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Communication Arts |
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COMM 304 Intercultural Communication (3)
Study of intercultural communication concepts and theories to prepare students for study abroad opportunities.
Term Offered: (Sum, Int)
(3) |
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COMM 315 Integrated Strategic Communication (3)
An examination of how public relations, advertising, and marketing converge to achieve organizational goals by using strategic planning to coordinate communication of consistent messages and a coherent brand identity to multiple publics via a wide variety of ever-evolving media channels.
Term Offered: (Spring)
(3) |
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COMM 318 Electronic News Gathering (3)
Prerequisites: COMM 141 , and COMM 240R
Examination, preparation and presentation of news for the electronic media. Students will create content for both radio and television by utilizing the writing skills and production knowledge learned during the basic production courses and writing for electronic media.
Term Offered: (S)
(3) |
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COMM 320 Media Criticism (3)
Prerequisites:
A close examination of the content of the electronic media as communication for the dissemination of ideas and how they affect the cultures in which they are a part. Students learn media literacy skills through the study of programs and critical literature.
Term Offered: (S)
(3) |
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COMM 350 Public Relations Writing (3)
Prerequisites:
Principles and practical experience in writing, editing, and producing materials used in public relations communication.
Term Offered: (F)
(3) |
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COMM 360 Communication Law (3)
Prerequisites: None
The study of mass communication law including print, broadcast, and cable regulations, but First Amendment freedoms studied also apply to interpersonal speech. Current events are examined as well as case histories in fields such as libel, obscenity and indecency, privacy, copyright, and commercial speech.
Term Offered: (F)
(3) |
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COMM 400G Special Projects in Communication (3)
Prerequisites: Junior or Senior standing
Directed individual study and work in the field of communication in which the student will work closely with an instructor to acquire new skills, knowledge, or expertise beneficial to their career goals; Under this general heading, special areas of study are available to the student who wants to gain additional education in the field of communication. A student is permitted to take more than one 400G course. However, within any emphasis, only 3 hours of 400G credit can count towards a student’s major requirements, with any additional hours counting as elective credit.
Term Offered: (F, S)
(3) |
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COMM 411 Rhetorical Theory & History (3)
Prerequisites:
Advanced study of rhetorical theories.
Term Offered: (S)
(3) |
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COMM 422 Rhetorical Criticism (3)
Prerequisites:
Seminar considering methods and theories used to explain, analyze, and responsibly create rhetorical messages. Emphasis on organizational messages.
Term Offered: (S)
(3) |
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COMM 440 Public Relations Cases (3)
Prerequisites:
Explores a variety of public relations problems using the case study approach.
Term Offered: (S)
(3) |
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COMM 441 Advanced Media Production (3)
Prerequisites: COMM 140 , COMM 141 , COMM 218 , and COMM 240R
Student will apply the experience, knowledge, and skills gained from earlier coursework to independently produce their own programming.
Term Offered: (F)
(3) |
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COMM 450 Communication Research (3)
Prerequisites: or junior standing
Focuses on learning qualitative and quantitative research methods, analyzing study designs and results, and applying research methodology through original student projects.
Term Offered: (S)
(3) |
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COMM 460 Communication Capstone Experience (3)
Prerequisites: Junior or Senior standing
A capstone experience completed in the community or a communication organization. The experience may involve an internship or faculty-guided project pursuant to the student’s vocational or graduate school objectives.
Term Offered: (F, S, Sum I and Sum II)
(3) |
Computer Science |
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CS 201 Introduction to Computer Programming I (3)
Prerequisites: None
An introduction to the field of Computer Science and algorithmic problem solving. Topics include: Variables, Data Types, Decision and Repetition Statements, Functions, File Manipulation, Arrays and Lists.
Term Offered: (F, S)
(3) |
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CS 202 Introduction to Computer Programming II (3)
Prerequisites: CS 201 with a grade of C or better.
An introduction to object oriented programming concepts, fundamental data structures and algorithms, the construction of graphic user interfaces, and the software development life-cycle. Topics include: Classes, Inheritance, Polymorphism, Stacks, Queues, Linked Lists, Binary Trees, Hash Tables, Graphs, Searching and Sorting Algorithms.
Term Offered: (S)
(3) |
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CS 212 Cobol (3)
Prerequisites: CS 201 .
Basic characteristics and properties of computers and applications to business.
Term Offered: (F)
(3) |
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CS 215 Web Development (3)
Prerequisites: CS 201 with a grade of C or better.
An introduction to building Internet based applications. Topics include: Front-end and back-end development, HTML, CSS, JavaScript, web frameworks, and an introduction to databases.
Term Offered: (F)
(3) |
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CS 230 Data Mining (3)
Prerequisites: MATH 105 and CS 201
The application of statistics and machine learning to the task of finding structural patterns in large data sets, describing such patterns, and making predictions.
Term Offered: (Fall, even years)
(3) |
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CS 240 Mobile Development (3)
Prerequisites: CS 202 with a grade of “C” or better.
An introduction to building applications for mobile devices. Students will work in teams to design and create their own mobile apps. Topics include: Version Control, Software Requirements and Specification, and Unit Testing Methodologies.
Term Offered: (F)
(3) |
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CS 271 Computer Organization and Hardware (3)
Prerequisites: CS 202 with a grade of “C” or better.
Fundamentals of computer hardware. How computer hardware works from the bottom up, starting at the circuit level and ending at the operating system level. Topics include: Boolean Logic and Circuits, Boolean Arithmetic, Assembly Language, CPU Architecture, Memory Organization, Assembler Implementation, Syntax Analysis and Code Generation.
Term Offered: (S)
(3) |
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CS 275 Special Topics in Computer Science (1-3)
Prerequisites: CS 201
Individual courses on selected Computer Science topics. Open to both majors and non-majors.
(1-3) |
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CS 355 Data Structures (3)
Prerequisites: CS 202 with a grade of “C” or better and MATH 220
Algorithm analysis and design techniques. Implementation of abstract data types.
Term Offered: (F)
(3) |
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CS 356 Database Management (3)
Prerequisites: CS 202 with a grade of “C” or better, CS 215 , and MATH 220
Design, evaluation, and use of database systems. Topics include file organization and maintenance, information retrieval, query languages, security and the relational, hierarchical, and network approaches to data base management.
Term Offered: (S)
(3) |
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CS 361 Operating Systems (3)
Prerequisites:
An introduction to the design and implementation of operating systems. Topics include: System Calls, Process and Memory Management, Concurrent Processes and Threads, and File Systems.
Term Offered: (S)
(3) |
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CS 362 Programming Languages and Translators (3)
Prerequisites: MATH 220 , MATH 307 , and CS 355 .
Formal definitions of programming languages, including specifics of syntax and semantics. Includes introduction to design, structure, and use of translators for programming languages, and related automata theory topics.
Term Offered: (S)
(3) |
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CS 410 Software Engineering (3)
Prerequisites: CS 240 and CS 356
Techniques for designing, building, testing, deploying, and maintaining large scale software systems. Topics include: Agile Software Development, Software Evolution, Ethics, Project Planning and Management, Quality and Reliability Measurement, and Configuration Management.
Term Offered: (F)
(3) |
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CS 420 Special Topics (3)
Prerequisites: Consent of instructor
Extended study of special topics in Computer Science
(3) |
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CS 430 Microcomputer System Design (3)
Prerequisites: CS 356 .
Co-requisites: CS 361
Information and systems concepts, and management of information processing.
Term Offered: (F)
(3) |
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CS 445 Distributed Processing and Networks (3)
Prerequisites: CS 271 and CS 356
Principles of computer networks. Protocol design and implementation, network security, distributed and cluster computing.
Term Offered: (S)
(3) |
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CS 455 Image Processing (3)
Prerequisites: CS 202 , MATH 303 , MATH 425 ; PHYS 317
Development of the standard topics of image processing including image enhancement in spatial and frequency domains, filtering, wavelets and multiresolution processing, image compression and segmentation with an emphasis on their mathematical foundations.
Term Offered: (F)
(3) |
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CS 470 Independent Study (1-6)
Prerequisites: Application must be made and approved by a committee before the student can register for independent study.
Students work on problems outside the scope of normal courses under minimal supervision. Students must give an oral presentation and a written summary of project.
Term Offered: (F,S)
(1-6) |
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CS 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. Application must be made and approved by a committee before the student can register for the honors course.
Term Offered: (F,S)
(3) |
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CS 490 Practicum I (3)
Prerequisites: Mathematics or Computer Information Systems major with junior or senior standing and consent of instructor.
Field experience in data processing environments. Provides opportunity to relate principles to practical applications in the computer and/or computer information-processing fields. Student must submit a written report.
Term Offered: (F, S)
(3) |
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CS 491 Senior Project (3)
Prerequisites: CS 410
Students will work as a team to complete, improve, or maintain an existing software system. Requires a written report and oral presentation.
Term Offered: (F, S)
(3) |
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CS 498 McNair Scholars Research (3)
McNair Scholars Research
Term Offered: (F,S)
(3) |
Criminology |
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CRIM 111 Crime and Justice Systems (3)
Introduces the field of criminology through the examination of historical data, social control of behavior, development of laws, and evaluation of the criminal justice system. Students learn the terminology of the field, gain an awareness of the methods of inquiry utilized in the field, and have the opportunity to examine personal attitudes and values regarding crime and responses to crime.
Term Offered: (F)
(3) |
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CRIM 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.
(3) |
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CRIM 211 Policing and the Community (3)
Introduces the history, function, and role of policing in American society. Practical and critical approaches to law enforcement are examined to explore prevailing and dissenting perspectives on the issues covered.
(3) |
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CRIM 225 Violence in Society (3)
Introduces the leading theories and research in the area of violent criminal behavior and victimization. A special emphasis is on patterns of violent offending and victimization over time, victim-offender relationships, and the experience of victims in the criminal justice system. Addresses major violent crimes including murder, rape, robbery, abuse and assault.
(3) |
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CRIM 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.
(3) |
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CRIM 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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CRIM 311 Juvenile Delinquency (3)
The social and historical philosophy of children in the legal system will be investigated. An examination of the socio-legal aspects of delinquency, including a critical analysis of trends and contemporary treatment.
(3) |
Early Childhood Regents Bachelor of Arts |
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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 year 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 year 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 year 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 year 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 is offered once every year 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 is delivered once every year 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 year 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 year 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 year 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 year 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 year 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 year 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 year 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 year 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 year and is delivered as part of a co-hort.
(4) |
Early Childhood Special Education |
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ECSE 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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ECSE 305 Early Education Curriculum, Methods and Materials Practicum (3)
Prerequisites: and ECSE 265 or consent of instructor
Examines curriculum, methods, and materials for learning and teaching at the early childhood levels. A 26-hour field experience is required in an early childhood environment.
Term Offered: (S)
(3) |
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ECSE 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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ECSE 324 Assessment in Early Childhood Education (3)
Prerequisites: ECSE 265 , 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: (F)
(3) |
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ECSE 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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ECSE 328 Classroom and Behavior Management In Early Childhood Settings (3)
Prerequisites: ECSE 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.
Term Offered: (Spring)
(3) |
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ECSE 402 Early Identification and Inclusion (3)
Prerequisites: ECSE 265 , EDUC 304
Methods and materials for identification, intervention, and developmental interaction with young children having mild and moderate conditions are studied.
Term Offered: (Fall)
(3) |
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ECSE 403 Intervention with Young Children (3)
Prerequisites: Admission to teacher education, EDUC 306 or may be taken concurrently, SPED 303 and ECSE 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: (Spring)
(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) |
Education |
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EDUC 210 Diversity, Culture, and Education in a Pluralistic Society (3)
Prerequisites: None
Co-requisites: None
An examination of 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 of education majors.
(3) |
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EDUC 301 Educational Technology (3)
Prerequisites: EDUC 210 with a minimum grade of “C”
Co-requisites: EDUC 305 and EDUC 310
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.
Note: EPAT is an integrated course offering that combines three education classes, Educational Technology (EDUC 301), The Psychology of Teaching and Learning (EDUC 305), and Educational Assessment (EDUC 310). The course is structured around face to face sessions including weekly meetings with professors in field placement schools. Much of the course work is delivered asynchronously. As a result of combing the three courses, EPAT is an eight credit hour offering.
Term Offered: (Fall, Spring)
(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 with a minimum grade of “C”
Co-requisites: EDUC 301 and EDUC 310
The study of various educational theories, principles, and their implications for teaching and learning. Emphasis is placed on the linkage of educational theory with educational practice in the classroom. A 25-hour school-based field experience is required. A grade of C or better is required.
Note: EPAT is an integrated course offering that combines three education classes, Educational Technology (EDUC 301), The Psychology of Teaching and Learning (EDUC 305), and Educational Assessment (EDUC 310). The course is structured around face to face sessions including weekly meetings with professors in field placement schools. Much of the course work is delivered asynchronously. As a result of combing the three courses, EPAT is an eight credit hour offering.
Term Offered: (Fall, Spring)
(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: EPAT - ( , , )
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 309 Understanding Reading Problems: Assessment and Instruction (3)
Prerequisites: EPAT ( , , ) or consent of the instructor.
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 (3)
Prerequisites: EDUC 210 with a minimum grade of “C”
Co-requisites: EDUC 301 and EDUC 305
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.
Note: EPAT is an integrated course offering that combines three education classes, Educational Technology (EDUC 301), The Psychology of Teaching and Learning (EDUC 305), and Educational Assessment (EDUC 310). The course is structured around face to face sessions including weekly meetings with professors in field placement schools. Much of the course work is delivered asynchronously. As a result of combing the three courses, EPAT is an nine credit hour offering.
Term Offered: (Fall, Spring)
(3) |
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EDUC 311 Elementary Science Methods (3)
Prerequisites: EDUC 306 and must be taken concurrently with , 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 is required. A grade of C or better is required.
(3) |
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EDUC 314 The Teaching of Reading (3)
Prerequisites: and taken concurrently with , , , and .
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 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 Department of Education Office and approved by a committee prior to registration.
(1-3) |
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EDUC 505 Advanced Teaching and Learning (3)
The study of various educational theories, principles, and strategies, and their implications for teaching and learning. (Clinical I - 25 hours Field Experience) Clinical experiences will be conducted in age/grade/content appropriate classrooms as required by WV Policy 5202 and the West Virginia Professional Teaching Standards (WVPTS).
(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 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.
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EDUC 517 Integrated Methods in Elementary Education (3)
This course is designed to provide a framework for understanding how to teach students for maximum learning at the elementary level for PreK-Adult content certification. 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. (Clinical VII - 25 hours Field Experience) Clinical experiences will be conducted in age/grade/content appropriate classrooms as required by WV Policy 5202 and the West Virginia Professional Teaching Standards (WVPTS).
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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)
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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)
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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)
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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)
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EDUC 540 Assessment & Evaluation (3)
Prerequisites: None
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)
Note: 10-hour field based experience required.
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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.
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EDUC 555 Classroom Management (3)
This course is designed to provide students with various strategies to enable successful preparation and management of a positive classroom environment. Students will analyze various theories of classroom management and their implications for classroom management.
Note: This course includes a 25-hour field placement in a content/grade-level appropriate classroom.
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EDUC 556 Supervised/Directed Teaching (6)
Prerequisites: Admission to the student teaching semester, verification of successful completion of PRAXIS II: Content 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. Student Teaching (supervised directed teaching) is a semester (16 weeks) of professional experience in a public school setting(s) within the teacher candidate’s content area(s) and at the appropriate developmental levels. All requirements for Admission to Student Teaching as outlined in the Academic Catalog must be met prior to the student teaching experience.
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EDUC 560 Action Research in Education (3)
Prerequisites: Completion of 24 credit hours including 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)
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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)
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EDEL 550 Action Research/Internship I (3)
Prerequisites: This course should be taken during the last two semesters of the program.
This internship course is an integrated part of the Master’s program. The entire emphasis of the internship is to provide a well thought out, planned “hands-on” learning experience for students which bridges the gap between pedagogy and practice. This course will provide prospective principals with practical experience in educational leadership tasks, issues and responsibilities under the close supervision and direction of clinical affiliates, which will also include effective supervisory skills and the teacher/staff evaluation process.
This course will include the introduction of action research in the school setting with the interns completing a needs survey for the school in conjunction with the supervising principal. The needs survey will lead to the development of an on-site literature review. The literature review will lead into the action research project in EDEL 560 Internship II/ Action Research.
Interns will complete 100 hours of on site internship experience under the direction and supervision of the on site administrator.
Term Offered: (F, S, Sum)
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