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Social Work |
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SOWK 511 Generalist Human Behavior and the Social Environment (3)
This is the generalist HBSE course. The course provides the generalist understanding of and practice from a human behavior across the lifespan perspective at the micro, mezzo, and macro levels. All levels of HBSE are examined from multiple theoretical models including systems theory and from the strengths perspective. Students will develop critical thinking and assessment skills for competent social work practice.
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SOWK 521 Generalist Policy (3)
This is the generalist policy course required of all students who are not in the Advanced Standing Program. The course outlines the social policies that have been enacted in the United States and the resulting impact of their implementation with special attention to rural areas.
(3) |
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SOWK 531 Generalist Practice (3)
The social work practice methods course enables students to understand and apply social work theories, strategies, and techniques for helping individuals, families, groups, organizations and communities within the context of the generalist perspective. Students will continue development of critical thinking skills by applying them to the analysis of evidenced-based practice methods and interventions. Students will integrate knowledge of evidence-based practice applicable to micro, mezzo, and macro levels of social work with clients and populations-at-risk; maintain commitment to economic and social justice, ethical practice, the strengths perspective, the planned change process and cultural differences.
(3) |
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SOWK 560A, 560B Generalist Field Practicum (3,3)
Prerequisites: SOWK 501 , SOWK 511 .
Co-requisites: SOWK 531 .
The generalist field experience provides an opportunity to apply the skills, knowledge, cognitive/affective processes, and values of generalist social work practice in a social service setting with diverse clients. The Generalist Field Practicum requires that students complete 400 hours of practicum time in an agency setting. SOWK 560 is completed across two semesters, one 15-week semester (fall or spring) and one 5-week semester (Summer I or Summer II). Students complete 20 hours of field time per week across both of those semesters to complete the required 400 hours. SOWK 501 and SOWK 511 must be taken before the student starts SOWK 560. SOWK 531 must be taken before or concurrent with the student’s first semester of SOWK 560 (560A).
(3,3) |
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SOWK 570 Generalist Research (3)
This course is required for all students in the Generalist Program (1st year) and emphasizes the development of the quantitative and qualitative research knowledge necessary for evidence-based practice to inform research. Students are introduced to the concepts and skills underlying a systemic approach to social work research, including but not limited to the role of concepts and theory, hypothesis formulation, operationalization, research design, data collection, data processing, statistical analysis, computer skills, and research report writing.
(3) |
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SOWK 600 Psychopathology (3)
This course will provide students with a solid foundation for understanding psychopathology and the knowledge of skills for psychological diagnosis in clinical work. The course will enhance student’s abilities to distinguish between normal behavior and psychopathology, identify and classify symptoms into various psychological disorders and identify and understand common myths and stereotypes surrounding various disorders. Specific emphasis will be on understanding the contextual and individual factors related to diversity, equity, and resiliency, comprising internal and external resources that are essential for effective clinical practice.
(3) |
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SOWK 613 Advanced Human Behavior and the Social Environment in Rural Settings (3)
This is an advanced Human Behavior in the Social Environment (HBSE) course. It provides an advanced rural focus on human behavior in the social environment with a specific focus on the issues that occur in rural settings and the human context. The course examines (but is not limited to) issues such as social justice/injustice including poverty, human rights, gender, sexual orientation, race, social class, environmental injustice and ageism. These issues are addressed across all levels of practice through the lens of the strengths perspective and systems approach while examining personal and professional values. Students will develop critical thinking, knowledge and skills for competent rural social work practice.
(3) |
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SOWK 620 Special Topics (3)
Electives will rotate and include issues relevant to rural social work practice that can change to respond to evolving contexts of practice and environment. Students will take this course one (1) time in the Foundation Year and three (3) times in the Advanced Year for a total of twelve (12) hours. Psychopathology will be offered as a standing elective for those students planning to engage in clinical practice.
(3) |
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SOWK 622 Advanced Policy in Rural Practice (3)
This is the second policy course and is required for students who are in the Advanced Generalist Program as well as those progressing from the Generalist Program. The student will select a social topic or population relevant to rural areas and explore how to assist those working with the topic or population through written and policy involvement assignments. The knowledge builds from the paper written in SOWK 521-Generalist Policy and from applied policy analysis research.
(3) |
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SOWK 633 Advanced Rural Practice with Individuals, Families, and Groups (3)
This course is designed to prepare social work students for advanced practice with individuals, families and groups in rural settings. The rural social worker often does not have the luxury of being able to intervene across multiple populations utilizing various intervention modalities. This course focuses on best practices and intervention methods appropriate to the unique strengths and limitations within rural settings and with rural populations.
(3) |
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SOWK 634 Advanced Rural Practice with Communities and Organizations (3)
This advanced course prepares master’s level social work students for advanced practice in rural settings with communities and organizations. This course includes practice with a wide variety of populations. The rural social worker often does not have the luxury of being able to refer clients and must be able to intervene across multiple populations utilizing various intervention modalities. This course focuses on working with communities and organizations using best practices and intervention methods appropriate to changing contexts and populations.
(3) |
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SOWK 660A Advanced Field Practicum 3
Prerequisites: SOWK 613 .
Co-requisites: SOWK 633 .
The Advanced Field Practicum advances the skills, knowledge, cognitive/affective processes, and values of social work as applied to rural practice. In the Advanced Field Practicum students complete a minimum of 525 field practicum hours. Each student will complete the advanced field practicum across three semesters and will complete 16 or 21 hours per week to obtain the minimum 525 hours, depending on the student’s progression through the program. SOWK 613 must be taken before students start SOWK 660. SOWK 633 must be taken either before or concurrent with the student’s first semester of SOWK 660 (660A).
3 |
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SOWK 660B Advanced Field Practicum 3
Prerequisites: SOWK 613 .
Co-requisites: SOWK 633
The Advanced Field Practicum advances the skills, knowledge, cognitive/affective processes, and values of social work as applied to rural practice. In the Advanced Field Practicum students complete a minimum of 525 field practicum hours. Each student will complete the advanced field practicum across three semesters and will complete 16 or 21 hours per week to obtain the minimum 525 hours, depending on the student’s progression through the program. SOWK 613 must be taken before students start SOWK 660. SOWK 633 must be taken either before or concurrent with the student’s first semester of SOWK 660 (660B).
3 |
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SOWK 660C Advanced Field Practicum 3
Prerequisites: SOWK 613 .
Co-requisites: SOWK 633 .
The Advanced Field Practicum advances the skills, knowledge, cognitive/affective processes, and values of social work as applied to rural practice. In the Advanced Field Practicum students complete a minimum of 525 field practicum hours. Each student will complete the advanced field practicum across three semesters and will complete 16 or 21 hours per week to obtain the minimum 525 hours, depending on the student’s progression through the program. SOWK 613 must be taken before students start SOWK 660. SOWK 633 must be taken either before or concurrent with the student’s first semester of SOWK 660 (660C)
3 |
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SOWK 661 Appalachian Culture, Structures, and Environment (3)
This advanced course integrates social work issues and methods from across the curriculum within a rural setting and Appalachian context. The course builds upon the conceptual and historical foundations of rural practice and the unique Appalachian culture and resultant family, community, and delivery structures. Further, the course explores mechanisms to build individual and community capacity, in part, by recognizing and exploring avenues of strength, inherent in and indigenous to, the environmental context of Appalachia.
(3) |
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SOWK 670 Advanced Rural Research Methods for Social Work (3)
This research course is required for both Generalist and Advanced Generalist students. The course emphasizes the application of research methods for the evaluation of practice effectiveness and/or program outcomes in rural practice. Students will develop a single case design, choose a client, group, behavior, or program and engage in the evaluation process. The course emphasizes the evaluation of evidence-based interventions and the utilization of the results to make practice decisions that improve the quality of services, initiate changes in policy, and improve delivery of social services. Students will expand their understanding of the essential components of a research project that were introduced in SOWK 570-Generalist Research or in their respective BSW program.
(3) |
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SOWK 1001 Sign Language I (1)
Prerequisites: No prerequisite.
An introductory skill development course in the art of manual communication.
(1) |
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SOWK 1002 Sign Language II (1)
Prerequisites: No prerequisite.
An intermediate skill development course in the art of manual communication.
(1) |
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SOWK 4601 Field Instruction (6)
Prerequisites: Completion of all required Social Work Courses. Students must have a better than 2.00 overall grade point average with a 2.50 average in those courses listed under Social Work Courses Required and a 2.0 or better in SOWK 307 , SOWK 308 , and SOWK 309 . Students must have senior status.
Provides students with opportunities to develop skills, knowledge, theories, and techniques with procedures from the classroom being applied to field situations. Emphasis is on individualized instruction with supervision by faculty. Application to be made through Field Instruction Coordinator three months before placement begins.
(6) |
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SOWK 4602 Field Instruction (6)
Prerequisites: Completion of all required Social Work Courses. Students must have a better than 2.00 overall grade point average with a 2.50 average in those courses listed under Social Work Courses Required and a 2.0 or better in SOWK 307 , SOWK 308 , and SOWK 309 . Students must have senior status.
Provides students with opportunities to develop skills, knowledge, theories, and techniques with procedures from the classroom being applied to field situations. Emphasis is on individualized instruction with supervision by faculty. Application to be made through Field Instruction Coordinator three months before placement begins.
(6) |
Sociology |
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SOC 101 Introduction to Sociology (3)
A course reflecting the basic concerns of sociology and designed to fulfill the General Education requirements for non-majors and for teacher certification.
(3) |
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SOC 201 Social Problems (3)
An examination of issues of timely importance to Americans generally, and to West Virginians in particular, emphasizing sociological explanations of underlying social factors.
(3) |
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SOC 210 Deviant Behavior (3)
A study of deviance as social process. Considers historical and cross-cultural variation in definitions of deviance; the process of labeling deviant behavior; and the development and management of deviant identities.
(3) |
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SOC 221 Gender & Sexualities (3)
Examination of gender and sexualities as cultural constructions and organizing principles of social structure. Topics covered include: representations of gender and sexuality in popular culture, socialization and development of gender and sexual identities, and how social institutions influence expectations and consequences of gender and sexuality.
(3) |
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SOC 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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SOC 233 Wealth and Poverty (3)
An examination of the structure of wealth and power in United States society, including causes and consequences of poverty. Topics include: the changing American class structure, the social impacts of major economic systems, federal and state policies, income inequality, distribution of wealth, calculation of the poverty line, and potential solutions to poverty.
(3) |
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SOC 301 Sociology of Families (3)
A study of the forms of family organization and structure; processes of courtship and relationship development; the contemporary role of families in society; parenthood; family crisis; family in transition.
(3) |
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SOC 303 Criminology (3)
A study of the causes of crime and criminal behavior. Major categories of crime, including property crime, violent crime and white-collar crime are considered.
(3) |
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SOC 305 Professional Issues (1)
This course helps sociology majors prepare for life after college graduation. Topics include clarification of career goals, job searching, developing a resume, interviewing, researching graduate programs, applying to graduate school, developing a personal statement and taking the GRE.
(1) |
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SOC 307 Social Psychology (3)
An examination of the dynamics of people interacting with one another in American culture. Emphasis is on everyday occurrences and the interrelationship of individuals, groups, and society as a whole.
(3) |
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SOC 320 Special Topics in Sociology (1-3)
Prerequisites: To be specified by instructor.
Courses on various topics in sociology. Topics of study will be indicated on student’s transcript. May be taken for credit repeatedly.
(1-3) |
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SOC 321 Social Movements (3)
Discussion of collective behavior, movements, and activism from a sociological point of view. Examination of characteristics of social movements and evaluation of their success or failure. Particular emphasis on social movement theories, including classical approaches such as resource mobilization and political opportunity and incorporating newer cultural theories such as framing, culture, and emotions.
(3) |
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SOC 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: CRIM 322 .
(3) |
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SOC 326 Medical Sociology (3)
This course considers the social context of health, illness, disease and mortality. A variety of social, cultural, historical, political and economic forces impacting health and illness are examined. Topics include structural and cultural dimensions of health, health inequalities, the medical profession, the experience of illness, and the organization of healthcare. Throughout the course we will apply sociological theory and recent research from the social sciences to analyze contemporary issues in medicine.
(3) |
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SOC 329 Minority Group Relations (3)
A study of the nature and dynamics of social groups focusing on the socio-historical factors contributing to the existence and maintenance of minorities. The interlocking nature of oppression due to the manifestation of prejudice and discrimination based on ethnicity, race, age, gender, religion, and sexual orientation are stressed throughout the course.
(3) |
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SOC 339 Movies & U.S. Society (3)
Movies as a form of popular culture. Analysis of films released in the early, mid, and late 20th century to draw conclusions regarding the ways that movies both shape and are shaped by the socio-historical context in which they are created. Particular emphasis on the depiction of social problems during various historical eras, especially competing and changing images of class, race, ethnicity, gender, and politics. Technical and aesthetic aspects of filmmaking will be discussed only when they relate to the portrayal of social issues.
(3) |
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SOC 399 Research Methods (3)
Prerequisites: Junior standing or consent of instructor.
Basic techniques of research in the social sciences are covered including development of research questions and hypotheses, conceptualization, measurement of variables and sampling. Specific methods of qualitative and quantitative research are examined.
(3) |
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SOC 406 Sociological Theory (3)
Prerequisites: Junior standing or consent of instructor.
An analysis of contributions to sociological theory dating from the late 1800’s; special emphasis given to major schools and theorists.
(3) |
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SOC 430 Senior Seminar (3)
Prerequisites: Senior standing and either SOC 398 or SOC 399
Students conduct an independent research project with the guidance of departmental faculty.
(3) |
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SOC 440 Independent Study (3)
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Also listed as: CRIM 440 .
(3) |
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SOC 450 Sociology Internship (3-12)
Prerequisites: Senior level sociology majors only. Consent of instructor required.
The supervised internship provides students with the opportunity to apply theoretical knowledge to practical situations in an appropriate private, government or non-profit setting.
(3-12) |
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SOC 480 Honors Courses (3)
Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Department Chairperson for further information.
(3) |
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SOC 481 Honors Courses (3)
Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of the faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Department Chairperson for further information.
(3) |
Spanish |
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SPAN 101 Elementary Spanish I (3)
The most basic patterns of Spanish grammar. Emphasis on basic vocabulary and on developing skills in reading, writing, speaking, and comprehending the Spanish language. Emphasis on the present tense.
Note: Students who have received credit for any higher-level Spanish course (except SPAN 210) may not receive credit for this course.
(3) |
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SPAN 102 Elementary Spanish II (3)
Prerequisites: SPAN 101 or one year of high school Spanish or consent of instructor.
Further development of skills in reading, writing, speaking, and comprehending. Expansion of tenses, moods, and sentence complexity.
Note: Students who have received credit for any higher-level Spanish course (except SPAN 260) may not receive credit for this course.
(3) |
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SPAN 110 Advanced Beginning Spanish (4)
Students with some high school Spanish but who are not ready for SPAN 102 start at a higher level than SPAN 101 . The course catches up with SPAN 102 so that students completing it may enter .
(4) |
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SPAN 201 Intermediate Spanish I (3)
Prerequisites: SPAN 101 -SPAN 102 or equivalent, or two years of high school Spanish, or consent of instructor.
Readings in Hispanic cultures and literature; review and expansion of Spanish grammar and vocabulary; practice in writing, speaking, and comprehending the language.
Note: Students who have received credit for any higher-level Spanish course (except SPAN 260) may not receive credit for this course.
(3) |
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SPAN 202 Intermediate Spanish II (3)
Prerequisites: SPAN 101 -SPAN 102 and SPAN 201 or equivalent, or three years of high school Spanish, or consent of instructor.
Further readings in Hispanic cultures and literature; review and enhancement of Spanish grammar and vocabulary; practice in writing, speaking, and comprehending the language. This course will give students the essential grammatical and cultural tools necessary to express themselves in upper level classes.
Note: Students who have received credit for any higher-level Spanish course (except SPAN 260) may not receive credit for this course.
(3) |
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SPAN 210 Culture and Civilization of the Hispanic World (3)
This class will introduce students to a wide range of themes that surround the Hispanic World, such as “empire”, “discovery”, “identity” and “difference” in order to expand knowledge of important issues surrounding the peoples of Spain, Latin America, the Caribbean, and Latinos in the United States. Taught in English.
(3) |
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SPAN 240 Independent Study (1-3)
Prerequisites: ENGL 102 or consent of instructor.
Advanced and/or extended exploration of topics in Hispanic literature and culture. May be repeated for credit. Class conducted in English. Coursework submitted in English.
(1-3) |
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SPAN 301 Advanced Spanish Grammar and Composition (3)
Prerequisites: SPAN 202 with a grade of C or better, or demonstration of equivalent proficiency.
A writing-intensive course designed to develop advanced competency in written Spanish through the review of the finer points of grammar, general style and mechanics of writing descriptive, narrative, and analytical texts. Numerous writing assignments will include expository and argumentative pieces, and in-class discussion will continue developing oral and aural competency.
Note: Course is conducted in Spanish.
(3) |
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SPAN 302 Advanced Oral and Written Expression (3)
Prerequisites: SPAN 301 or equivalent.
This course focuses on the development of advanced oral and written communication skills in communication with popular culture in Spanish. Attention will be focused on grammar, syntax, use of appropriate registers, necessary vocabulary, non-verbal and culturally specific cues.
Note: Taught in Spanish.
(3) |
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SPAN 305 Introduction to Literature in Spanish (3)
Prerequisites: and or approval of instructor.
This course provides an introduction to Hispanic Literature and to the analysis of cultural texts. As an introduction course the class will familiarize you with the basic tools for the analysis of film and three literary genres: narrative, poetry, and drama. The course will focus on techniques of argumentative writing in Spanish and the building of your textual interpretation in both oral and written form.
(3) |
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SPAN 310 Culture and Civilization of the Hispanic World (3)
Prerequisites: and or currently enrolled in SPAN 302.
This class will introduce students to a wide range of themes that surround the Hispanic World, such as “empire”, “discovery”, “identity”, and “difference” in order to expand knowledge of important issues surrounding the peoples of Spain, Latin America, the Caribbean, and Latinos in the United States. Taught in English but students will produce all coursework in Spanish.
(3) |
Special Education |
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(3) |
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SPED 503 Legal and Historical Foundations of Special Education (3)
This course is designed to provide a foundation in the field of special education. Candidates are introduced to the various areas of exceptionality including the following: individuals with intellectual disabilities, learning disabilities, attention deficit hyperactivity disorder, emotional or behavioral disorder, autism, speech/language and communication impairment, hearing impairment, visual impairment, physical disabilities, health disabilities and related low incidence disabilities, and giftedness. Additionally, candidates explore identification, evaluation and qualification of students with special learning needs, IEP development, Universal Design for Learning, and lesson design and development. A 25-hour clinical is required for this course.
Note: A 25-hour field-based experience is required.
(3) |
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SPED 505 Assessment of Individuals with Disabilities (3)
This course is an applied approach to assessment in special education. Candidates will focus on understanding how assessment is used to identify and appropriately serve students identified as having special learning needs. Descriptions and purposes of tests most often used in assessment in a variety of cognitive domains will be covered in depth. Legal issues and legislation that provide the foundation of both special education and assessment practices will be discussed. Emphasis will be placed on the practical application of assessment in schools, diagnosis of specific disabilities, writing professional reports, making recommendations from the data, presenting results to parents, attending the eligibility committee meetings and writing appropriate IEPs. Although there is no formal clinical experience required, candidates are expected to complete designated assignments in classroom environments that include both students with disabilities and students without disabilities.
(3) |
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SPED 509 Advanced Strategies for the Inclusive Environment (3)
Teacher candidates are required to develop diverse instructional strategies designed to meet both the social and academic needs of diverse student populations. Candidates will become familiar with special education legislation and the federal requirements that govern the special education process. Emphasis is placed on the identification of the individual needs of all learners, including, but not limited to, students receiving special education services, and on the development of effective instructional strategies/teaching techniques to address those needs. Topics include: Instructional strategies and instructional design, parent and community involvement, social and multicultural issues and classroom management techniques. Candidates are provided multiple opportunities for refining instructional strategies typically implemented in inclusive classroom environments.
Note: 25-hour field-based experience required.
(3) |
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SPED 510 Teaching Reading to Students with Mild/Moderate Disabilities (3)
Prerequisites: SPED 503 .
The course is designed to prepare candidates to implement evidence-based strategies for teaching reading to students with disabilities. Candidates will use a variety of instructional techniques for teaching basic language and literacy skills to students with diverse learning needs, including students with disabilities.
(3) |
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SPED 512 Reading Strategies for the Inclusive Content Classroom (3)
Prerequisites: and .
This course emphasizes teaching and learning strategies designed to improve/enhance the reading and literacy skills of students with mild disabilities. Topics will include response-to-intervention and differentiated instruction as it applies to reading in the inclusive content classroom.
(3) |
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SPED 515 Introduction to Autism Spectrum Disorder (ASD) (3)
This course introduces the student to the Autism Spectrum Disorder (ASD). The course provides the candidate with knowledge of identification criteria, assessments, prevalence, potential causes, and related disorders. Emphasis is placed on learning characteristics and effective strategies to prepare the candidate to teach an individual with autism in a variety of educational settings, including the content area classroom.
(3) |
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SPED 516 Methods for Teaching Students with Autism (3)
Prerequisites: .
This course provides the candidate with various strategies to teach and/or coordinate services for a student with autism. Activities include developing routines, collaborating with school staff and families, conducting a functional behavior plan which includes assessing, implementing, and evaluating effectiveness of strategies for behavior difficulties, and the development of strategies for social skills deficits, communication deficits, restricted repertoires, sensory issues, generalizations, engagement and transition. A 25-hour clinical is required for this course.
(3) |
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SPED 517 ASD: Inclusion Strategies for General Education (3)
This course introduces the student to the Asperger’s Syndrome. The course provides the candidate with knowledge of identification criteria, assessments, prevalence, potential causes, and related disorders. Emphasis is placed on learning characteristics and effective strategies to prepare the candidate to teach an individual with Asperger’s in a variety of educational settings, including the regular classroom.
(3) |
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SPED 518 Positive Behavior Support (PBS) (3)
This course introduces the student to Positive Behavior Support (PBS). The course provides the candidate with knowledge of the origins of PBS, planning and assessment for PBS, PBS support practices and applications, and PBS at schools and communicating levels. Emphasis is placed on effective strategies to prepare the candidate to teach in a variety of educational settings, ranging from full-time special education to the regular classroom.
(3) |
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SPED 525 Strategies for the Inclusive Mathematics Classroom (3)
This course will focus on the effective principles for working with students with special learning needs who struggle with mathematics. The course will provide instruction on the development of strategies to enhance achievement in developmentally appropriate topics in the five National Council of Teachers of Mathematics Content Standards (NCTM): Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability.
(3) |
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SPED 555 Advanced Methods/Strategies for Special Education (3)
Prerequisites: and .
This course is designed to be an advanced study of instructional methods and strategies for teaching students with special learning needs in a variety of educational environments/settings. Specific topics will include co-teaching models, differentiated instruction in the inclusive environment, strategy instruction models, etc. Candidates will complete a course practicum in a variety of special education settings. A 25-hour clinical is required for this course.
(3) |
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SPED 560 Action Research in Special Education (3)
Prerequisites: EDUC 520 and completion of special education content (21 hours).
The course provides a foundation for qualitative inquiry with a focus on case study research, ethnographic description, designing and conducting qualitative research in the special education environment. The course includes analyzing data and reporting qualitative analysis.
(3) |
Sport Management |
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SPT 210 Sport Ethics and Diversity (3)
This course will provide an extensive examination of moral, ethical, and diversity issues in the administration and organization of sports and sports programs.
(3) |
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SPT 225 Sport Governance (3)
The course will explore the theory and practice of sport organizations and their governance structure, functions, and membership requirements. The rules and regulations of each sport governing body, current issues and trends for each governing body including: high school, college, state, national, and international organizations. (Amateur and professional).
(3) |
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SPT 245 Recreation and Campus Sport Management (3)
Managing campus facilities and operating intramural recreation sports on college and university campuses. Knowledge of these diverse and complicated programs and facilities requires knowledge of operations, client services and industry standards. This unique skill set is the basis of this course.
(3) |
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SPT 300 Sport and Public Policy (3)
Sports figures, events and organizations affect our society in vast, varied and sometimes unexpected ways. This course will help the student gain a broad-based understanding of how sports interface with public policy issues. This class will examine some of the most compelling policy issues affecting the sports world from an interdisciplinary perspective.
(3) |
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SPT 325 Sport Fundraising (3)
This course is designed to provide a comprehensive overview for fund raising, donor relations, non-profit, premium seating and ticket sales maximization. Students will be introduced to basic terminology and concepts of fund raising. The course will give students a better understanding of the essentials used in sports fund raising.
(3) |
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SPT 425 Sport Facilities and Operations Management (3)
This course will provide a practical approach to facility planning and operations. Public facilities can include: stadiums, arenas, bowling alleys, health clubs, sportplexes, park and recreation facilities, etc. The information presented in this course will include information about preventative maintenance, facility planning, event administration, ticket management, house and grounds management, systems management, marketing, finance, and personnel administration.
(3) |
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SPT 435 Safety and Security at Sports Events (3)
Provides a systematic approach to stadium and venue security. It deals specifically with natural disasters, terrorism, crowd control, and other large-scale threats.
(3) |
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SPT 450 Sport Management Internship (3)
Provides students with opportunities to develop skills, knowledge, theories, and techniques with procedures from the class work applied to field situations. This internship will require 120 hours in an approved Sport Management placement.
(3) |
Theatre |
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THEA 102 Introduction to Theatre (3)
A survey providing students a broad knowledge of the history of theatre and the many aspects involved in the production of a play.
(3) |
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THEA 316 Acting (3)
Prerequisites: or permission of instructor.
Introduction to the art and theory of acting and make-up for the stage.
(3) |
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THEA 321 Stagecraft (3)
Study and application of the technical procedures for constructing and rigging the stage, lighting and costuming a production, and managing props. Participation in the departmental theatre production is required.
(3) |
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THEA 325 Modern Drama (3)
A range of changing topics focusing on the literature of the theatre. May be repeated three times.
(3) |
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THEA 360 Play Production (3)
Course for students who are working on a campus theatre production. May be repeated for elective credit.
(3) |
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THEA 420 Special Topics (1-6)
Specific styles in theatre will be explored through specialty classes, providing students an opportunity to participate in practical applications of different styles of theatre, such as Living History Performance, Murder Mystery Productions and other types of theatre.
(1-6) |
University |
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UNIV 100 CU Foundations (1)
This course is required for all freshmen and transfer students with less than 30 credit hours. The course assists students to successfully make the transition from high school to college and includes sessions on Concord’s technology, time management and study skills, critical thinking, money management, wellness and risky behavior, as well as the University’s rules and procedures.
(1) |
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(1) |
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UNIV 400 University 400 (1)
In this course, upperclassmen act as teaching assistants for UNIV 100 sections. Students will assist the UNIV 100 instructor and participate in class discussions. They also assist the UNIV 100 students in the transition to college. This course provides teaching assisting experience.
Note: A maximum of two hours credit may be awarded for enrollment in this course.
(1) |
Women’s & Gender Studies |
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WGST 285 Introduction to Women’s and Gender Studies (3)
Introductory course in Women’s and Gender Studies. This course will familiarize students with key issues, questions, and debates in Women’s and Gender Studies scholarship, both historical and contemporary.
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WGST 499 Women’s & Gender Studies Capstone (1-3)
Prerequisites: and 12 credit hours of approved coursework.
Capstone in the Women’s and Gender Studies minor. Students apply their knowledge to a final research project, internship, performance or presentation.
(1-3) |
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