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Spanish |
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SPAN 470 Independent Study (3)
Prerequisites: or equivalent
This course is designed by the student through a proposal that is made in conjunction with the professor. This class typically focuses on a specific author or theme of the student's interest that is not normally treated in other course offerings.
Term Offered: Upon request
(3) |
Special Education |
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SPED 303 Introduction to Special Education (3)
This course is required of all teacher candidates. Introduction to current issues and problems related to children and youth who deviate from the average in mental, physical, social and/or emotional characteristics to the extent that the appropriate least restrictive environment is provided. Research on each of the identified exceptionalities in special education is required. Topics of emphasis include: special education legislation, the special education process from referral to placement, response to intervention, developing individualized education plans (IEPs), positive behavior support and teaching strategies specific to exceptionalities. A grade of “C” or better required.
Term Offered: (F, S)
(3) |
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SPED 309 Strategies for the Inclusive Environment (3)
Prerequisites: Admission into the Teacher Education Program, SPED 303 , EDUC 306 , or may be taken concurrently with EDUC 306
Co-requisites: Elementary majors must take SPED 309 concurrently with EDUC 311 , EDUC 312 , EDUC 313 and EDUC 314 .)
This course is required of all teacher candidates.(Note: Physical Education teacher candidates must take P ED 407 Adapted Physical Education instead of SPED 309.) The course provides teacher candidates an overview of special education and the federal requirements that govern the educational process. The course is designed to prepare teacher candidates to meet the diverse needs of all learners in inclusive general education environments. Emphasis is placed on the identification of the individual needs of special education students and the development of effective instructional strategies/teaching techniques to address those needs. Topics will include: parent and community involvement, social and multicultural issues, and classroom management techniques. A 25-hour field placement is required. A grade of C or better is required.
Term Offered: (F, S)
(3) |
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SPED 325 Families and Communities (3)
Co-requisites: EDUC 305 or consent of instructor.
Included are simulations of interpersonal skills effective with families, professionals, and paraprofessionals involved with the child. The role of external groups and establishment of effective home-school-community interaction are studied. Interviews are required.
Term Offered: (F)
(3) |
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SPED 326 Development of Communication Systems (3)
Prerequisites: EDUC 305 or consent of instructor.
Examines the sequence and theories of normal and abnormal communication in children. Methods for assessment and facilitation of language development are studied. A 10-hour school-based field experience is required
Term Offered: (S)
(3) |
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SPED 328 Classroom and Behavior Management In Early Childhood Settings (3)
Prerequisites: E ED 265 , EDUC 304 .
Emphasizes procedures for and uses of effective behavior and classroom management for the Birth-K population. Candidates will study ways to create developmentally and functionally appropriate learning environments that support safe, equitable, positive and supportive learning in which diversities are valued. Candidates will also gain experience in the use of functional behavior assessment and behavior intervention.
(3) |
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SPED 350 Assessment, Curriculum and Planning for Students with Mild Disabilities (3)
Prerequisites: SPED 303 or consent of instructor.
The focal points of this course are educational assessment, evaluation and designing appropriate instruction for students with mild disabilities. Students will use various assessment techniques and plan for instruction based on assessment data. Additionally, the course focuses on the general curricular and program needs of special education students from early childhood through adolescent levels. Topics include formal and informal assessment, curriculum development, and planning instructional strategies, IEP development and implementation, collaborative consultation, and transition services. A 20-hour field experience is required.
Term Offered: (F)
(3) |
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SPED 402 Early Identification and Inclusion. (3)
Prerequisites: EDUC 305 .
Methods and materials for identification, intervention, and developmental interaction with young children having mild and moderate conditions are studied.
(3) |
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SPED 403 Intervention with Young Children (3)
Prerequisites: Admission to teacher education, EDUC 306 , SPED 303 and SPED 402 or consent of instructor.
Alternative curricular approaches for intervention with infants and toddlers, preschoolers and kindergarten children having severe and profound conditions are examined. Home-based intervention programming is included. A 26-hour field experience is required.
Term Offered: (S)
(3) |
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SPED 415 Methods for Teaching Students with Mild Disabilities (3)
Prerequisites: SPED 303 , , or consent of instructor.
This course provides an introduction to a variety of methods of teaching academic content, behavior management skills, and social skills to students with mild disabilities. Programmatic levels from early childhood through adult are addressed. Emphasis is placed on practical, research-based teaching strategies that can be implemented to design appropriate instruction.
Term Offered: (S)
Note: A 25-hour field experience is required.
(3) |
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SPED 417 Reading Strategies for Special Education I (3)
Prerequisites: SPED 303 or consent of instructor.
This course provides opportunities for candidates to explore the position that reading and spoken language have much in common. It focuses on the development of language, (including the components of effective reading instruction), the development of reading abilities, the difficult issues involved in defining reading disabilities, and the classification of reading disabilities. An introduction to assessment, instructional strategies,and remediation of reading disabilities is provided as a transition to the second course.
Term Offered: (F)
(3) |
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SPED 419 Reading Strategies for Special Education II (3)
Prerequisites: SPED 417 or consent of instructor.
This course presents a variety of methods for teaching reading to students who have special learning needs. It is designed to build students' knowledge of the importance of language and reading competence in literacy routines that characterize daily classroom activities. Through a variety of approaches, candidates are given opportunities to prepare appropriate methods for teaching reading and literacy skills. Emphasis will be placed on differentiated instruction as it applies to teaching reading strategies.
Term Offered: (F)
Note: A 30-hour field experience is required
(3) |
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SPED 425 Mathematics Strategies for Special Education (3)
This course will familiarize students with effective principles for working with students with special learning needs who struggle with mathematics. The course will focus on the development of strategies to enhance achievement in developmentally appropriate topics in Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability (the five National Council of Teachers of Mathematics Content Standards). This is a hands-on workshop-oriented experience. Students work with manipulatives and technologies to explore mathematics, solve problems, and learn ways to teach mathematics content to children. A 25 hour field experience is required.
Term Offered: (Summer)
(3) |
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SPED 444 Trends and Issues in Special Education (3)
This course provides an overview of current issues in special education and related fields. An emphasis is on current legal frameworks for special education and other disability services, current debates within the field of special education (i.e., inclusion, NCLB, highly qualified teachers, etc.), and special education reform issues. Because the field of special education is a dynamic field, the design of this course must be one that changes each semester. In such manner, students are kept current on specific issues that impact the field.
Term Offered: (Summer)
(3) |
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SPED 503 Legal and Historical Foundations of Special Education (3)
This course is designed to provide a foundation of the field of special education. Candidates are introduced to the various areas of exceptionality including the following: individuals with mental retardation/intellectual disabilities, learning disabilities, attention deficit hyperactivity disorder, emotional or behavioral disorder, autism, speech/language and communication impairment, hearing impairment, visual impairment, physical disabilities, health disabilities and related low incidence disabilities, and giftedness. Additionally, candidates explore identification, evaluation and qualification of students with special learning needs, IEP development, Universal Design for Learning, and lesson design and development.
Term Offered: (F, S, SUM)
Note: A 25-hour field based experience is required
(3) |
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SPED 505 Assessment of Individuals with Disabilities (3)
This course is an applied approach to assessment in special education. Candidates will focus on understanding how assessment is used to identify and appropriately serve students identified as having special learning needs. Descriptions and purposes of tests most often used in assessment in a variety of cognitive domains will be covered in depth. Legal issues and legislation that provide the foundation of both special education and assessment practices will be discussed. Emphasis will be placed on the practical application of assessment in schools, diagnosis of specific disabilities, writing professional reports, making recommendations from the data, presenting results to parents, attending the eligibility committee meetings and writing appropriate IEPs. Although there is no formal clinical experience required, candidates are expected to complete designated assignments in classroom environments that include both students with disabilities and students without disabilities.
(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.
Term Offered: (F)
Note: 25-hour field based experience required
(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
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.
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SPED 517 ASD: Inclusion Strategies for General Education (3)
Prerequisites: None
This course introduces the student to the Asperger's Syndrome. The course provides the candidate with knowledge of identification criteria, assessments, prevalence, potential causes, and related disorders. Emphasis is placed on learning characteristics and effective strategies to prepare the candidate to teach an individual with Aspergers in a variety of educational settings, including the regular classroom.
(3) |
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SPED 518 Positive Behavior Support (PBS) (3)
Prerequisites: None
This course introduces the student to Positive Behavior Support (PBS). The course provides the candidate with knowledge of the origins of PBS, planning and assessment for PBS, PBS support practices and applications, and PBS at schools and communicating levels. Emphasis is placed on effective strategies to prepare the candidate to teach in a variety of educational settings, ranging from full-time special education to the regular classroom.
(3) |
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SPED 525 Strategies for the Inclusive Mathematics Classroom (3)
This course will focus on the effective principles for working with students with special learning needs who struggle with mathematics. The course will provide instruction on the development of strategies to enhance achievement in developmentally appropriate topics in the five National Council of Teachers of Mathematics Content Standards (NCTM): Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability.
(3) |
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SPED 555 Advanced Methods/Strategies for Special Education (3)
Prerequisites: and
This course is designed to be an advanced study of instructional methods and strategies for teaching students with special learning needs in a variety of educational environments/settings. Specific topics will include co-teaching models, differentiated instruction in the inclusive environment, strategy instruction models, etc. Candidates will complete a course practicum in a variety of special education settings. A practicum experience in included in this course.
(3) |
Theatre |
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THEA 102A Introduction to the Theatre (3)
A survey providing the students a broad knowledge of the many areas of theatre involved in the production of a play.
(3) |
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THEA 102B Introduction to the Theatre (3)
A survey course designed for students with some high school or similar interest in theatre.
(3) |
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THEA 300 Theatre Workshop (1)
A practicum focusing on set building, lighting, costume construction and other technical aspects of theatre production.
(1) |
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THEA 311 Voice and Interpretation (3)
Prerequisites:
A study of the theory and practice of orally communicating printed material. Attention will be given to textural analysis and vocal development. Specific communicative techniques, relevant to both broadcasters and performing artists, will be emphasized.
(3) |
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THEA 316 Acting I (3)
Prerequisites: or permission of instructor.
Introduction to the art and theory of acting and make-up for the stage.
(3) |
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THEA 317 Acting II (3)
Prerequisites:
Advanced work in acting theory and practice, concentration, characterization, and performance. Characters from both the classical and modern repertoires will be analyzed and presented.
(3) |
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THEA 321 Stagecraft (3)
Study and application of the technical procedures for constructing and rigging the stage. Participation in the departmental theatre production is required.
(3) |
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THEA 325 Modern Drama (3)
A range of changing topics focusing on the literature of the theatre. May be repeated three times.
(3) |
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THEA 402 Advanced Studies in Theatre (3)
Prerequisites: Permission of instructor.
Under the one general heading a number of different courses are available to the student who wants to gain additional knowledge and skills in the field of theatre. The student will focus attention on one of the specific areas of emphasis listed below. In some instances the student may be permitted to select two areas of emphasis during the same semester, and thereby earn six hours of credit. The course may be repeated for a maximum of 21 hours. The areas of emphasis are: (A) History of the Theatre; (B) Costume Design; (C) Lighting Design; (D) Scene Design; (E) Theatre Criticism; (F) Children's Theatre
(3) |
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THEA 415 Fundamentals of Directing (3)
Prerequisites:
Fundamentals of directing, emphasizing the role of the director in transforming the written script into live performance. Each student will produce and direct a one-act play for public performance.
(3) |
University |
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EPA 86 TOEFL (6)
Designed for non-native English speakers who have scores of 0-449 (internet) TOEFL or 0-3.5 on the IELTS. Required for students who do not meet the minimum TOEFL or IELTS scores.
Term Offered: F
(6) |
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EPA 96 TOEFL - Intermediate Level (6)
Designed for non-native English speakers who have scores of 450-500 (internet) TOEFL or 4-5 on the IELTS. Required for students who do not meet the minimum TOEFL or IELTS scores.
Term Offered: F,S
(6) |
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UNIV 100 University 100 (1)
This course is required for all freshmen and transfer students with less than 30 credit hours. The course assists students to successfully make the transition from high school to college and includes sessions on Concord's technology, time management and study skills, critical thinking, money management, wellness and risky behavior, as well as the University's rules and procedures.
(1) |
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UNIV 101 Core Concepts for Academic Success (2)
This course is designed for students whose performance on the SAT and ACT exam indicates a lack of readiness for introductory level college courses. It is also designed for students who have poor academic performance (below 2.00 GPA) during a university semester. This course is designed to focus on all aspects of the writing process; pre-writing, drafting, revising. It is also designed to teach the student to write effective sentences and unified paragraphs which are purposeful, literate, coherent, complete and emphatic. This course also focuses on teaching foundational academic skills necessary for success in higher education. This course offers an intensive study of reading/writing skills, focusing on the types of reading and writing that will be done in college.
(2) |
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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)
Prerequisites: , , (or currently enrolled) and .
Co-requisites:
Introductory course in Women's and Gender Studies. This course will familiarize students with key issues, questions, and debates in Women's and Gender Studies scholarship, both historical and contemporary.
Term Offered: (S)
(3) |
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WGST 499 Women's & Gender Studies Capstone (1-3)
Prerequisites: and 12 credit hours of approved coursework.
Capstone in the Women's and Gender Studies minor. Students apply their knowledge to a final research project, internship, performance or presentation.
(1-3) |
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