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2022 - 2023 Undergraduate Catalog [FINAL EDITION]
Course Descriptions
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Writing enriched courses are designated W
Service learning courses are designated S.L.
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Criminal Justice |
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CJ 335 - Community-Based Youth Development Intervention Strategies and Practices: Integrating Criminal Justice and Psychological Approaches
3 Credit(s)
This is an interdisciplinary criminal justice and psychology yearlong course on community intervention strategies and practices for at-risk youth. Theories and research that explain problem behaviors (i.e., mental health, substance abuse, delinquency) are reviewed, focusing on both the macro-structural factors emphasized in criminology and the micro-level perspective emphasized in psychology. Current intervention and prevention programs are examined and combined with field experience to train students in the principles of civic engagement, as well as in the mentoring and treatment of at-risk youth. Open to criminal justice or psychology majors with junior standing or above, or with instructor’s permission.
(SAME AS PSY 335 )
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CJ 346 - Issues in Policing
3 Credit(s)
This course focuses on the challenges presented by policing in modern communities. Focusing on the “practical” side of policing, topics include the impact of selection, training and professional socialization on community law enforcement, as well as the effects of discretion, racial diversity, and urban crime.
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CJ 380 - Criminal Justice Research and Analysis
4 Credit(s)
This course is designed to help students understand the many ways in which academics study crime and conduct research in the criminal justice field. The major goal of this course is to develop a research proposal on a topic of the student’s choice and to apply the appropriate statistical analyses for the research question. Topics include problem formation, research designs, research ethics, sampling issues, data sources, and data analysis. This course includes lab exercises for application of the material learned.
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CJ 392 - Pre-Internship Professional Development Seminar
3 Credit(s)
In this course, students learn the logistics of setting up an internship, ethical and professional development issues pertinent to internship sites, the enrollment process, placement site supervision requirements, matching interests to sites, and interviewing skills relevant to acquiring an internship position. Students explore the process of skill-building techniques (e.g., interpersonal, demeanor), the connection between the internship experience and future academic and/or occupational goals, and how to integrate learning in the field with academic theory and research.
Prerequisite(s): Criminal justice majors, or permission of instructor.
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CJ 401 - Critical Issues in Criminal Justice: Senior Seminar
3 Credit(s)
Selected issues confronting the criminal justice system and society in the United States are examined through assigned readings, discussion, visiting speakers, and research papers or projects.
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CJ 405 - Ethics in Criminal Justice (W)
3 Credit(s)
This senior-level seminar addresses various aspects and approaches to the practice and study of ethics in the criminal justice system. Topics include philosophical approaches to crime, justice, and punishment, as well as practical ethics for those who work in the system. After studying the concepts of ethical justice, students apply ethical principles to law, law enforcement, and corrections. Required for all seniors in the major.
Prerequisite(s): Senior standing in the major. Students from other majors, by permission of instructor only.
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CJ 409 - Senior Research
3 Credit(s)
Research in an area of special interest. Required of all majors in criminal justice.
Prerequisite(s): CJ 382, PSY 385 .
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CJ 410 - Senior Research
3 Credit(s)
Research in an area of special interest. Required of all majors in criminal justice.
Prerequisite(s): CJ 382, PSY 385 .
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CJ 423 - Criminal Justice Internship
3 Credit(s)
Subject-related work experience. Setting must be approved by the faculty. Required of all criminal justice majors in senior year; others not eligible.
Prerequisite(s): CJ 382, PSY 385 .
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CJ 499 - Independent Study
3 Credit(s)
Individual study for specially qualified advanced students. Requires permission of criminal justice faculty member.
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Dance |
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DAN 101 - Modern Dance I
1 Credit(s)
This course provides an introduction to the principles and practice of modern dance. Ongoing dance technique classes incorporate aspects of modern and postmodern dance, dance improvisation, Bartenieff Fundamentals, Pilates mat work, and stretching and relaxation techniques. Through these movement experiences, students develop their technical dance skills, learn basic concepts of dance design, and further their understanding and cultivation of the body as an instrument of expression. The course provides a basis for understanding the aesthetic principles of modern dance through movement experiences, critical viewing and analysis of masterworks of modern dance choreography, and class discussions. Students attend one or more live dance performances. Students may enroll in the course up to four times.
Corequisite(s): DAN 122 .
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DAN 102 - Modern Dance II
1 Credit(s)
This course, a continuation of Modern Dance I, integrates the study of modern dance practice with the basic anatomical principles underlying sound dance technique. The class will attend one or more live dance performances. Students may enroll in the course up to four times.
Prerequisite(s): DAN 101 with a grade of “C” or better or permission of instructor.Corequisite(s): DAN 122 .
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DAN 122 - Dance Repertoire III
0.5 Credit(s)
This course provides students with structured rehersal and performing experience. Students learn one or more dances and perform for at least one public performance during the semester. Students may enroll in the course up to eight times.
Corequisite(s): DAN 101 or DAN 102 .
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DAN 188 - Special Topics
1-3 Credit(s)
Topics offered in response to student and/or faculty interest.
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Digital Media Informatics |
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DMI 101 - Introduction to Informatics (W)
3 Credit(s)
This course introduces students to the field of informatics and serves as a foundation course to the digital media informatics, business informatics, and health informatics majors. Through lecture and lab activities, students learn about the growth of computer technologies and their impact on the media and business in modern society. Students participate in several computer-based exercises. Key components of the course include an introduction and definition of informatics; computers and how they work; data and knowledge representation; business information systems; digital media technology; health care data systems; and computerized technology trends.
Does not fulfill social science or science general education requirements. This is a writing-enriched course.
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DMI 188 - Special Topics in Digital Media Informatics
3 Credit(s)
Topics offered in response to student and faculty interest.
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DMI 200 - Data Mining
3 Credit(s)
This is an introductory course on data mining. Data mining is a relatively new field that refers to the process of exploration and analysis of large quantities of data in order to discover meaningful patterns and knowledge. The course focuses on predictive analytics algorithms and computational methods to discover and report influential and meaningful patterns in data and predict future behavior.
Prerequisite(s): MATH 117 or MATH 120 or MATH 131 , or MATH 141 .
(SAME AS CSCI 200 )
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DMI 201 - Social Media Informatics
3 Credit(s)
The prevalence of social media in our culture creates an expectation that people communicate through technological platforms more often than traditional interpersonal means. Business and industry professionals market to specific audiences through evolving social media channels. In this course, students actively follow case studies of current social media strategies, compare this activity to national trends, and report their findings to the class. In addition, students learn the value of building social capital, comprehend the newest technological applications, and evaluate social media campaigns.
Prerequisite(s): No Prerequisites.
(SAME AS COMS 201 )
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DMI 288 - Special Topics in Digital Media Informatics
3 Credit(s)
Topics offered in response to student and faculty interest.
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DMI 388 - Special Topics in Digital Media Informatics
3 Credit(s)
Topics offered in response to student and faculty interest.
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DMI 488 - Special Topics in Digital Media Informatics
3 Credit(s)
Topics offered in response to student and faculty interest.
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Diversity, Equity and Inclusion |
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UDEI 301 - Critical Issues in Law Enforcement
3 Credit(s)
This course addresses major issues facing law enforcement today, including possible resolutions. Students focus on creative solutions to the problems identified. In addition to topics raised in the text, students discuss recent issues, including civilian attitudes regarding police, police officer marriages, treatment of minorities by police, white supremacy infiltration of police departments, and increasing cultural competence. This course is anchored in the conceptual framework of diversity, equity and inclusion in law enforcement.
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UDEI 302 - Restorative Justice: Theory and Practice
3 Credit(s)
This course examines restorative justice and its ability to address complex issues in criminal justice agencies and communities. Students learn the philosophical underpinnings of restorative justice and how restorative practices can be used to address issues of diversity, equity, race, and cultural competence, as well as deep compassionate listening. The practices learned in this course enable law enforcement agencies to tackle social justice and communicate with the communities they serve. This course is of critical use for anyone interested in community policing or any kind of law enforcement. The course is anchored in the conceptual framework of diversity, equity, and inclusion in law enforcement.
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UDEI 303 - Sociology of Law
3 Credit(s)
This course examines the relationship between law and society, and it is based on the premise that law cannot be understood independent of its social context. The course explores a number of different topics and utilizes an interdisciplinary perspective. The course is anchored in the conceptual framework of diversity, equity, and inclusion in law enforcement.
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Earth and Space Science |
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ESSC 103 - Introduction to Earth Science
3 Credit(s)
The purpose of this course is to expand students’ awareness of science in general with particular emphasis on the geosciences. The principal topics include study of Earth, its oceans, resources, and climate; Earth as compared to other planets in our solar system; and the fate of planet Earth. This course is for nonscience majors.
Corequisite(s): ESSC 113 .
(SAME AS ASTR 103 )
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ESSC 109 - Introduction to Weather and Climate
3 Credit(s)
This course is designed to provide a descriptive survey of weather and climate for nonscience majors. Subjects include composition and structure of the atmosphere, solar and terrestrial radiation, temperature, atmospheric stability, forms of condensation and precipitation, pressure and wind systems, severe weather (thunderstorms, tornadoes, and hurricanes), weather analysis and forecasting methods, air pollution, the changing climate, world climates, and optical phenomena in the atmosphere. The laboratory component ESSC 119 is a separate course. Credit will not be granted for both this course and ENVR 209 - Meteorology / PHYS 209 - Meteorology .
3 hours lecture.
Prerequisite(s): No Prerequisites.
(SAME AS PHYS 109 )
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ESSC 113 - Earth Science Laboratory
1 Credit(s)
Lab associated with ESSC 103 . Selected laboratory and/or field exercises related to appropriate text topics on planet Earth.
2 lab hours weekly.
Corequisite(s): ESSC 103 .
(SAME AS ASTR 113 )
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ESSC 119 - Weather and Climate Laboratory
1 Credit(s)
This laboratory course is designed to complement ESSC 109 . Students engage in exercises that involve analyses of daily weather cycles, employing instruments to determine atmospheric temperature and humidity, learning about the forms of condensation and precipitation, studies of global pressure and wind systems, analyses of surface and upper-air weather maps, understanding the nature of air pollution, and classification of world climates.
2 hours laboratory.
This course fulfills the College of Arts and Sciences science laboratory requirement.
Corequisite(s): ESSC 109 .
(SAME AS PHYS 119 )
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ESSC 173 - Investigating Environmental Science
1 Credit(s)
This is a laboratory course designed to complement ESSC 171 . Lab inquiry activities include topics in experimental ecology in model ecosystems, ecosystem modeling, and environmental assessment/ environmental quality. There are weekly assignments and/or projects for each topic and a final exam.
3 hours laboratory/field.
Corequisite(s): BIOL 161 , BIOL 162 , CHEM 145 –CHEM 148 , ESSC 171 .
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ESSC 188 - Special Topics in Environmental Science
3 Credit(s)
Topics offered in response to student and/or faculty interest.
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ESSC 201 - Environmental Geology
4 Credit(s)
This course details treatment of the structure of the Earth’s crust, its igneous, sedimentary, and metamorphic rocks—their kinds, origin, and importance. This course covers such topics as erosion processes, mountain building, development of continents and landforms, volcanism, earthquakes, glaciation—a survey of the geological past. Lab includes studies of rocks, minerals, fossils, geologic and topographical maps, aerial photographs, and local field work.
3 hours laboratory. 3 hours lecture.
(SAME AS ENVR 201 )
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ESSC 202 - Earth History
3 Credit(s)
The history of the Earth and its inhabitants through geologic time is traced. This interpretation of Earth history explores such areas as dating the past, relationship of Earth’s history to life development and evolution of plants and animals, and study of the geological-tectonic provinces of North America.
3 hours lecture.
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ESSC 203 - Ancient Life
4 Credit(s)
Morphology and classification of plant and animal fossils are taught. Lab includes selected field trips and the identification and classification of common index fossils.
3 hours laboratory. 3 hours lecture.
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ESSC 205 - Mineralogy
4 Credit(s)
A study of the physical properties, occurrences, associations, and origins of minerals includes consideration of fundamental principles of crystallography. The laboratory involves the examination, identification, and classification of the common economic and rock-forming minerals.
3 hours laboratory. 3 hours lecture,
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ESSC 206 - Physical Geography
4 Credit(s)
Students consider distribution of the world’s landforms, their characteristics, causes, and significance. Topographic and geologic features of the physiographic provinces, distribution of the world’s climates, vegetation types, soils, and mineral resources are investigated.
3 hours lab. 3 hours lecture.
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ESSC 207 - Oceanography
3 Credit(s)
The world ocean covers 70 percent of the planet’s surface making it the most important physical feature on the planet. This course concentrates on the environmental issues that adversely affect the health of the ocean and the biological organisms that live there. These issues are usually a function of human interference and examples are ocean pollution, coral reef destruction, commercial fishing, planetary-scale destructive weather patterns, rising sea levels, loss of marine biodiversity, tsunamis, coastal erosion and dynamic shorelines, and economic resources in the marine environment. The unique biology from selected ecosystems of the ocean are also studied to emphasize the magnitude of marine biodiversity.
3 hours lecture.
Prerequisite(s): No Prerequisites.
(SAME AS ENVR 207 )
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ESSC 209 - Meteorology
4 Credit(s)
This introductory course teaches an understanding of the Earth’s atmosphere, including the forces producing weather and climate, the dynamics of air movements, pressure changes, mass density, volume relationships, as applied to the changing atmosphere, and the production of hurricanes, tornadoes, and thunderstorms. Also studied are atmospheric structure, the effects produced by solar radiation on the Earth’s magnetic field—auroras, Van Allen belts, and similar phenomena. Meteorological instrumentation is studied in laboratory experiments designed to integrate theory with practice, together with the production of weather maps by students from empirical data recorded in the laboratory. This course is designed primarily for students majoring in science or engineering.
2 hours laboratory. 3 hours lecture.
(SAME AS PHYS 209 /ENVR 209 )
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ESSC 212 - Earth History Laboratory
1 Credit(s)
Lab associated with ESSC 202 . Includes related laboratory and field investigations in interpreting Earth history.
Corequisite(s): ESSC 202 .
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ESSC 220 - Marine Geology
4 Credit(s)
A study of the sediments, rocks, structure, geophysics, microfossils, stratigraphy and history of the ocean basins and their margins. Lab includes field work. 6 hours weekly.
3 hours laboratory/ field. 3 hours lecture.
(SAME AS ENVR 220 )
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ESSC 288 - Special Topics in Environmental Science
3 Credit(s)
Topics offered in response to student and/or faculty interest.
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ESSC 388 - Special Topics in Environmental Science
3 Credit(s)
Topics offered in response to student and/or faculty interest.
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ESSC 488 - Special Topics in Environmental Science
3 Credit(s)
Topics offered in response to student and/or faculty interest.
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ESSC 499 - Independent Study
1-4 Credit(s)
Individual investigation of a problem in earth and space science. Lab work, computations, readings, and orals as appropriate. Scope, topic, and prerequisites are arranged individually.
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Economics (Students weak in mathematical skills should enroll in MATH 101 prior to registering for EC 101 or EC 202 .)
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EC 101 - Principles of Macroeconomics
3 Credit(s)
An introductory study of the determinants of the aggregate level of economic activity in a global economy. Attention focuses on the demand for output by households (consumption), businesses (investment), government and trade with the rest of the world (net exports), as well as the roles played by fiscal and monetary policies. In addition, interest centers on the problems of inflation, unemployment, federal budget deficits, and stimulating economic growth. Topics include measuring the levels of output and income, Keynesian and classical models of aggregate demand and supply, the banking system and money creation, impacts of government fiscal and monetary policies, inflationary processes and models of inflation, unemployment, inflation tradeoff controversies, public debt burdens, international trade policies, and determinants of economic growth. Students may not receive credit for both EC 101 and EC 103 .
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EC 103 - Honors Principles of Macroeconomics
3 Credit(s)
This course is devoted to an introductory study of aggregate economic activity. Attention focuses on the aggregation concepts used to compute national product accounts, the rate of unemployment, and the consumer price index. Distinctions between actual and equilibrium values, as well as real and nominal measures are highlighted. A simple Keynesian equilibrium model and the aggregate demand/aggregate supply framework are developed and utilized to examine various fiscal and monetary policy options. This course substitutes for EC 101 on student transcripts. Students cannot receive credit for both EC 103 and EC 101 . This course is restricted to university honors students.
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EC 104 - Principles of Microeconomics (Honors)
3 Credit(s)
This course is an introduction to microeconomic principles and their use in the analysis of economic problems. The decision-making processes of households and firms are explored. Topics include price determination and resource allocation under various market structures, market failures to optimally allocate resources, and the impact of the global economy on decision-making. Teamwork may be used to solve problems. Student groups may apply course content to examine businesses they interview. To enhance student engagement, a game format may be used to review material. This course substitutes for EC 202 on student transcripts. Students cannot receive credit for both EC 104 and EC 202 . This course is restricted to university honors students.
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EC 202 - Principles of Microeconomics
3 Credit(s)
This course provides an introduction to product and resource markets; failures of markets to effectively allocate resources; demand and supply decisions by households, businesses, and government; and the impact of international trade. Topics include market systems, consumer behavior, production functions and costs, output pricing under various market structures, and input pricing. Throughout the course, students may work in teams to solve problems. Working in groups, students may interview representatives of businesses, and use the findings from the interviews to apply course content. To further engage students, a game format may be used to review content.
This course may be used to satisfy the social science general education distribution requirement.
Prerequisite(s): Sophomore standing.
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EC 311 - Microeconomic Theory
3 Credit(s)
This course explores the economic behavior of households and businesses under various market conditions; consumer demand; production theory and costs of production; output pricing strategies in different situations; factor pricing and resource use; government regulation and resource allocation. Also explored are the effects of government policies on consumers and producers in competitive markets; pricing of public goods; and the use of subsidies and taxes for goods with external benefits and costs. Throughout the course, students may work in teams to solve problems.
Prerequisite(s): MATH 117 and EC 104 or EC 202
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EC 312 - Macroeconomic Theory
3 Credit(s)
Analysis of aggregate income and employment determination under varying degrees of market competition; national income and product accounting; consumption theories; investment theories; role of foreign trade and the import function; government stabilization policies—fiscal and monetary; business cycle fluctuations; inflation theories; introduction to economic growth.
Prerequisite(s): EC 101 or equivalent, MATH 117 .
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EC 316 - The Economics of Sports
3 Credit(s)
This course is a microeconomic analysis of the various markets that encompass the sports industry. The contemporary economic issues in professional and college sports are examined. Such topics as the sports industry, market structure and performance, the market for franchises, rival leagues, barriers to entry and expansion are analyzed. The various behaviors in the markets such as cooperation, collusion, player compensation, labor unions, strikes, and lockouts are discussed. Various public policy issues such as antitrust, subsidies of new stadiums, and inducements by city and states to keep or attract teams are covered.
Prerequisite(s): EC 202 or equivalent.
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EC 320 - Economics of Antitrust and Regulations
3 Credit(s)
An economic analysis of the role of antitrust and regulation in the U.S. economy. The course examines such issues as monopolization, mergers, collusion, price discrimination, patents, and regulations.
Prerequisite(s): EC 202 or equivalent.
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EC 321 - Risk Management and Insurance
3 Credit(s)
A study of the concept of risk and its treatment by insurance. The principal types of insurance ares studied and concepts of risk management are introduced for business and personal uses. This course is cross-listed as FIN 320 and students cannot take both EC-321 and FIN 320 .
Prerequisite(s): FIN 303
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EC 335 - Investments
3 Credit(s)
This course explores the theory and practice of investments, covering topics such as risk and return, capital market structure, security analysis, bond valuation, and portfolio management. Special emphasis is placed on how economic forces influence the pricing of financial assets. Understanding of investment theory is stressed and is tied in with application of techniques such as asset valuation and portfolio theory. Students apply a “top-down” valuation method to determine if a security is over-valued or under-valued and make subsequent trading decision using StockTrak. Data and information from Bloomberg is extensively used for making investment decisions. This course fulfills one of the requirements for the Certified Financial Planner (CFP®) examination. Also cross-listed with FIN 305 . Students may not receive credit for both courses.
Prerequisite(s): FIN 303 .
(SAME AS FIN 305 )
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EC 401 - Money and Financial Institutions
3 Credit(s)
Students analyze the effects of credit and money flows on aggregate economic activity: e.g., roles of financial intermediaries and central banking; sources and uses of funds (flow of funds analysis and accounts); term structure of interest rates; portfolio choice and macroeconomic behavior; alternative monetary theories; and the role of money in inflationary process. This course is offered only in the spring semester. This course is cross listed with FIN 401. Students may not receive credit for both.
Prerequisite(s): EC 101 and EC 202 or equivalents.
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EC 406 - Government Expenditure and Tax Policies
3 Credit(s)
This course is devoted to the economic analysis of the effects that government expenditures (purchases of products, transfer payments, and subsidies) and taxation have on business and how household spending and saving decisions are influenced by government fiscal policies. Topics include the efficient use of resources, economic growth, and income redistribution patterns.
Prerequisite(s): EC 101 and EC 202 or equivalents.
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EC 408 - International Economics
3 Credit(s)
This course is the mixture of the concepts and practice in international economics and offers thorough insight regarding topics in international economics such as theories of absolute advantage and comparative advantage, factor pricing and terms of trade, protectionism including the use of tariffs and non-tariffs protection, balance of payment, and foreign exchange market. Students build a comprehensive understanding in the international trade and finance through working on theories and their applications and will be able to construct the analytical skills to help in reading and understanding issues in international economics. Finally, students apply the analytical skills to construct their own opinion on one of many current issues in international economics as a course paper.
Prerequisite(s): EC 101 and EC 202 or equivalent.
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EC 410 - Labor Economics
3 Credit(s)
This course undertakes to describe, analyze and theorize about the organization, institutions, and behavior of the labor market. This course concentrates on the application of economic theory to the problems of labor markets.
Prerequisite(s): EC 101 and EC 202 or equivalents.
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EC 440 - Managerial Economics
3 Credit(s)
Analysis of economic decision-making models employed by managers to achieve the organization’s goals. Economic tools of analysis applied to nonbusiness and nonprofit organizations, as well as traditional business organizations; optimization techniques, estimation of demand curves, empirical cost analysis, capital budgeting, and forecasting.
Prerequisite(s): QA 252 or equivalent.
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EC 451 - Economics Senior Project
3 Credit(s)
This course helps integrate and reinforce concepts, theories, and practices studied in previous coursework and apply them to complex business problems. Successful completion of the course requires students to demonstrate effective communication, project management, and collaborative skills. The class operates in a seminar mode providing opportunities to examine key business, economic, ethical, and environmental issues confronting managers of contemporary organizations. Students complete individual research assignments and report their findings through presentations, papers, and blogs. Student teams complete projects involving complex “real world” business problems or opportunities. They work with local businesses and nonprofit organizations in coordination with the Small Business Development Center (SBDC) to perform a variety of business tasks, including market research, financial projections and feasibility studies, and strategic business plans. Through project teams, students learn about contemporary business issues, develop critical technical and leadership skills, and make a meaningful contribution to the local business community.
Prerequisite(s): Senior standing and completion of all SBA core business courses except MGT 452 .
(SAME AS MGT 451 )
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EC 453 - Financial Services Seminar
3 Credit(s)
This is an integrative course that looks at the entire spectrum of the financial services market. Organizational structure in the industry is explored, spanning a continuum that includes the individual financial planner through the large corporate financial services provider. The focus is on market variables that are driving strategic change in the financial services industry, and how successful players in the field integrate information to develop, implement, and monitor strategic financial plans.
Prerequisite(s): ACCT 405 , ACCT 408 , FIN 305 .Corequisite(s): ACCT 409 and FIN 320 , but it is recommended to complete these prior to taking EC 453.
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EC 497 - Internship in Economics
3 Credit(s)
This is a required internship course for students majoring in economics. The purpose of this internship is to provide students with career-relevant on-the-job experiences where knowledge of economics obtained from classroom theory is integrated with actual practical work experiences. Each student is required to work for a minimum of 150 hours per semester in an economics related position. Internship positions can be paid or unpaid, but most positions are paid. Grading is based on the following elements, supervisor’s evaluation, internship activity logs, internship project, and final presentation. Students must receive internship approval for academic credit prior to starting an internship.
Prerequisite(s): economics major, EC 101 , EC 202 , and junior standing.
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EC 499 - Independent Study in Economics
3 Credit(s)
Intensive study and analysis of some economic topic will be presented as a major research paper under the close supervision of an assigned faculty member.
Prerequisite(s): EC 311 and EC 312 ; available to qualified students upon approval of faculty advisor and the head of the Department of Economics, Finance, and Marketing.
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Education |
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ED 100 - Introduction to Education
3 Credit(s)
Introduction to Education is designed for students who want to learn more about the teaching profession, by providing an opportunity to explore and experience the nature and role of the classroom teacher as facilitator of learning, decision maker, and member of the PK–12 teaching community. Through class discussions, school visits and tours, and interaction with practicing teachers, students witness first-hand the intricacies of teaching. The duties, responsibilities, and preparation of the classroom teacher are emphasized concurrently with an examination of the foundations of education. This course is aligned with PDE’s PK–4 and Special Education PK–12 Competencies and Code of Ethics. This course includes Stage 1 Fieldwork, and clearances are required.
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ED 103 - High Incidence Disabilities
Participants in ED 103 engage in reflective decision-making and research-validated professional practice that results in creation of effective instructional programs for diverse groups of children (e.g., children with learning disabilities, intellectual disabilities, emotional/behavioral disorders). Knowledge of educational goals and assessment strategies are essential components of reflective practice. This course is designed to provide participants with the knowledge and skills necessary to collect and use a wide range of assessment data in general education and special education settings. Students demonstrate the ability to translate assessment results to develop IEPs, specific instruction, and interventions. This course includes Stage 3 Fieldwork.
Formerly: ED 1103
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ED 104 - Emergent Literacy (S)
3 Credit(s)
Participants in ED 104 focus on young children’s language and reading development and the relationship between language and reading acquisition. Students learn concepts central to language development, language achievements at different ages, and concepts of emergent literacy. Students also engage with the community, develop cultural proficiency, and utilize concepts of civic engagement. This course includes Stage 1 Fieldwork, and clearances are required.
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ED 105 - Low-Incidence Disabilities
3 Credit(s)
This course provides information on the nature and needs of students (PK–12) with low-incidence disabilities. This includes individuals with moderate to severe intellectual disabilities, autism, physical disabilities, and multiple disabilities. The course begins with an overview of the psychological, social, and emotional characteristics of students with low-incidence disabilities. A variety of assessments (functional, criterion-referenced, curriculum-based, and state alternative assessments) are reviewed. Emphasis is on instructional strategies for the acquisition of age-appropriate functional skills in both general education and community-based settings. Current research-based evidence to support effective practice is emphasized. This course includes Stage 1 Fieldwork, and clearances are required.
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ED 106 - Cultural Immersion Trips (S)
1 Credit(s)
Based on the expertise of the instructor, participants in ED 106 travel to a selected domestic or international location to engage in a one–credit service learning course, investigating the concept of cultural diversity within the educational structure/philosophy of that region. As this is a service learning course, participants collaborate with local agencies in the selected region to redress a particular educational issue, paying close attention to ways in which cultural, political, and socioeconomic factors and formal education intersect.
Formerly: ED 1311
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ED 107 - Introduction to Special Education
3 Credit(s)
Participants in ED 107 explore the field of special education and the legal mandates guiding inclusive classroom practices. Students learn the characteristics of children with disabilities and the specialized instruction and services designed to meet their needs. The purpose of this course is to understand, interpret, and apply current special education policy and law into practice, and the skills necessary to be a school professional. A strong emphasis is placed on evidenced-based practices, multidisciplinary approaches, and collaborative efforts that are in place to strengthen the educational and social experiences of exceptional learners. Students also explore how multiculturalism and diversity issues influence special education. This course includes Stage 1 and 2 Fieldwork.
Formerly: ED 250
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ED 108 - Curriculum, Instruction, & Planning
3 Credit(s)
Participants in ED 108 are provided with an understanding of the various curricular frameworks used in the development and implementation of a PreK-4 and Special Education learning sequences. Emphases include curriculum theory, traditional and alternative models for curricula, research, trends, and current issues in Early Education. Looking at authentic curricular documents (curriculum maps, scope and sequence, frameworks), participants see how curriculum integrates academic standards, instructional strategies, and assessment tasks systematically so that all children can learn. Participants learn how curriculum guides teachers in the selection and design of lesson plans for their grade level, as well as accommodating these plans to meet the needs of differently abled students. Participants reflect on the effectiveness of their plans and review and reteach, based on their experiences and student outcomes. This course includes Stage 1 and 2 Fieldwork.
Requisite(s): ED 100
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ED 188 - Special Topics in Education
3 Credit(s)
Topics offered in response to student interest. As part of of a special topics course, students may participate in field experiences outside of regularly scheduled class times, which enable them to relate the course content to teaching. All students must have required clearances before the semester begins. Please contact the Office of Field Experience and Certification for more information and advisement.
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ED 200 - Classroom Management (W)
3 Credit(s)
Participants in ED 200 learn about proactive behavior management techniques and classroom preparation for PK–12 settings. Different philosophies, models, and strategies that can be used to guide and maintain classroom organization and procedures are considered, as well as strategies that are used to defuse or redirect inappropriate behaviors. Building a positive, supportive, and challenging learning environment with sensitivity to student diversity is emphasized along with frequent and effective communication with students and their families. The relationship between high quality instruction and student motivation is also discussed. Candidates learn specific strategies used to deal with extreme behaviors, including functional behavioral assessments and school-wide positive behavioral interventions and supports (PBIS). Students participate in Stage 1 Fieldwork, and clearances are required.
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ED 204 - Children and Adolescent Development for Educators
3 Credit(s)
This course focuses on exploring the principles and theories of child growth and development from birth through adolescence. The course covers the physical, social, emotional, and cognitive domains of development, theories of development, developmental milestones, the internal and external influences of culture, family and the community on child and youth development, and the developmental assets children and youth need to succeed. This course includes Stage 2 Fieldwork.
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ED 205 - Educational Assessment
3 Credit(s)
Participants in ED 205 focus on creating, evaluating, and revising learning experiences for diverse groups of children, including children with learning disabilities, intellectual disabilities, and emotional/behavioral disorders, by using data from formative and summative assessments, as well as standardized tests and other instruments. Attention is focused on a variety of assessment practices (authentic, screening, diagnostic, formative, benchmark, and summative assessments) and consistency with state standards and assessment anchors for grades PK–4 and special education PK–12. This course provides participants with the knowledge and skills necessary to collect and use a wide range of assessment data in general education and special education settings.
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ED 207 - Family, Collaboration, and Advocacy (W) (S)
3 Credit(s)
Participants in ED 207 focus on understanding the importance of creating a community of learners within and outside of the classroom. This course involves the way candidates must use their understanding and knowledge about the complex characteristics of children’s families and communities to create and sustain respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning. Foci include collaboration and relationship building with families, other educators, and community agencies. The course also focuses on the value of advocating for sound educational practices and policies. Focusing on a variety of educational topics, candidates continue to develop their personal beliefs about professional dispositions and the best strategies and policies for the enhancement of early childhood and elementary education. Students engage with the community, develop cultural proficiency, and utilize concepts of civic engagement. This course includes Stage 2 Fieldwork, and clearances are required.
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ED 208 - Early Literacy (W)
3 Credit(s)
This course introduces key issues in early literacy research and instruction in the kindergarten classroom. Students engage in discussion of and planning for differentiated instruction in all the language arts (reading, writing, listening, speaking, viewing, and visual representation). Students learn integrated approaches to teaching methods and materials for literacy curriculum for the diverse language and learning needs of emergent, beginning readers and writers. This course examines issues, theories, processes, and contexts involved in oral language and early literacy development and the implications for curriculum and instruction in the early grades. This course includes Stage 2 Fieldwork, and clearances are required.
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ED 211 - Literacy Foundations I
3 Credit(s)
Participants in ED 211 focus on reading and literacy development in grades 1 & 2, sometimes referred to as the “learning to read” stage. During this course, students examine fundamentals of reading including phonics, fluency, vocabulary, comprehension, and writing. This course also addresses differentiation of instruction, children’s literature, and assessment. Theories and philosophies regarding children’s language/literacy development are addressed. Developmentally appropriate practices are integrated throughout the course. This course includes Stage 2 Fieldwork.
Prerequisite(s): ED 104 and ED 208
Formerly: ED 1206
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ED 212 - Integrating the Arts, Music, Health and Physical Education
3 Credit(s)
Participants in ED 312 focus on integrating and teaching art, music, health, safety, nutrition and physical education into the classroom environment. Topics include classroom management approaches and procedures, discipline models, problem solving, conflict resolution, creating a comprehensive discipline program, classroom organization, and establishing an environment conducive to learning. The course focuses on celebrating diversity, motivating students to learn, and fostering partnerships with parents, schools, and community. This course includes a Community Outreach Project Field Placement component for which participants will observe, plan, present, evaluate, and self-reflect upon their teaching. This course includes Stage 3 Fieldwork.
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ED 260 - Autism Spectrum Disorders
3 Credit(s)
Participants in ED 260 develop an understanding of the theoretical and conceptual issues related to autism spectrum disorders (ASD) across the age span and into young adulthood. Students receive an overview of the etiology and characteristics of ASD and are introduced to evidenced-based practices in the education of individuals with ASD. Teacher candidates learn various instructional strategies, how to adapt to environments, create materials that facilitate inclusion, and teach functional life skills within a special education curriculum and program. Field experiences in local schools are an important part of the curriculum. Required field experiences involve observing and participating in school programs and activities. Teacher candidates observe students with intellectual disabilities, autism spectrum disorders, and multiple disabilities. This course includes Stage 2 Fieldwork, and clearances are required.
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ED 288 - Special Topics in Education
3 Credit(s)
Topics offered in response to student interest. As part of of a special topics course, students may participate in field experiences outside of regularly scheduled class times, which enable them to relate the course content to teaching. All students must have required clearances before the semester begins. Please contact the Office of Field Experience and Certification for more information and advisement.
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ED 302 - Literacy Foundations II (W)
3 Credit(s)
Participants in ED 302 focus on reading and writing development in grades 3 & 4, sometimes referred to as the “reading to learn” stage. This course supports students understanding of reading, writing, speaking, and listening to promote social justice education and the democratic classroom. During the course, participants explore a variety of instructional strategies and assessments, the use of technology in the classroom, the integration of literacy across content areas, and addressing diverse learner needs. Participants discuss current realities of teaching and explore how different societal aspects impact the classroom, teaching, and pedagogical decisions. This course includes Stage 3 Fieldwork.
Requisite(s): ED 104 , ED 208 , and ED 211
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ED 303 - Mathematical Methods I
3 Credit(s)
Participants in ED 203 focus on how to effectively teach mathematics to students in pre-kindergarten to second grade. Emphasis is placed on how young children learn mathematics, teaching strategies, techniques, learning activities related to specific mathematical topics, use of technology, and assessment of mathematics learning. The Early Childhood Mathematics: Promoting Good Beginnings, a joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM) and NCTM’s Curriculum Focal Points provide a central focus for this course. The Pennsylvania Department of Education competencies covered in this course include those listed for number and operation, geometry, measurement, and data analysis and probability. As part of this course, students participate in field experiences with preschool through second grade students, enabling participants to relate the course content to teaching. This course includes Stages 1 and 2 Fieldwork.
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ED 304 - Mathematical Methods II
3 Credit(s)
Participants in ED 304 focus on how to effectively teach mathematics in grades one through four. Topics studied are the changing mathematics curriculum, how children learn mathematics, teaching strategies, techniques, learning activities related to specific mathematical topics, use of technology, and assessment of mathematics learning. The Early Childhood Mathematics: Promoting Good Beginnings, a joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM), and NCTM’s Curriculum Focal Points provide a central focus for this course. The Pennsylvania Department of Education competencies covered in this course include those listed for number and operation, algebra, geometry, measurement, data analysis and probability, and number theory. As part of this course, students participate in field experiences that enable them to relate the course content to teaching. This course includes Stage 3 Fieldwork.
Requisite(s): ED 303
Formerly: ED 1304
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ED 306 - Methods—Secondary Education Social Studies/Citizenship
3 Credit(s)
This course prepares prospective secondary school teachers for the challenges and responsibilities associated with teaching middle and high school social studies. The course will provide students with (1) the opportunity to consider their philosophy of education as it applies to the goals of social studies, (2) a knowledge of the major social studies disciplines and standards, (3) an appreciation for the different learning needs of students, and (4) a variety of methods and teaching strategies to teach effectively in a performance-based learning environment. This course aligns with the NCSS (National Council of Social Studies) standards and elements. As part of this course, students participate in field experiences outside of regularly scheduled class times, which enable them to relate the course content to teaching. All students must have required clearances before the semester begins. Please contact the Office of Field Experience and Certification for more information.
Prerequisite(s): Completed application for teacher certification.
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ED 307 - Methods—Secondary English
3 Credit(s)
This course is designed to prepare prospective secondary teachers for the instructional and administrative duties and responsibilities associated with the methods of teaching English. The four major components of the course include curriculum development and planning; classroom management and discipline; appropriate instructional practices and procedures relative to this area of certification; and familiarity with instructional media and materials. As part of this course, students participate in field experiences outside of regularly scheduled class times, which enable them to relate the course content to teaching. All students must have required clearances before the semester begins. Please contact the Office of Field Experience and Certification for more information.
Prerequisite(s): Completed application for teacher certification.
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ED 308 - Methods—Secondary Mathematics
3 Credit(s)
This course is designed to prepare prospective secondary teachers for the instructional and administrative duties and responsibilities associated with the methods of teaching mathematics. The four major components of the course include curriculum development and planning; classroom management and discipline; appropriate instructional practices and procedures relative to this area of certification; and familiarity with instructional media and materials. The Principles and Standards for School Mathematics, a publication of NCTM (National Council of Teachers of Mathematics), provides a central focus for this course. As part of this course, students participate in field experiences outside of regularly scheduled class times, which enable them to relate the course content to teaching. All students must have required clearances before the semester begins. Please contact the Office of Field Experience and Certification for more information.
Prerequisite(s): Completed application for teacher certification.
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ED 309 - Methods—Secondary Science
3 Credit(s)
This course is designed to prepare prospective secondary teachers for the instructional and administrative duties and responsibilities associated with the methods of teaching science. The four major components of the course include curriculum development and planning; classroom management and discipline; appropriate instructional practices and procedures relative to this area of certification; and familiarity with instructional media and materials and the standards of NSTA (National Science Teachers Association). As part of this course, students participate in field experiences outside of regularly scheduled class times, which enable them to relate the course content to teaching. All students must have required clearances before the semester begins. Please contact the Office of Field Experience and Certification for more information.
Prerequisite(s): Completed application for teacher certification.
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ED 310 - Methods—Modern Language
3 Credit(s)
This course is designed to prepare prospective secondary teachers for the instructional and administrative duties and responsibilities associated with the methods of teaching modern language. The four major components of the course include: curriculum development and planning; classroom management and discipline; appropriate instructional practices and procedures relative to this area of certification; and familiarity with instructional media and materials. As part of this course, students participate in field experiences outside of regularly scheduled class times, which enable them to relate the course content to teaching and to the standards in ACTFL (America Council on the Teaching of Foreign Languages). All students must have required clearances before the semester begins. Please contact the Office of Field Experience and Certification for more information.
Prerequisite(s): Completed application for teacher certification.
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ED 311 - Cultural Proficiency and Equity Literacy
3 Credit(s)
In preparation for the following senior year residency programs: Community Engaged Teacher Education Program (CETE) and Student Teaching, participants in this course learn about cultural proficiency and equity literacy. Participants investigate the themes of social justice and equity literacy and thoroughly examine the constructs of cultural proficiency, culturally responsive pedagogy, and civic engagement within a community of practice. Participants learn the basic tools of cultural proficiency which include guiding principles, the foundation upon which the approach is based; a continuum, which indicates unique ways of interpreting and responding to difference; barriers to individual and organizational change; and the essential elements, which represent standards for individual behavior and organizational practices through the lens of equity literacy. This course includes Stage 2 Fieldwork.
Requisite(s):
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ED 313 - Behavioral and Emotional Disabilities
3 Credit(s)
Participants in ED 313 focus on the management of student behavior from an applied behavioral perspective. This course also focuses on the nature and characteristics of behavioral and emotional disabilities. The principles that underlie learned behavior and how to apply them in various settings to modify or change behavior are emphasized. This course includes Stage 2 Fieldwork, and clearances are required.
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ED 314 - Social Studies Methods
3 Credit(s)
Participants in ED 314 focus on curriculum development and the planning of appropriate instructional practices and procedures for teaching social studies in the elementary grades. This course helps pre-service teachers develop self-reflection in the teaching and learning process, foster content knowledge of the social sciences, enhance skills related to learning theories, and create authentic and appropriate assessments. The goals of this course reflect the Standards of the Pennsylvania Department of Education and the National Council for Social Studies themes. This course has a field placement component for which students plan, present, evaluate, and self-reflect upon their teaching. This course includes Stage 3 Fieldwork, and clearances are required.
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ED 330 - English Language Learners PK-12
3 Credit(s)
This course includes culture and English language skills in a comprehensive format. It seeks to provide students with the theories as well as practical and effective resources necessary to meet the educational challenges faced by mainstream classroom teachers of culturally diverse English learners. Students study current and established theories of culture and language through a variety of formats, including readings, classroom observations, literature reviews, and class discussions. Upon completion of the course, students have a basic understanding of the theoretical and foundational base of multicultural education and English as a second language, which better equips them to accommodate diversity in the classroom. This course includes Stage 2 Fieldwork, and clearances are required.
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ED 388 - Special Topics in Education
3 Credit(s)
Topics offered in response to student interest. As part of of a special topics course, students may participate in field experiences outside of regularly scheduled class times, which enable them to relate the course content to teaching. All students must have required clearances before the semester begins. Please contact the Office of Field Experience and Certification for more information and advisement.
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ED 403 - Inclusive Classrooms
3 Credit(s)
Participants in ED 403 are introduced to the philosophical and legal definitions, concepts, and strategies of inclusive education. This course employs best practices for providing content access for students with diverse abilities who have cultural, language, and/or communication needs that may differ from those in general education settings. In order to meet diverse needs, participants learn to understand their students from multiple perspectives. Therefore, working as a member of a team and seeking help from others are strategies participants will learn, to facilitate inclusion of students with special needs in the general education classroom. Collaborating with families, general and special educators, paraprofessionals, and related service providers in the school and community to create a multidisciplinary team approach to inclusion, is also a key concept of this course. This course includes Stage 3 Fieldwork.
Prerequisite(s): ED 100 Corequisite(s): ED 412 ,ED 413 and ED 414
Formerly: ED 1310
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ED 404 - Student Teaching Secondary Education
12 Credit(s)
Secondary education student teachers gain practical classroom teaching experience during this immersive semester. The student teaching experience is a period of 14 weeks, and candidates are placed full time in local schools. Throughout the experience, candidates are supervised by professors from the teacher education program and experienced 7th–12th grade teachers. This classroom experience is only open to seniors. Candidates must be admitted into the teacher preparation program prior to student teaching. During the student teaching seminar, a professor meets with candidates bimonthly and ensures that they are prepared for certification and the transition to employment. This course is aligned with PDE’s Secondary Education Content and Performance Competencies and Code of Ethics. Stage 4 Fieldwork is included, and clearances are required. Contact the Office of Field Experience and Certification for more information.
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ED 411 - Student Teaching and Seminar, PK-4 and SPED PK-12
12 Credit(s)
Elementary and special education student teachers gain practical classroom teaching experience during this immersive semester. The student teaching experience is a period of 14 weeks, and candidates are placed full time in local schools. Throughout the experience, candidates are supervised by professors from the teacher education program and experienced PK–12th grade teachers. This classroom experience is only open to seniors. Candidates must be admitted into the teacher preparation program prior to student teaching. During the student teaching seminar, a professor meets with candidates bimonthly and ensures that they are prepared for certification and the transition to employment. This course includes Stage 4 Fieldwork, and clearances are required. Contact the Office of Field Experience and Certification for more information.
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ED 412 - Teaching for Literacy In Today’s Diverse Classroom (W)
3 Credit(s)
Participants in ED 412 understand and use effective instructional reading, writing, literacy, and language arts strategies. Service learning coursework, field experience, skills in assessment, and skills in developing intervention strategies are organized coherently to address the development of strong reading skills and habits. Simultaneously, pre-service teachers learn culturally responsive pedagogy and expand their understanding of culturally responsive content as they engage in critical service learning. This course includes Stage 3 Fieldwork.
Prerequisite(s): ED 100 Corequisite(s): ED 403 and ED 413
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ED 413 - Science Methods (W)
3 Credit(s)
Participants in ED 413 understand the importance of student-centered science teaching. Teacher candidates learn to plan inquiry-based science lessons and utilize effective instructional strategies drawn from evidence-based best practices. These practices include the 5E model of inquiry and culturally responsive pedagogy using the content of science, ecology, and sustainability. Teacher candidates learn how to recognize and respond to their students’ preconceptions as well as misconceptions; provide culturally relevant examples and have extensive opportunities to practice civic engagement through service learning. This course includes Stage 3 Fieldwork.
Prerequisite(s): ED 100 Corequisite(s): ED 412 ED 403 ED 414 ANTH 261
Formerly: ED 1307
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ED 414 - The Community Teacher
3 Credit(s)
The Community Teacher is a course that thematically links the four disciplinary, service learning courses of the Community Engaged Teacher Education Program (CETE) (ED 403, 412, 413, and ANTH 261). ED 414 integrates the four component CETE courses by focusing on equity literacy through the lenses of cultural proficiency, culturally relevant pedagogy, and social justice within a community of practice. Though some learning occurs within traditional class time, much of the time will be delegated to classroom field work, professional development sessions alongside practicing teachers, courageous conversations, community activities, and other selected events. Teacher candidates develop strong relationships with their community teaching partners, community mentors, and WU faculty members as they examine their internal mindsets and the effects of these perspectives on their teaching and students. Participants learn that relationship building with students, their families, and their communities is at the heart of effective teaching and learning. This course includes Stage 3 Fieldwork.
Prerequisite(s): ED 100 Corequisite(s): ED 412 , ED 413 , and ED 403
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ED 415 - Collaboration and Inclusion (W)
3 Credit(s)
This course is taken concurrently with student teaching. It helps students develop an understanding of the major issues involved in working as a member of a team and in helping others from multiple teaching positions in general and special education. This course focuses on effective strategies for facilitating inclusion of students with special needs in the general education classroom, and collaboration with families, general and special educators, paraprofessionals, and related service providers in the school and community. A multidisciplinary approach to assessment and intervention is emphasized.
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ED 416 - Special Education and Transition and Adult Care
3 Credit(s)
This course is for students working toward PK–12 special education teaching certification. Thee course prepares teachers to understand the knowledge of transition-related legislation in special education and effective transition practices. The course focuses on post-school outcomes, transition plans, post-school services, as well as career and vocational assessment approaches. Candidates are taught how to increase students’ self-determination and self-advocacy competencies through activities and coursework. Through class discussions, interaction with practicing teachers, and field placements, candidates witness transition and adult-care first-hand. This course aligns with PDE PK–12 special education competencies and specific InTASC (Interstate New Teachers Assessment and Support Consortium) standards. This course also meets the Center for Education’s conceptual framework themes of: Academic Excellence, Best Practices, Professionalism, Diversity, and Technology. As part of this course, candidates may participate in field experiences outside of regularly scheduled class time, which enables them to relate the course content to teaching. The course includes Stage 3 Fieldwork, and clearances are required.
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