for teaching reading and literacy skills. Emphasis will be placed on differentiated instruction as it applies to teaching reading strategies.
Term Offered: (F)
Note: A 20-hour field experience is required for this course.
(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 503 Legal and Historical Foundations of Special Education (3)
This course is designed to provide a foundation of the field of special education. Candidates are introduced to the various areas of exceptionality including the following: individuals with mental retardation/intellectual disabilities, learning disabilities, attention deficit hyperactivity disorder, emotional or behavioral disorder, autism, speech/language and communication impairment, hearing impairment, visual impairment, physical disabilities, health disabilities and related low incidence disabilities, and giftedness. Additionally, candidates explore identification, evaluation and qualification of students with special learning needs, IEP development, Universal Design for Learning, and lesson design and development.
Term Offered: (F, S, SUM)
Note: A 25-hour field based experience is required
(3) |
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SPED 505 Assessment of Individuals with Disabilities (3)
This course is an applied approach to assessment in special education. Candidates will focus on understanding how assessment is used to identify and appropriately serve students identified as having special learning needs. Descriptions and purposes of tests most often used in assessment in a variety of cognitive domains will be covered in depth. Legal issues and legislation that provide the foundation of both special education and assessment practices will be discussed. Emphasis will be placed on the practical application of assessment in schools, diagnosis of specific disabilities, writing professional reports, making recommendations from the data, presenting results to parents, attending the eligibility committee meetings and writing appropriate IEPs. Although there is no formal clinical experience required, candidates are expected to complete designated assignments in classroom environments that include both students with disabilities and students without disabilities.
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SPED 509 Advanced Strategies for the Inclusive Environment (3)
Teacher candidates are required to develop diverse instructional strategies designed to meet both the social and academic needs of diverse student populations. Candidates will become familiar with special education legislation and the federal requirements that govern the special education process. Emphasis is placed on the identification of the individual needs of all learners, including, but not limited to, students receiving special education services, and on the development of effective instructional strategies/teaching techniques to address those needs. Topics include: Instructional strategies and instructional design, parent and community involvement, social and multicultural issues and classroom management techniques. Candidates are provided multiple opportunities for refining instructional strategies typically implemented in inclusive classroom environments.
Term Offered: (F)
Note: 25-hour field based experience required
(3) |
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SPED 510 Teaching Reading to Students with Mild/Moderate Disabilities (3)
Prerequisites: SPED 503
The course is designed to prepare candidates to implement evidence-based strategies for teaching reading to students with disabilities. Candidates will use a variety of instructional techniques for teaching basic language and literacy skills to students with diverse learning needs, including students with disabilities.
Term Offered: (Spring)
(3) |
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SPED 512 Reading Strategies for the Inclusive Content Classroom (3)
Prerequisites: and
This course emphasizes teaching and learning strategies designed to improve/enhance the reading and literacy skills of students with mild disabilities. Topics will include response-to-intervention and differentiated instruction as it applies to reading in the inclusive content classroom.
(3) |
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SPED 515 Introduction to Autism Spectrum Disorder (ASD) (3)
This course introduces the student to the Autism Spectrum Disorder (ASD). 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 autism in a variety of educational settings, including the content area classroom.
(3) |
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SPED 516 Methods for Teaching Students with Autism (3)
Prerequisites:
This course provides the candidate with various strategies to teach and/or coordinate services for a student with Autism. Activities include developing routines, collaborating with school staff and families, conducting a functional behavior plan which includes assessing, implementing, and evaluating effectiveness of strategies for behavior difficulties, and the development of strategies for social skills deficits, communication deficits, restricted repertoires, sensory issues, generalizations, engagement and transition. A 25-hour clinical is required for this course.
(3) |
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SPED 517 ASD: Inclusion Strategies for General Education (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) |
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SPED 525 Strategies for the Inclusive Mathematics Classroom (3)
This course will focus on the effective principles for working with students with special learning needs who struggle with mathematics. The course will provide instruction on the development of strategies to enhance achievement in developmentally appropriate topics in the five National Council of Teachers of Mathematics Content Standards (NCTM): Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability.
(3) |
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SPED 555 Advanced Methods/Strategies for Special Education (3)
Prerequisites: and
This course is designed to be an advanced study of instructional methods and strategies for teaching students with special learning needs in a variety of educational environments/settings. Specific topics will include co-teaching models, differentiated instruction in the inclusive environment, strategy instruction models, etc. Candidates will complete a course practicum in a variety of special education settings. A practicum experience in included in this course.
(3) |
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SPED 560 Action Research in Special Education (3)
Prerequisites: EDUC 520 and completion of special education content (21 hrs.)
The course provides a foundation for qualitative inquiry with a focus on case study research, ethnographic description, designing and conducting qualitative research in the special education environment. The course includes analyzing data and reporting qualitative analysis.
Term Offered: (Fall and Spring)
(3) |
Theatre |
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THEA 102A Introduction to the Theatre (3)
A survey providing the students a broad knowledge of the many areas of theatre involved in the production of a play.
(3) |
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THEA 102B Introduction to the Theatre (3)
A survey course designed for students with some high school or similar interest in theatre.
(3) |
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THEA 300 Theatre Workshop (1)
A practicum focusing on set building, lighting, costume construction and other technical aspects of theatre production.
(1) |
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THEA 311 Voice and Interpretation (3)
Prerequisites:
A study of the theory and practice of orally communicating printed material. Attention will be given to textural analysis and vocal development. Specific communicative techniques, relevant to both broadcasters and performing artists, will be emphasized.
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THEA 316 Acting I (3)
Prerequisites: or permission of instructor.
Introduction to the art and theory of acting and make-up for the stage.
(3) |
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THEA 317 Acting II (3)
Prerequisites:
Advanced work in acting theory and practice, concentration, characterization, and performance. Characters from both the classical and modern repertoires will be analyzed and presented.
(3) |
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THEA 321 Stagecraft (3)
Study and application of the technical procedures for constructing and rigging the stage. Participation in the departmental theatre production is required.
(3) |
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THEA 325 Modern Drama (3)
A range of changing topics focusing on the literature of the theatre. May be repeated three times.
(3) |
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THEA 402 Advanced Studies in Theatre (3)
Prerequisites: Permission of instructor.
Under the one general heading a number of different courses are available to the student who wants to gain additional knowledge and skills in the field of theatre. The student will focus attention on one of the specific areas of emphasis listed below. In some instances the student may be permitted to select two areas of emphasis during the same semester, and thereby earn six hours of credit. The course may be repeated for a maximum of 21 hours. The areas of emphasis are: (A) History of the Theatre; (B) Costume Design; (C) Lighting Design; (D) Scene Design; (E) Theatre Criticism; (F) Children’s Theatre
(3) |
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THEA 415 Fundamentals of Directing (3)
Prerequisites:
Fundamentals of directing, emphasizing the role of the director in transforming the written script into live performance. Each student will produce and direct a one-act play for public performance.
(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.
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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.
Note: A maximum of two hours credit may be awarded for enrollment in this course.
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Women’s & Gender Studies |
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WGST 285 Introduction to Women’s and Gender Studies (3)
Prerequisites: , , and .
Co-requisites:
Introductory course in Women’s and Gender Studies. This course will familiarize students with key issues, questions, and debates in Women’s and Gender Studies scholarship, both historical and contemporary.
Term Offered: (S)
(3) |
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WGST 499 Women’s & Gender Studies Capstone (1-3)
Prerequisites: and 12 credit hours of approved coursework.
Capstone in the Women’s and Gender Studies minor. Students apply their knowledge to a final research project, internship, performance or presentation.
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