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Chemistry |
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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 .
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 .
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 .
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.
(1-5) |
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CHEM 460 Pharmacy Practicum (15)
Prerequisites: Departmental Approval
Pharmacy coursework taken at an accredited School of Pharmacy. May be repeated for up to 30 hours.
(15) |
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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.
(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.
(3) |
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CHEM 4701 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.
(1-3) |
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CHEM 4702 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.
(1-3) |
Communication Arts |
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COMM 101 Fundamentals of Speech (3)
Study of the basic dynamics of public speaking, with an emphasis on presentational skills and ethics.
(3) |
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COMM 201 Advanced Public Speaking (3)
Prerequisites:
Advanced principles of rhetoric and speech, their practical implementation for effective communication presentations, and their use as a method of analyzing public speech. Emphasis on persuasive messages.
(3) |
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COMM 204 Interpersonal Communication (3)
Prerequisites: None
Focuses on the dynamics of communication between two people. Students will explore constructs of the self and other, how to improve interpretations and navigate biases, and how relationships develop and decline.
(3) |
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COMM 209 Argumentation and Debate (3)
Prerequisites:
Helps the student develop and apply skills in logically constructing, defending, and attacking various propositions of fact, value, and policy.
(3) |
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COMM 249 Introduction to Public Relations (3)
An introductory survey of the principles and techniques of communication between an organization and its internal and external publics.
(3) |
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COMM 250 Internship: Communication (3)
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(3) |
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COMM 260 Practicum: Public Relations Workshop (1-3)
A practicum in which students will apply classroom knowledge by actively working for the following campus communication organization: Public Relations Workshop.
Note: COMM 350 taken previously or concurrently.
(1-3) |
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COMM 269 Organizational Communication (3)
Prerequisites: None
Explores the dynamics of communication in and between organizations. Students will learn organizational theories and practice skills necessary to communicate effectively.
(3) |
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COMM 301 Persuasion (3)
A study of persuasive theories and strategies including : exploring how credibility and communicator characteristics affect persuasion; methods for measuring and changing attitudes and behavioral intentions; and learning how to structure and deliver persuasive messages from a social scientific perspective.
(3) |
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COMM 304 Intercultural Communication (3)
Study of intercultural communication concepts and theories to prepare students for cross-cultural interactions.
(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.
(3) |
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COMM 349 Public Relations Writing (3)
Prerequisites: COMM 249
Principles and practical experience in writing, editing, and producing materials used in public relations communication.
(3) |
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COMM 350 Internship: Communication (3)
.
(3) |
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COMM 359 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.
(3) |
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COMM 411 Rhetorical Theory & History (3)
Prerequisites:
Advanced study of rhetorical theories.
(3) |
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COMM 420 Special Topics: 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 420 course. However, within any emphasis, only 3 hours of 420 credit can count towards a student’s major requirements, with any additional hours counting as elective credit.
(3) |
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COMM 422 Rhetorical Criticism (3)
Prerequisites:
Seminar considering methods and theories used to explain and analyze rhetorical messages.
(3) |
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COMM 430 Seminar (1-3)
Special seminar class offered to further educate students on topics in the field of Communication. This course will vary and may be taken more than once.
(1-3) |
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COMM 435 Public Relations Cases (3)
Prerequisites: COMM 250
Explores a variety of public relations problems using the case study approach.
(3) |
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COMM 440 Independent Study (3)
Prerequisites:
Explores a variety of public relations problems using the case study approach.
(3) |
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COMM 450 Internship (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.
(3) |
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COMM 460 Practicum (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.
(3) |
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COMM 470 Communication Research (1-3)
Prerequisites: Junior or Senior Standing
Focuses on learning qualitative and quantitative research methods, analyzing study designs and results and applying research methodology through original student projects.
(1-3) |
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.
(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.
(3) |
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CS 212 Cobol (3)
Prerequisites: CS 201 .
Basic characteristics and properties of computers and applications to business.
(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.
(3) |
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CS 225 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.
(3) |
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CS 231 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.
(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.
(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 219
Algorithm analysis and design techniques. Implementation of abstract data types.
(3) |
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CS 356 Database Management (3)
Prerequisites: CS 202 with a grade of “C” or better, CS 215 , and MATH 219 .
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.
(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.
(3) |
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CS 362 Programming Languages and Translators (3)
Prerequisites: MATH 219 , 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.
(3) |
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CS 410 Software Engineering (3)
Prerequisites: CS 225 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.
(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 429 Micro-Computer Systems Design (3)
Prerequisites: CS 356 .
Information and systems concepts, and management of information processing.
(3) |
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CS 440 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.
(1-6) |
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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.
(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.
(3) |
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CS 460 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.
(3) |
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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.
(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.
(3) |
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CS 498 McNair Scholars Research (3)
McNair Scholars Research
(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.
(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 229 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.
(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) |
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CRIM 450 Criminology 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.
(3-12) |
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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(4) |
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ECRB 303 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 emergent social studies skills. Course participants will develop and implement developmentally appropriate activities suitable for child care settings. A 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience is embedded in the course.
(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 20 hour field experience in embedded in the course.
(4) |
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) |
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ECON 420 Special Topics: Economics (1-3)
Prerequisites: Based upon course content, the instructor will determine required prerequisite(s).
. Selected topics in the contemporary economics environment will be explored.
(1-3) |
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ECON 440 Independent Study: Economics (1-3)
.
(1-3) |
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ECON 470 Research (1-3)
.
(1-3) |
Education |
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EDUC 210 Diversity, Culture, and Education in a Pluralistic Society (3)
Prerequisites: Minimum of 15 hours of college credit.
Co-requisites: Enrolled in EDSP 303 (SPED 303) concurrently.
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 220 Special Topics in Education (1-3)
Prerequisites: Specified by instructor.
An extended study of special topics in education.
(1-3) |
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EDUC 301 Educational Technology (3)
Prerequisites: EDUC 210 and EDSP 303 (SPED 303) with a minimum grade of “C”
Co-requisites: EDUC 305
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 or EDSP 303 (SPED 303) or consent of instructor.
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 25 hour school-based field experience is required. A grade of C or better is required.
(3) |
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EDUC 305 Psychology of Teaching and Learning (3)
Prerequisites: EDUC 210 and EDSP 303 (SPED 303) with a minimum grade of “C”
Co-requisites: EDUC 301
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.
(3) |
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EDUC 306 Classroom Management and Instructional Strategies (3)
Prerequisites: EDUC 301 , EDUC 305 ,and admission into the Teacher Education Program, or consent of the Director of Teacher Education.
This course examines instructional, organizational and classroom management strategies to create safe and effective learning environments. Techniques for classroom preparation, setup and management, and discipline models are explored, as well as planning and preparing for instruction, and establishing and communicating expectations. A 25-hour school-based field experience is required. A grade of C or better is required.
(3) |
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EDUC 307 Language Arts and Writing Across the Curriculum (3)
Prerequisites: and or taking concurrently.
Provides elementary education candidates with the theoretical background and practical ideas for planning and implementing a language arts program in which all children, including ELL students, are involved in thinking and communicating. One of the critical components of the course is teaching candidates strategies for teaching the writing process, and exploring how the traits of writing align with the writing process. Candidates learn strategies for teaching students how to write across the curriculum utilizing innovative and motivating methods. A grade of C or better is required.
(3) |
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EDUC 308 Reading in the Early Years (K-2) (3)
Prerequisites: EDUC 301 and EDUC 305 or taking concurrently.
This course provides teacher candidates with an understanding of language and literacy development in grades K-2. It provides a focus on the theories and essential components of literacy that impact student learning in grades K-2. The course is designed to address the needs of all learners including English Language Learners (ELL) in the early years in the classroom.
(3) |
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EDUC 309 Reading in the Intermediate Years (Grades 3-6) (3)
Prerequisites: EDUC 306 or taking concurrently.
The purpose of this course is to examine theories, motivations, trends and issues of literacy, materials/curriculums, and practical application of strategies for teaching literacy in grades 3-6. Teacher candidates will explore literacy strategies which focus primarily on comprehension, vocabulary, and fluency, understanding the role phonics and phonemic awareness played in establishing the foundation of literacy at this point. There is an emphasis on the importance of expository text at this level and utilizing a balanced reading approach. By utilizing literary devices and becoming familiar with technology tools and resources designed to enrich literacy, teacher candidates will be better prepared to implement effective literacy instruction.
(3) |
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EDUC 315 Understanding Reading Problems: Assessment and Instruction (3)
Prerequisites: EDUC 306 or taking concurrently.
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 is required. A grade of C or better is required.
(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 410 Secondary Content Methods (3)
Prerequisites: EDUC 306 ; must be taken concurrently with the secondary block methods courses.
Methods, materials and instructional strategies for the teaching in middle school and secondary classrooms. A clinical experience is required.
(3) |
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EDUC 412 Elementary Teaching Methods in Science and Social Studies (3)
Prerequisites: EDUC 306 ; must be taken concurrently with EDUC 413 , EDUC 414 , and EDUC 416 .
Provides candidates with the knowledge, skills, methods, materials for teaching elementary science and social studies. A clinical experience is required. A grade of C or better is required.
(3) |
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EDUC 413 Elementary Teaching Methods in Mathematics (3)
Prerequisites: EDUC 306 ; must be taken concurrently with EDUC 412 , EDUC 414 , and EDUC 416 .
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 414 Elementary Teaching Methods in Literacy (3)
Prerequisites: EDUC 306 ; must be taken concurrently with EDUC 412 , EDUC 413 , and EDUC 416 .
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 416 Assessment and the Data Informed Teacher (3)
Prerequisites: Admission to the Teacher Education Program; must be taken concurrently with EDUC 412 , EDUC 413 , and EDUC 414 .
Methods for using classroom assessment-formative and summative, formal and informal-to improve both teaching and student learning. Candidates will collect and analyze data suing a variety of formats. A clinical experience is required. A grade of C or better is required.
(3) |
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EDUC 418 Content Area Reading (3)
Prerequisites: Admission to the Teacher Education Program; must be taken concurrently with the secondary block methods courses.
Reading for the content area teacher, including new developments, techniques, and methods which are related to the secondary curriculum. A clinical experience is required. A grade of C or better is required.
(3) |
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