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Computer Science |
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CS 352 Mobile Development (3)
Prerequisites: CS 252
How can we create software that runs on mobile devices? An introduction to building applications for mobile devices. Students will work in teams to design and create their own mobile applications.
Three (3) hours lecture.
(3) |
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CS 353 Game Development (3)
Prerequisites: CS 252
How are video games made? An introduction to designing and constructing video games.
Three (3) hours lecture.
(3) |
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CS 357 Parallel and Distributed Computing (3)
Prerequisites: CS 252
How can we use multiple processors and multiple computers to solve problems? Why is it hard? Topics include: concurrent programming in a functional language, task decomposition, performance evaluation, communication models, synchronization mechanisms, distributed architectures, coordination, fault tolerance, and consistency.
Three (3) hours lecture.
(3) |
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CS 374 Introduction to Simulation and Modeling (3)
Prerequisites: CS 151 (with a grade of “C” or better) and MATH 253
How can computers represent real world objects and phenomena? Application of computers to create digital prototypes of physical models.
Three (3) hours lecture.
(3) |
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CS 376 Artificial Intelligence (3)
Prerequisites: CS 261
How do we apply artificial intelligence in a useful way? Topics include search, knowledge representation, natural language processing and multi-agent systems.
Three (3) hours lecture.
(3) |
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CS 381 System Analysis & Design (3)
Prerequisites: CS 282 .
How can businesses benefit from the use of technology? Systematic methodology for analyzing a business problem or opportunity, determining what role, if any, computer-based technologies can play in addressing the business need, articulating business requirements for the technology solution, specifying alternative approaches to acquiring the technology capabilities needed to address the business requirements, and specifying the requirements for the information systems solution.
Three (3) hours lecture.
(3) |
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CS 384 DevOps (3)
Prerequisites: CS 282
How can developers and information technology specialists work together? The goal of DevOps is to provide rapid deployment of reliable and scalable software services through communication, collaboration, and automation. Topics include continuous integration, continuous delivery, infrastructures as code, monitoring and logging systems, and models of collaboration.
Three (3) hours lecture.
(3) |
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CS 420 Special Topics (3)
Prerequisites: Specified by instructor.
Extended study of special topics in Computer Science. Specified topics to be announced and indicated by title on transcript. May be taken for credit repeatedly.
Three (3) hours lecture.
(3) |
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CS 421 Operating Systems (3)
Prerequisites: CS 325
What is the purpose of an operating system? How do operating systems work? 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.
Three (3) hours lecture.
(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 442 Analysis of Algorithms (3)
Prerequisites: CS 252 and MATH 219
How do we design and evaluate effective algorithms? What are the limits of computation? Topics include empirical analysis of algorithms, computational complexity classes, and the following design techniques: brute-force, greedy, divide-and-conquer, recursive, backtracking, and dynamic programming.
Three (3) hours lecture.
(3) |
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CS 443 Programming Languages and Translators (3)
Prerequisites: CS 325 and MATH 219
What are the mathematical principles underlying programming languages and compilers? Formal definitions of programming languages, including introduction to design, structure, and use of translators for programming languages, and related automata theory topics.
Three (3) hours lecture.
(3) |
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CS 456 Capstone Project 1 (2)
Prerequisites: Junior or Senior status in Computer Science or Computer Information Systems, approval of instructor.
Part one of a two course sequence. Students will work in teams to design a project relevant to their elective concentration.
Two (2) hours lecture.
(2) |
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CS 457 Capstone Project 2 (2)
Prerequisites: CS 456 Captsone Project 1
Part two of a two course sequence. Students will work in teams to implement and present the project developed in the previous course.
Two (2) hours lecture.
(2) |
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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.
Three (3) hours lecture.
(3) |
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CS 497 McNair Workshops (3)
.
Three (3) hours lecture.
(3) |
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CS 498 McNair Scholars Research (3)
McNair Scholars Research
Three (3) hours lecture.
(3) |
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CS 499 McNair Research (3)
.
Three (3) hours lecture.
(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 232 Probation & Parole (3)
Investigation of historical and current community-based correctional practices. Examination of trends in practice and policy that govern community supervision programs and issues surrounding offended rehabilitation and re-entry.
(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 320 Special Topics (3)
Courses on various topics in Criminology. Topics of study will be indicated on student’s transcript. May be taken for repeated credit.
(3) |
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CRIM 321 Survey of Serial Killers (3)
Scholarly and empirical review and discussion of serial murder, societal and media responses to serial killers, and the overlapping causes of serial killing. Based on the academic (verses entertainment) perspective as demographic, behavioral, and social characteristics of the serial killer classification are encountered. Also addresses the victims of serial killers, including the vulnerable populations often targeted.
(3) |
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CRIM 322 Drugs and Society (3)
This course looks at the major facts and issues concerning criminal justice and drug-taking behavior in America today. Building on sociological theory, the class explores the social problems associated with drug use and the theoretical reasons for drug use and abuse. It delves into the complex relationship between drug-taking behavior and crime.
Also listed as: SOC 322
(3) |
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CRIM 323 Organized Crime (3)
The study of both traditional and nontraditional organized crime from a sociological perspective across cultures. Also explores the effects on communities, the government, the legal system, and the individual; as well as methods of combating organized crime.
(3) |
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CRIM 336 Corrections (3)
Examines the historical, legal and philosophical systemic nature of correctional intervention through social work and other professions in the area of courts, institutions, and community based corrections. Attention is given to prevention and aftercare dynamics.
(3) |
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CRIM 440 Independent Study (3)
.
Also listed as: SOC 440
(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 100 ECRB Orientation (1)
Prerequisites: Enrollment in the ECRB program
This course provides ECRB students with an overview of the ECRB program. Blackboard training, course structure and expectations, as well as professional behaviors and expectations are covered. Additionally, the course provides students with information regarding how their Regents Bachelor of Arts degree with an emphasis in Early Childhood can be put to use.
(1) |
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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 and 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 language development. 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 Creative Arts for Young Children (4)
Provides child care workers with the necessary knowledge and skills necessary to set up and maintain high quality environments for infants, toddlers,and preschool aged children that foster and enhance creativity. 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 Child Care For Young Children with Special Needs (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. Methods and Materials appropriate for the child care worker’s interaction with young children exhibiting developmental delays and/or exceptionalities are also examined. A 20 hour field experience is embedded in the course.
(4) |
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ECRB 402 Intro of Assessment in Child Care (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 Application of Assessment in Child Care (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) |
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ECRB 404 Early Childhood Capstone (3)
Prerequisites: ECRB majors only
This course investigates the current and relevant early childhood professional literature. Special emphasis is given to published research studies. Recognizing and appropriately using quality research publications is included. A review of the current literature regarding a chosen research topic is required. Research topics must be relevant to an issue within the professional setting.
(3) |
Economics |
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ECON 203 Principles of Microeconomics (3)
Introductory course examining how scarce resources are allocated through market mechanism. Specifically, decision making by households and firms under scarcity will be addressed.
(3) |
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ECON 204 Principles of Macroeconomics (3)
Introductory course that analyzes the behavior of the aggregate economy. Pertinent issues include national income determination, inflation, unemployment, economic growth, and others.
(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 210L Level I Clinical Experience (0)
Provides early identification of teacher education candidates; information for progressing through the teacher education program; and the cultural/sociological, historical, political, and philosophical roots of American education. A 25-hour school-based field experience is required. A grade of C or better is required.
(0) |
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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 305L Level II Clinical Experience (0)
Co-requisites: Must be taken with EDUC 305 and EDUC 301
A 25-hour experience in school setting providing the teacher candidate with the opportunity to observe and work with P-12 students, and plan and teach lessons under the supervision of classroom teachers and course professors.
(0) |
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EDUC 306 Classroom Management and Instruction (3)
Prerequisites: Admission into the Teacher Education Program and EDUC 301 , EDUC 305 , and EDUC 305L .
This course involves study and implementation of best practices for classroom management as well as an analysis of the process of effective teaching. Teaching strategies designed to enhance the learning of students will be practiced. Incorporated within the process of instructional strategies will be integration of classroom management strategies. This course enables the student to continue to progress toward being a reflective intentional practitioner. The activities and exercises help the student to evaluate effective teaching environments and variables such as classroom management, cultural diversity, appropriate instructional techniques, and the integration of technology. A 25-hour field experience is required.
(3) |
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EDUC 306L Level III Clincal Experience (0)
The course involves study and implementation of best practices for classroom management as well as an analysis of the process of effective teaching. Teaching strategies designed to enhance the learning of students will be practiced. Incorporated within the process of instructional strategies will be integration of classroom management strategies. This course enables the student to continue to progress toward being a reflective intentional practitioner. The activities and exercises help the student to evaluate effective teaching environments and variables such as classroom management, cultural diversity, appropriate instructional techniques, and the integration of technology. A 25-hour field experience is required.
(0) |
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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 306 or taking concurrently.
Co-requisites: EDUC 309
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. A grade of “C” or better is required.
(3) |
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EDUC 309 Reading in the Intermediate Years (Grades 3-6) (3)
Prerequisites: EDUC 306 or taking concurrently.
Co-requisites: EDUC 308
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. A grade of “C” or better required.
(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
This course supports the pre-service teacher in planning for teaching in the secondary school. The course will address the skills necessary to become a “best practice” teacher, particularly through addressing principles and standards of secondary content. Professional responsibilities, classroom learning environments, planning instruction, assessing achievement, and teaching for meaningful learning for all students will be among the areas addressed. Research and theory will be connected to applied practice through a clinical experience. A grade of “C” or better 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 , and EDUC 414 .
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 and EDUC 414 .
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 and Year-long Residency I; must be taken concurrently with EDSP 415 and EDUC 450 .
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.
-Secondary Education majors take with EDSP 409 and EDUC 450 .
-Special Education majors take with EDSP 415 and EDUC 450 .
(3) |
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EDUC 418 Content Area Reading (3)
Prerequisites: Admission into the Teacher Education Program and EDUC 306 .
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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EDUC 450 Clinical Experience Level IV (6)
Prerequisites: Admission to Year-long Residency I.
Co-requisites: -Elementary Education : EDSP 415 and EDUC 416
-Secondary Education: EDSP 415 and EDUC 416
-Special Education: EDSP 409 and EDUC 416
This course requires a placement in a public school where the year-long residency will be completed. Teacher candidates work as interns in their assigned public school classroom where they participate in co-teaching with a mentor teacher for four days per week. Candidates attend course one day per week on campus during the semester in which they are enrolled in this course. This course allows candidates to integrate coursework and practical teaching while allowing candidates to holistically become a professional member of the public school community.
(6) |
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EDUC 460 Student Teaching (6)
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.
(6) |
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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)
Co-requisites: SPED 501
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.
(3) |
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EDUC 516 Integrated Methods in Secondary Education (3)
Prerequisites: None
This course is designed to provide a framework for understanding how to teach students for maximum learning at the secondary level (grades 5-Adult). Student development is tied to various strategies and to best practices for successful instruction. Mastery models are presented that reinforce the decision-making process in selecting instructional strategies, and the application of reflective practice to evaluate success is emphasized. A twenty-five (25) clock hour experience in a school setting is required.
(3) |
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EDUC 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).
(3) |
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EDUC 520 Educational Research (3)
This course introduces a student to the various types of quantitative and qualitative research. Course content will focus on the research process including evaluations of existing educational research as well as analysis and application of the findings.
(3) |
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EDUC 525 Educational Trends and Issues (3)
This course explores the trends and issues in society that affect education and lifelong learning. The course will approach trends and issues that are both external and internal to education, but continue to influence the institution of education. The course of study will include a focus on (1) social trends and their potential impact on education, (2) educational trends and their impact on the classroom, and (3) planning for the future. Key concepts explored and how these affect education include inclusion, professional development schools, legal policies and procedures, social-demographic changes and factors, socio-economics status, and technology. This course will also include planning for the future, forecasting, theories of change, and change agentry.
(3) |
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EDUC 530 Integrating Technology in the Teaching and Learning Process (3)
This course aligns content-specific standards with ISTE’s National Educational Technology Standards and state technology standards to assist teachers in integrating technology in Pre K-Adult classrooms through participation in and development of project-based learning activities. Learning activities focus on the use of technology as a tool to foster higher level outcomes in content-specific curricula. Teachers will have a better understanding of how technology enhances instruction and student learning.
(3) |
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EDUC 535 Theories of Educational Leadership (3)
This course explores administrative theory and its practical application including the purposes and nature of theory in educational administration and the application of organizational theory to education. The content is drawn from many areas of scholarly concern, and generic concepts applicable in a variety of organizational settings will be discussed. Examples drawn from a number of fields will be considered. Theories of decision-making, communication, leadership, climate, power, conflict, change, morale, and motivation will be included.
(3) |
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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.
(3) |
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EDUC 550 Seminar and Special Topics in Education (3)
This course provides an opportunity to examine and discuss current educational practices and issues in depth. Emphasis will be placed on analysis and synthesis of primary/current research as well as classroom application and practice. Possible courses might include preparing for National Board Certification, Grants and Grant Writing, and Electronic Resources for the Classroom. Course topics may vary each semester.
(3) |
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EDUC 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.
(3) |
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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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EDSP 265 Child and Adolescent Development (3)
Prerequisites: None
The course provides a thorough study of theory and research in three different areas of child development-physical, cognitive, and social emotional-during the specific time periods of infancy and toddlerhood, early childhood, middle childhood, and adolescence. The course also examines how children develop continuously, not only across time periods, but also across areas-physical development is not separated from cognitive development, and emotional development does not proceed independently from social or physical development.
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EDSP 303 Introduction to Special Education (3)
Co-requisites: EDUC 210
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.
Note: Must take concurrently with EDUC 210.
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EDSP 317 Reading Strategies for Special Education I (3)
Prerequisites: EDSP 303 or consent of instructor.
This course presents a variety of methods for teaching reading to students who have special learning needs. Emphasis will be placed on differentiated instruction as it applies to teaching reading strategies. The course provides opportunities for candidates to explore the position that reading and spoken language have much in common. It focuses on the development of reading abilities, the difficult issues involved in defining reading disabilities, and the classification of reading disabilities. Additionally, the courses focuses on the development of literacy skills essential to reading. An introduction to assessment, instructional strategies, and remediation of reading disabilities is provided as a transition to the second course. A 25-hour field experience is required for this course.
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EDSP 318 Assessments in Special Education (3)
Prerequisites: EDSP 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.
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EDSP 321 Special Education in the Early Childhood Setting (3)
Prerequisites: EDSP 265
The early years of a child’s development are critical in the overall healthy development of an individual and the need for professional support of families in fostering this healthy development is on the rise. Students who successfully complete this course will gain knowledge and skills necessary to provide best practice development and educational services to children with diverse abilities and their families. Students will gain an understanding of specific disabilities and a more advanced ability to design services for children and families in natural and educational settings that are in accordance with current laws and policies.
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EDSP 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
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EDSP 365 Understanding Difficult Behavior (3)
Prerequisites: EDSP 303 and EDUC 210
A unique combination of material on understanding and supporting students with emotional and behavioral problems and practical methods for dealing effectively with these students in a variety of settings-from the general education classroom to specialized intervention programs. This course is a Hybrid, meaning that part of the class will meet face-to-face and part of the class will meet on-line. There is a 25-hour field experience with this course.
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EDSP 370 Planning and Implementation of Individualized Plans for Special Education (3)
Prerequisites: EDSP 303 and EDSP 318
Individualized planning is intended to be carefully designed so that plans reflect what an individual student knows and can do as well as what the student must know and do to successfully progress through the educational system. To that end, this course will prepare candidates in the effective development of pre-referral interventions, initiating the referral process, determining eligibility, writing present levels of academic achievement and functional performance (PLAAPFs), preparing annual goals, developing individualized transition plans (ITP), individualized family service plans (IFSP), individualized education plans (IEP) and overseeing the implementation of such plans. A 25-hour field placement in a special education environment (self-contained and/or inclusive general education classroom) is required.
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EDSP 380 Trends and Issues in Special Education (3)
Prerequisites: None
The field of special education is a dynamic, ever evolving field. It is essential, therefore, that students are afforded every opportunity to stay current in the field. Consequently, this course is designed to provide students opportunities to study current trends and issues in the field of special education as they relate to instruction, advocacy, policy, service delivery, transition, and teacher preparation. Candidates will participate in school, community, or leisure/community setting designed and intended for individuals with special learning needs. A 10-hour field experience is required.
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EDSP 409 Strategies for the Secondary Classroom Inclusive Environment (3)
Prerequisites: Acceptance into Year-long Residency
Co-requisites: EDUC 416 and EDUC 450
The course provides secondary education majors 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 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: collaboration and co-teaching, parent and community involvement, social and multicultural issues, and classroom management techniques. A clinical experience is required. A grade of C or better is required.
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EDSP 412 Science and Social Studies Methods in Special Education (3)
Prerequisites: Admission into the Teacher Education Program and EDUC 306
Co-requisites: EDSP 413 and EDSP 414
This course focuses on the acquisition of knowledge and skills necessary to teach both science and social studies to diverse learners. Science methods will prepare teacher candidates to participate in activities designed to explicitly teach the Nature of Science (NoS, Scientific Inquiry, and Project-Based Learning (PBL)). Social studies methods will prepare teacher candidates to participate in activities designed “to help young people develop the ability to make informed decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” (The National Council for the Social Studies, 2010). There is a field experience associated with this course.
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