Cyberspace, Tech, & Learning

This course's specific aims are:(1) to expand students' knowledge of the impact of technology on human learning and behaviors; (2) to explore how technology both affects and expresses humans' values; (3) to develop higher-level intellectual capabiities for responding critically to the use and development of technology; (4) to articulate an informed personal judgment to works in modern society and learning environments. The ultimate goal of this course is to prepare students to be informed and intellectual consumers of technology in the digital age. F,S.

Instruc Design & Tech Integ

(3) This course introduces seminal models of instructional design within the context of planning effective learning materials and experiences supported by technology for education and training environments. Research-based best practices in technology integration are carefully analyzed, as well as strategies for evaluating instructional technologies and materials, including those that are designed to meet the needs of diverse learners. Student conduct literature reviews of current topics in the field. Su

Advanced Online Teaching

(3)(Prereq: EDIT 650) This course further explores a variety of activities to create a sense of presence and to engage online learners. Student will understand and reflect on the significance of building community in virtual environments, utilize online tools to promote communication and collaboration, identify and develop strategies for building community online, address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources,develop content specific instructional strategies for various asynchronous and synchronous online teaching tools, develop additional supplemental strategies to differentiate instruction ( i.e. learning styles, adaptive/assistive technologies, pacing, supplemental activities and remediation.), create and deliver lessons suitable for asynchronous and synchronous delivery that use appropriate and effective multimedia design elements, and develop strategies for involving, communicating and connecting with diverse students.Course assessment includes forum discussions, homework assignments, and a group project. SU

Theories Lrng w/Instruct Tech

(3) This course introduces major theories and principles of human learning and development relevant to the utilization of instructional technology. Students develop deep understanding of how to apply research-based findings in cognitive science to guide the design, development and implementation of multimedia instruction to support the diverse needs, interests and abilities of all learners to engage digital materials and experiences that emphasize creativity and higher-order thinking skills. Students will also explore motivational models of instructional design, as well as evaluate and reflect critically on instructional technology products applied in various education or training settings. Course assessment includes forum discussions, annotated bibliography reflections, and analytical papers S

Content Area Rdng EC & Elem

(3) This course provides teachers in grades K-6 with the strategies for teaching reading and writing across content-area classes. The course addresses creating a literate environment in the content area classes and the basic tenets of integrating technology and disciplinary literacy across the curriculum in ways that value and support diverse learners. This course also fulfills requirements for the course R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers and three credit hours of coursework needed to earn the R2S Teacher endorsement. S

Content Area Rdng Middle & HS

(3) This course explores strategies for teaching reading and writing within the framework of content-area classes in grades 5-12. An emphasis is placed on foundational knowledge of the reading and writing processes and the basic tenets of integrating technology and literacy across disciplines in ways that value and support diverse learners. This course also fulfills requirements for the course R2S Content Area Reading and Writing for Middle and High School Teachers, and three credit hours of coursework needed to earn R2S Teacher endorsement.

Dvlp Lit Teach-Leader inSchl

(3 credits)(Prereq: Teacher certification PK-12) Course participants explore how literacy leaders integrate essential elements of curriculum, instruction, assessment, and on-going staff development to develop research-based literacy programs. Major topics include theoretical principles and practices for staff development, mentoring/coaching, and evolving roles/responsibilities for literacy teacher-leaders. SU

ESOL Curr Dsgn/Materls Devlp

This course prepares candidates to understand and apply educational policies and current practices in the field of teaching English to speakers of other languages (ESOL). The candidates evaulate, adapt and use materials, resources, and technologies for ESOL standards-based teaching.

Intro to Curr/Instr Gift/Tale

Course designed to prepare teachers to organize and deliver appropriate curriculum for gifted and talented students. Teachers will explore curriculum models, instructional strategies, and assessments in order to meet the needs and abilities of gifted and talented students. Current research and technology will be utilized in writing lesson plans and units.

Adv Study of Curr & Instructn

Study of principles of curriculum and instruction related to Pk-12 schools; included are sources of the curriculum, methods of organization, curriculum planning and development, the teacher's roles and responsibilities, assessment, and trends and influences in curriculum and instruction practices. Field work is included.

World Regional Geography

An introduction to basic geographical concepts used by geographers in examining the fundamental contrasts between various countries of the world. Analysis of regions of the world, western and nonwestern with respect to physical, cultural (both majority and minority), political and economic orientation.

Introduction to American Govt

(3)(=POLI 201H) An introduction to the national institutions and political processes of American government. Students will examine the formation, development, organization, and powers of national institutions; the interaction between political processes and political behavior; the development of civil rights and civil liberties; and the policy process. F,S,Su.

Intro Stats Poli & Soc Science

An introduction to the application of statisical analysis in contemporary political and social science. Particular attention will be paid to the use of quantitative methods in the study of public opinion, voting behavior, public policy, and other subject areas. Topics include: measurement theory, measures of central tendency, dispersion, probability, sampling distributions, correlation, and hypothesis testing with bivariate and multivariate models. F,S.

Public Policy

This course is an introduction to the nature of public policy in the U.S. Topics include theories and models of policymaking, policy formation and implementation by political institutions, and the formation of the policy agenda. A significant focus is placed on the content and design of policy in selected areas, including health, education, welfare, criminal justice, and environmental policy.

Introductory Sociology

An introduction to the sociological study of social interaction, social structures, social institutions, social inequalities, social change, the social construction of human life, and other selected topics. Sociology draws upon a variety of social scientific research methods, sociological concepts and social theory to reveal the social basis of everyday life by exploring the interplay between society and the individual. F,S.

Social Problems

(3) Analysis of social structures and processes relating to public issues in contemporary society. F,S,Su.

Social Justice

(Prereq: SOC 101 or SOC 102) This course explores the broad context of social justice and fosters critical reflection and analysis of the social world and conditions of humanity. This course also explores individual and collective resistance for change and promotes students' self-discovery of their own change agent skills. The course is guided by three primary questions: 1) What is social justice? 2) Why does social justice matter? 3) How do we actively participate in the struggle for social justice? Students taking Q sections of this course receive four credit hours and must complete an additional 40-hour experiential learning activity. F,S.

Sociology of the Family

Sociological perspectives related to various aspects of family behaviors, roles and values.

Social Inequality

The course provides a social scientific overview of how individual experiences in social reality are unequal given the stratified nature of the world. Historical trends in inequalities and contemporary hierarchical social arrangements are examined. A focus of the course is how different forms of inequality are maintained and replicated via individual behaviors and the operation of different socio-cultural institutions. Also analyzed are the efforts to challenge unjust inequalities within communities, and nation-states world-wide.

Soc of Drugs & Drug Control

(Prereq: SOC 101 or SOC 102) A sociological examination of drug use, misuse and abuse within the historical context of social policies in the United States. A global perspective will also be considered. F, odd years.

Criminology

(3)(Prereq: SOC 101 or SOC 102) Social factors in the development, identification, and treatment of criminals. Offered as needed.

Race and Ethnicity

A socio-historical, theoretical, and empirical analysis of race and ethnicity, with primary emphasis on U.S. relations and trends. Cultural, political, and economic relationships on the basis of race/ethnicity are examined. Issues of prejudice, discrimination, and racism are explored as well as strategies for individual and collective action that promote equality and social justice for all races/ethnicities.

Sociology of Sexualities

(3 credits)(Prereq: SOC*101 or SOC*102; Student must be enrolled in at least 60 credit hours prior to registration, or permission of instructor) Sociology of Sexualities offers an exploration of contemporary social research on sexual identity, behavior, and relationship formation. This course uses an intersectional approach to critically examine assumptions about human sexuality, orientations, identities, and relationships. Topics include diverse sexual behaviors and theories of sex, gender, and sexuality. F,S,Su

Sociology of Corrections

(Prereq: SOC 101 or SOC 102) This course provides a sociological view of the rationales for corrections, types of corrections, and considerations for prisoner reentry. Students will gain a broad understanding of the history of corrections, and the effects of that history on both the individual and the community. F or S

Victimology

Examination of sociological theories, research and methodologies in the study of victims and analysis of the growth and institutionalization of victim advocacy.

Sociology of Mental Health

Social factors in the development, identification and treatment of mental illness.

Cultures and Environments

(3 credits)(=GEOG*120) This course will introduce students to intersections between people and the world around them. We will explore the ways in which the environment shapes human cultures, how cultures adapt and change the environment, and the feedback loops that are created in an anthropogenic landscape. We will use case studies to illustrate these theories and discuss how our perspectives inform our understanding and interpretation of environments and human cultures, both past and present. F,S,Su

Anthropological Theory

(3 credits) This course will provide an overview of the major theoretical approaches in anthropology. These include a wide range of perspectives such as evolutionary, functionalist, structuralist, and postmodernist, among others. The class will take a chronological approach in order to explore the development of schools of thought through time. We will use case studies to illustrate these theories and discuss how our perspectives inform our understanding and interpretation of human cultures and environments, both past and present. F, S, Su

Foundations Computing Systems

(3 credits) This course examines the ecology of modern computing through the lens of abstraction, a technical concept that explains how the relationships among hardware and software components impact device funtionality. Students are challenged to analyze use cases and identify strategies to design, manage, and troubleshoot computing systems to solve real-world problems. F,S

Introduction to Data Science

(3 credits) This course explores fundamental tools and methods for collecting, managing, and processing big data using computational models, statistical inferencing, and machine learning to identify trends, support claims, and solve real-world problems in varied disciplines. Data visualization and storytelling techniques are also emphasized. Prior experience in programming or statistical analysis is not required. F,S

Health, Safety, & Motor Devo

(3) This course is designed to provide a foundation for current and accurate information on health, safety and motor development for young children. As early childhood pre-professionals, students will learn to advocate for young children's health and safety needs and provide appropriate health, safety, and motor development experiences for young children. F,S,Su.

Cyberspace, Tech & Learning

This course's specific aims are:(1) to expand students' knowledge of the impact of technology on human learning and behaviors; (2) to explore how technology both affects and expresses humans' values; (3) to develop higher-level intellectual capabiities for responding critically to the use and development of technology; (4) to articulate an informed personal judgment to works in modern society and learning environments. The ultimate goal of this course is to prepare students to be informed and intellectual consumers of technology in the digital age. F,S.

Instructional Video Production

(3) Social media sites are often used as non-academic informal learning environments where knowledgable participants produce and share videos that teach Do-It-Yourself audiences how to perform practical tasks, such as change a tire, repair an appliance, cook a meal, perform a dance, conduct an exercise, apply makeup, and similar. This course explores how modern theories of visual design and multimedia cognition can be applied to adapted professional workflows for instructional video production using limted resources. The course scaffolds students to think critically in order to solve a variety of production challenges relevant to instructional design, script writing, set planning, talent management, camera operation, shot composition, audio capture, lighting design, timeline editing, and online publishing. F,S,Su

Instructional Video Production

(3) This course explores various models of instructional storytelling to create effective teaching and training videos for educational and professional settings. Students will improve their technical understanding of video production tools, concepts and workflows as they apply instructional design skills to visualize specific instructional messages. The course presents best practices in production planning, storyboarding, script writing, set design, talent management, camera operation, shot composition, audio capture, lighting design, continuity editing, accessibility features and digital deployment. Course assessment includes quizzes, homework exercises and a final project video produced for specific clinical audience. F

Educational Games & Simulation

(3) This course introduces theories and strategies supporting the use of educational games, simulations, and virtual environments to improve learner performance and engagement in education and training settings. A variety of tools and methodologies for building implementing and evaluating website and mobile gaming models will explored. Students will analyze research literature to identify key characteristics of games and simulations, promote learner reflection using collaborative game tools to clarify learners' conceptual understanding and thinking, incorporate game tools to promote learning and creativity, utilize game tools to address the diverse needs of all learners, analyze and apply instructional game and stimulation theories to games developed in class, analyze commercial games and simulations to identify key characteristics and technical, practical, and pedagogical limitations; develop game evaluation rubrics, and collaborate with others using game tools and resources to support learner success and innovation. Course assessment includes a learning journal, forum discussions, homework assignments, and a group project.F

Sp Tp in Instructional Tech

(3)This course examines emerging instructional technologies and associated trends, issues, research,theories and practices that impact education and training setting. Designed as a real-world analytical experience, the course uses a problem based framework that requires students to identify technological barriers and problematic issues in specific instructional contexts, review evidence- based practices in the scholarly literature,evaluate potential instructional technology solutions, and propose potential implementation processes. The course emphasizes just-in-time training, product- impact analysis and organizational change theory as essential applied models. Students conduct literature reviews and administer surveys to collect and analyze data to articulate informed solutions. F,S

Seminar in Instructional Tech

(3 credits) This course requires three capstone experiences for program candidates in their final semester - 1) a supervised clinical experience in instructional technology leadership where students collaborate with decision-makers to design, develop, implement, manage, and evaluate instructional technology training for adult professionals in approved placements, 2) the development of an online portfolio documenting mastery of all content, pedagogical, technological, and professional knowledge targeted in the program learning outcomes, and 3) the completion of the M.Ed. comprehensive exam. F,S

Technology in Curricula

(3) This course presents methods and techniques for designing, developing,implementing and evaluating instruction across various curricula aligned to specific content and technology standards. Students design and re-design technology integrated curricula to improve learner performance for specific instructional contexts, including meeting the needs of diverse populations.F

Design & Development I

(3) This course challenges students to apply research-based instructional design principles and learning theories to develop effective digital learning objects that address real-world needs of professionals in traditional, online and blended educational settings. Students will utilize digital authoring tools and workflows to create meaningful multimedia resources for integration in interactive instructional systems. The course also reviews legal and ethical issues relevant to learning object development, including practical strategies to promote digital equity and comply with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU

Fld Exper in Instructionl Tech

(3) This course requires 30 hours of supervised clinical experiences in instructional technology leadership. Students engage in field-based design, development, implementation, management and evaluation of instructional technology initiatives in approved professional placements, serving as instructional technology consultants responsible for collaborating with decision-makers to conduct needs analyses and guide the design, development and implementation of instructional technology initiatives that address real-world problems or opportunities for adult learners. Students are expected to collect, analyze and interpret data to evaluate performance. Course assessment includes reflective blog entries, edited videos and a final report detailing evidence of impact and plans for continuous improvement. F

Sem in Instructionl Technology

(3) This course provides students with capstone experiences cultivating mastery of content, pedagogical, technical and professional knowledge targeted in all program goals and evidenced by three major assessments - a comprehensive exam, an online professional portfolio, and an instructional technology research project aligned to specific ISTE NETS standards. F,S.

Advanced Reading Theory

This course emphasizes theoretical frameworks for reading including psycholinguistics, sociolinguistics, constructivism, and progressive education as well as historical foundations of reading instruction in the United States. This course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings.

Trends & Issues Literacy Educ

(3 credits)(Prereq: EDLL*600, EDLL*604, EDLL*605, EDLL*608, EDLL*620, EDLL*621, EDLL*622, and EDLL*616 or EDLL*617, or by special permission of instructor) This course examines current trends that are present in the field of literacy. Also, students construct a program completion portfolio which is evaluated by multiple reviewers. The portfolio demonstrates their mastery of the ILA Standards for Preparation of Literacy Professionals. F,S

Action Research Literacy Coach

(3 credits)(Prereq: EDLL*621, teacher certification PK-12) Course develops synergistic decision-making and interpersonal skills used by literacy teacher-leaders to explore conditions that affect student learning, curricular reform, and teacher empowerment. Course participants use action research to explore a coaching relationship with a practicing teacher. F

Applied Linguistics for ESOL

This course prepares candidates to understand and apply knowledge about language structure and second language acquisition in planning and adapting ESOL (English to speakers of other languages) content and standards-based teaching.

Cltrl/Lngstc Diversity ESOL

(=EDLL*456)(3 credits) This course is designed to improve the educator's understanding of students with diverse cultural and linguistic backgrounds. The course focuses on cultural and linguistic diversity and identity with an emphasis on the following topics: culturally responsive learning environment, cultural bias, socio-economic diversity, and the home-school connection. Practicum experiences required. F

Char Instr LD & Emot Disorder

(Prereq: Admission to the Professional Program in Teacher Education) This course provides an in-depth study of definitions, etiology, prevalence, and characteristics associated with learning disabilities (LD) and emotional/behaviorial disorders (EBD). Techniques used in identifying and teaching learners with LD or EBD, as well as service delivery models, roles of various professionals, legal issues, ethics, and philosophies related to persons with LD or EBD. The selection and implementation of evidence-based instructional methods related to affective and learning behaviors and procedures for adapting materials to support students with LD and EBD in a variety of educational settings are addressed. F.

Char & Instr Intell Dis & Aut

(Prereq: Admission to the Professional Program in Teacher Education) This course introduces teacher candidates to students with a label of intellectual disability (ID) and/or autism. The course includes definitions, etiology, prevalence, and characteristics of individuals with ID and/or autism. Additionally, candidates in this course investigate service delivery, roles of various professionals, current trends, and philosophies related to persons with ID and/or autism. Learning characteristics, evidence-based teaching strategies, instructional settings, legal issues, ethics, and assessment regarding individuals with ID and/or autism are addressed. F.

Diagnostic Assess Spec Educ

(Prereq: Admission to the Professional Program in Teacher Education) This course provides an overview of assessment terminology, data collection procedures, and the theoretical, legal, and ethical issues related to referral and educational planning. Skills focus on application and interpretation of standardized and curriculum-based assessment data for eligibility, program and progress monitoring decisions in service of individualized education programs. Candidates write individual education programs, develop strategies to modify assessments to accommodate the unique needs of students with disabilities, and communicate assessment information to solicit parent understanding. S.

Instructional Design in Sp. Ed

(3 credits) Teachers in schools need more ways to reach all of their students. This course helps the in-service teacher to learn more about Instructional Design through Differentiated Instruction and applying Universal Design principles. The framework of this class is based on the multiple means of representing information, multiple means of expressing knowledge, and multiple means of engagement in learning. F

Comp Assemnt Exceptl Learners

(3 credits) Covers the use and interpretation of formal and informal diagnostics tests and procedures calculated to determine instructional levels and procedures for exceptional learners. Content includes statistical and psychometric concepts in assessment including norm-referenced, criterion-referenced, and curriculum-based management, and informal testing. Emphasis is on interpretation for instruction, eligibility determination, placement decisions, and report writing. F

SpLrngDis(SLD):Nature & Needs

(3 credits) This course provides foundational knowledge of Specific Learning Disabilities, including the history, theoretical base, legal aspects, terminology, related concepts, definitions, and issues associated with the field. Studies etiology, identification procedures, characteristics across the life span, medical aspects, and approaches to intervention. Experiences in schools required.

Practicum Learning Disability

(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697ED, EDSP*697ID, EDSP*697SD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.

Practicum Severe Disability

(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697ED, EDSP*697ID, EDSP*697LD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.

Computer Tech/Instruct Media

(Computer Usage) A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction.

Contemporary Instruct Tech

(3 credits) This course examines how technology influences human and social behavior in education. Students use, analyze, and design learning experiences involving apps, virtual reality, coding, robotics, blended learning, and other technologies. Using the lens of human and social behavior, students analyze the technology-rich contemporary K-12 classroom. F,S,Su

Intro Educational Psychology

(3 credits) Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement of learning and least restrictive environments for learning. F,S

Research for Today's Schools

Study of the principles of education research and how research can improve instruction and assessment in PK-12 learning environments. The course focuses on identifying and defining research questions, reviewing and critiquing qualitative and quantitative education research, developing mixed-methods research designs, collecting and analyzing qualitative and quantitative data, using the results of empirical research to guide instructional decisions, and the communication of reserach results. Students are required to develop, implement, write-up, and report on an original, field-based, education research project.

Nature/Needs of Gifted/Talent

Course designed to provide teachers with a foundation in gifted education as a survey course in the education of gifted and talented students. Included is an overview of the historical and philosophical background of gifted education, as well as a rationale for it. The course focuses on the characteristics, needs, problems, and developmental patterns of gifted and talented students, including special populations of gifted and talented students and methods of talent development.

Intro to Curr/Instr Gift/Tale

Course designed to prepare teachers to organize and deliver appropriate curriculum for gifted and talented students. Teachers will explore curriculum models, instructional strategies, and assessments in order to meet the needs and abilities of gifted and talented students. Current research and technology will be utilized in writing lesson plans and units.

Cultures and Environments

(3)(=ANTH 120) This course will introduce students to intersections between people and the world around them. We will explore the ways in which the environment shapes human cultures, how cultures adapt and change the environment, and the feedback loops that are created in an anthropogenic landscape. We will use case studies to illustrate these theories and discuss how our perspectives inform our understanding and interpretation of environments and human cultures, both past and present. F,S,Su.

World Regional Geography

An introduction to basic geographical concepts used by geographers in examining the fundamental contrasts between various countries of the world. Analysis of regions of the world, western and nonwestern with respect to physical, cultural (both majority and minority), political and economic orientation.

Spiritual Landscapes

(3 credits)(=ANTH*351) In this course, students examine the intersections of geography and anthropology with spiritual beliefs and experiences associate with various landscapes and geologic formations around the world. We discuss the concepts of topophilia and the human-environmental connection through the geographies of religion and belief systems. Class case studies include mythology, historical accounts, cultural resource management reports, archaeology research, and impacts from tourism. F,S,Su

Junior Internship

Dissertation

(6 credits)(Restricted to students in the Ph.D. for Education program) This course focuses on both the theoretical and practical aspects of designing disseration research and successfully defending the design in a proposal hearing. The purpose of the course is to assist students through the dissertation writing processes. Course is repeatable for credit.

Introduction to World Politics

(3)(=POLI 101H) An introduction to global politics connecting the ideas, cultures, and policies of individual countries to the international level. Students will examine conflict and cooperation on the planet in the areas of security, the environment, economic development, financial institutions, and human rights toward a better understanding of global citizenship in the 21st Century. F, S.

Intro to American Government

(3)(=POLI 201H) An introduction to the national institutions and political processes of American government. Students will examine the formation, development, organization, and powers of national institutions; the interaction between political processes and political behavior; the development of civil rights and civil liberties; and the policy process. F,S,Su.

Intro to Political Theory

(3)(Writing intensive)(Prereq: POLI 200 or permission of the instructor) A survey of the major themes and the great ideas in the history of politcal theory. The student will acquire a broad understanding of the history of political through from its origins in classical political philosophy and its development in modern and contemporary political theory. F,S,Su.

Public Policy

This course is an introduction to the nature of public policy in the U.S. Topics include theories and models of policymaking, policy formation and implementation by political institutions, and the formation of the policy agenda. A significant focus is placed on the content and design of policy in selected areas, including health, education, welfare, criminal justice, and environmental policy.

American Political Thought

(3) An analysis of the foundation and development of American politics from the early colonial period through current political debates. Emphasis will be placed on American theories of rights, liberties, citizenship, and constitutionalism. F, even years.

Moot Court

(1 credit) This course is an experimental approach to understanding the appellate court process. Students develop their understanding of the judicial process and learn about important legal principles by forming two-person teams and developing and arguing a fictional appellate case. Students are required to argue their cases at invitational and regional elimination tournaments sponsored by the American Collegiate Moot Court Association. F,S,Su

The Legislative Process

A study of the structure, organization, powers, functions and problems of legislative bodies.

Introductory Sociology

An introduction to the sociological study of social interaction, social structures, social institutions, social inequalities, social change, the social construction of human life, and other selected topics. Sociology draws upon a variety of social scientific research methods, sociological concepts and social theory to reveal the social basis of everyday life by exploring the interplay between society and the individual. F,S.

Social Inequality

The course provides a social scientific overview of how individual experiences in social reality are unequal given the stratified nature of the world. Historical trends in inequalities and contemporary hierarchical social arrangements are examined. A focus of the course is how different forms of inequality are maintained and replicated via individual behaviors and the operation of different socio-cultural institutions. Also analyzed are the efforts to challenge unjust inequalities within communities, and nation-states world-wide.

Social Welfare and Social Work

Analysis of the theory and process of social services. Emphasis will be placed on understanding major social service programs in the United States, their histories, trends, and public policy related to them. Students will study specific social welfare programs such as income maintenance programs, social security, nutrition programs and others. The occupation of social work will be addressed along with major debates regarding providers and consumers of services.

Individual and Society

(3 credits)(Prereq: SOC*101 or SOC*102) Selected theoretical orientations, methodological procedures and illustrative substantive data pertaining to the relations between the individual and society. Offered as needed

Juvenile Delinquency

(Prereq: SOC 101 or SOC 102) The causes and consequences of juvenile delinquency and study of the juvenile justice system. Students enrolled in "Q" sections of the course must complete a required community service learning component with a local community organization.

Race and Ethnicity

A socio-historical, theoretical, and empirical analysis of race and ethnicity, with primary emphasis on U.S. relations and trends. Cultural, political, and economic relationships on the basis of race/ethnicity are examined. Issues of prejudice, discrimination, and racism are explored as well as strategies for individual and collective action that promote equality and social justice for all races/ethnicities.

Coll Action & Social Movements

(3 credits)(Prereq: SOC*101 or SOC*102) Using a sociological frame of analysis, this course explores distinctions between collective action and social movements, conditions that facilitate their development, and their impact on social, cultural, and political policies. A wide variety of social movements in American society are examined, including the Progressive era reform movements, the labor movement, the women's movement, the environmental movement, the gay rights movement, the civil rights and other racial/ethnic movements. Offered as needed

Senior Capstone Internship

(3 credits)(=SOC*497)(Prereq: SOC majors - SOC*325, SOC*326, SOC*330, & SOC*331 with a grade of 'C' or better; CRMJ majors - SOC*325, SOC*326, SOC*331, & SOC*353 with a grade of 'C' or better)(Coreq: SOC*496L) Under a sociologist's supervision each student proposes and completes an internship with a non-profit organization or government agency that complements their educational and career goals. F,S

Internship Capstone Lab

(1)(Prereq: minimum GPA 2.5, SOC 330,SOC 331,STAT 201/STAT 201L or equivalent statistics course; all with a grade of 'C' or better(Correq:SOC 496Q)Exercises and assignments supplement the material presented in SOC 496Q*.F,S.

Introduction to World Politics

(3)(=POLI 101H) An introduction to global politics connecting the ideas, cultures, and policies of individual countries to the international level. Students will examine conflict and cooperation on the planet in the areas of security, the environment, economic development, financial institutions, and human rights toward a better understanding of global citizenship in the 21st Century. F, S.

Intro Stats Poli & Soc Science

An introduction to the application of statisical analysis in contemporary political and social science. Particular attention will be paid to the use of quantitative methods in the study of public opinion, voting behavior, public policy, and other subject areas. Topics include: measurement theory, measures of central tendency, dispersion, probability, sampling distributions, correlation, and hypothesis testing with bivariate and multivariate models. F,S.

Introductory Sociology

An introduction to the sociological study of social interaction, social structures, social institutions, social inequalities, social change, the social construction of human life, and other selected topics. Sociology draws upon a variety of social scientific research methods, sociological concepts and social theory to reveal the social basis of everyday life by exploring the interplay between society and the individual. F,S.

Social Problems

(3) Analysis of social structures and processes relating to public issues in contemporary society. F,S,Su.

Deviant Behavior

(Prereq: SOC 101 or SOC 102) The causes and consequences of deviant behavior in society, including such topics as mental illness, privileged deviance, drugs and alcohol, personal violence, and body modification.

Content Analysis Race/Gender

(Prereq: Written contract between student and instructor, approved by the Dean, School of Natural and Applied Sciences)

Introduction to Anthropology

(3 credits) Anthropology is the study of humankind, past and present. This course will provide a general introduction to the subfields of cultural anthropology, physical anthropology, and archaeology. By using ethnographies, human biology, and archaeological artifacts, students will investigate a variety of case studies and perspectives to better understand the wide range of human experience on a global scale. F,S,Su

Cultures and Environments

(3 credits)(=GEOG*120) This course will introduce students to intersections between people and the world around them. We will explore the ways in which the environment shapes human cultures, how cultures adapt and change the environment, and the feedback loops that are created in an anthropogenic landscape. We will use case studies to illustrate these theories and discuss how our perspectives inform our understanding and interpretation of environments and human cultures, both past and present. F,S,Su

Computational Thinking/Program

(3 credits) This course promotes understanding of computer programming and logic by teaching students to "think like a computer". This course explores skills needed to develop and design language-independent solutions to solve computer-related problems. This course also covers development and design basics, including use of variables, control and data structures, principles of command-line, and object-oriented languages. F,S

Health, Safety, & Motor Devo

(3) This course is designed to provide a foundation for current and accurate information on health, safety and motor development for young children. As early childhood pre-professionals, students will learn to advocate for young children's health and safety needs and provide appropriate health, safety, and motor development experiences for young children. F,S,Su.

Cyberspace,Tech & Learning

This course's specific aims are:(1) to expand students' knowledge of the impact of technology on human learning and behaviors; (2) to explore how technology both affects and expresses humans' values; (3) to develop higher-level intellectual capabiities for responding critically to the use and development of technology; (4) to articulate an informed personal judgment to works in modern society and learning environments. The ultimate goal of this course is to prepare students to be informed and intellectual consumers of technology in the digital age. F,S.

Instructional Video Production

(3) Social media sites are often used as non-academic informal learning environments where knowledgable participants produce and share videos that teach Do-It-Yourself audiences how to perform practical tasks, such as change a tire, repair an appliance, cook a meal, perform a dance, conduct an exercise, apply makeup, and similar. This course explores how modern theories of visual design and multimedia cognition can be applied to adapted professional workflows for instructional video production using limted resources. The course scaffolds students to think critically in order to solve a variety of production challenges relevant to instructional design, script writing, set planning, talent management, camera operation, shot composition, audio capture, lighting design, timeline editing, and online publishing. F,S,Su

Dvlopmt of Instruc Multimedia

(3) This course explores the application of research-grounded design principles to the development of multimedia learning objects for professional settings. Students will improve understanding of modern authoring tools, concepts and workflows as they produce graphic, audio, video, screencast and animation materials that meet rigorous evaluation criteria derived from modern learning theories. The course also analyzes legal and ethical issues relevant to multimedia development and presents practical strategies for compliance with current accessibility and copyright laws. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. S

Assessment Tech & Learn an

(3) This course examines technologically supported strategies for designing effective assessments to inform instructional decisions and improve learner performance.Students will explore evidence-based practices for developing formative and summative digital assessments that optimize feedback systems, promote academic integrity and personalize learning. Course assessment includes quizzes, homework exercise,and an action research project that requires students to deliver an instructional technology innovation and collect and analyze data to determine its impact on target learners in a clinical setting. F

Sp Tp in Instructional Tech

(3)This course examines emerging instructional technologies and associated trends, issues, research,theories and practices that impact education and training setting. Designed as a real-world analytical experience, the course uses a problem based framework that requires students to identify technological barriers and problematic issues in specific instructional contexts, review evidence- based practices in the scholarly literature,evaluate potential instructional technology solutions, and propose potential implementation processes. The course emphasizes just-in-time training, product- impact analysis and organizational change theory as essential applied models. Students conduct literature reviews and administer surveys to collect and analyze data to articulate informed solutions. F,S

Seminar in Instructional Tech

(3 credits) This course requires three capstone experiences for program candidates in their final semester - 1) a supervised clinical experience in instructional technology leadership where students collaborate with decision-makers to design, develop, implement, manage, and evaluate instructional technology training for adult professionals in approved placements, 2) the development of an online portfolio documenting mastery of all content, pedagogical, technological, and professional knowledge targeted in the program learning outcomes, and 3) the completion of the M.Ed. comprehensive exam. F,S

Design & Development II

(3) This course analyzes best practices in learning interaction design to create complex instructional systems using advanced professional authoring tools for delivery in online and blended educational settings. Students build visual mockups that apply theoretical principles of interface and user experience (UX) design to develop creative and interactive prototypes that maximize engagement, stimulate higher order thinking, and improve learner performance. Responsive design strategies and advanced deployment techniques to enhance fidelity and equity across learner devices are also explored. Course assessment includes quizzes, homework exercises and a final project developed for a specific clinical audience. SU

Instructional Tech Leadership

(3) This course explores research, theory, and models of technology resources management from a building-level or district-level perspective, including facilities, personnel, financing, acquisition, development, policy and training. The course utilizes a gap analysis framework to apply mixed-methods (quantitative and qualitative) research techniques to analyze the current and desired technological needs and conditions of a targeted site. Students collect and analyze these data within the context of published literature and write a detailed white paper with specific recommendations for key decision constituents. SU

Prac in Literacy Asmt & Evalu

Emphasis on naturalistic, authentic classroom-based assessment of developmental readers and writers and the interrelationships between assessment and instruction. Supervised assessment practicum and the development of a literacy case study in a clinical experience is required.

Org Admin & Supv of Schl Rdng

(3 credits) This course is designed to assist advanced students in making appropriate decisions regarding the planning, implementation, supervision, administration, and evaluation of school reading programs. Formal standardized measures, including norm-referenced and criterion-referenced tests and the use of school-wide assessment data for literacy program planning will also be addressed. S

Trends & Issues Literacy Educ

(3 credits)(Prereq: EDLL*600, EDLL*604, EDLL*605, EDLL*608, EDLL*620, EDLL*621, EDLL*622, and EDLL*616 or EDLL*617, or by special permission of instructor) This course examines current trends that are present in the field of literacy. Also, students construct a program completion portfolio which is evaluated by multiple reviewers. The portfolio demonstrates their mastery of the ILA Standards for Preparation of Literacy Professionals. F,S

Tchng Rdng & Wrtg Engl Lrnrs

General Registration Information If you are a first time freshman or transfer student and your first semester will be Fall 2018, you will be registering for your classes during the Orientation/Registration for New and Transfer Students.

Measuring Stud Prog: Fld Exper

(Prereq: EDSP 310) This course is a supervised field experience requiring two full school days per week with students with mild to moderate disabilities. In an assigned public school classroom, teacher candidates participate in supporting the needs of students with, or at-risk for, disabilities, under the guidance of a special education teacher. Teacher candidates plan and implement appropriate instruction based on research-based practives, plan instruction that takes into account the impact of diverse student and family characteristics, interact with school personnel, students, and parents using professional communication skills, and demonstrate professional behaviors. Knowledge and skills developed in the prior field experience and current coursewpork are reinforced. Related seminar addresses varying philosophies of education, lesson planning and contextujal factors surrounding PreK-12 students. S.

Mthds/Adptns Tchng Rdg (k-12)

(Prereq: Admission to the Professional Program in Teacher Education) This course prepares candidates in the area of reading development and effective instructional methodologies specific to students with disabilities with an emphasis on reading practices as they relate to individual learners, readiness activities, phonemic awareness and decoding skills, phonics, fluency, vocabulary development, and comprehension. S.

Mthds/Adptn Tchng Math (pk-12)

(3 credits)(Prereq: Admission to the Professional Program in Teacher Education) This course prepares candidates to teach mathematics, problem solving, and reasoning skills to students with mild to moderate disabilities PK-12. The course focuses on national mathematics curriculum standards, research-based instruction, high stakes assessment, functional mathematics, and problem solving with an emphasis on the effects of disabilities on mathematics achievement. The problem-solving strand extends to include cross-curricular applications of reasoning skills. S

Applied Behavior Analysis

Applied behavior analysis is a branch of behavior analysis devoted to the understanding and improvement of human behavior. This course teaches how to apply basic principles and concepts of behavior analysis to produce effective, ethical, and socially significant change in the behavior of individuals they support. Topics include how to select, identify, and effectively use reinforcers; how to manipulate reinforcement schedules and dimensions of reinforcement to produce the desired effects on behavior; and how to assess the functions of behavior and develop function-based interventions.

Single-Case Research

(3 credits)(Prereq: EDUC*607) Course focuses on in-depth study of single-subject research methods including data collection, research designs, data display and analysis, and writing research proposals using single-subject methodology. F,S

Metds Lrners W/Emo/Behv Disod

(3 credits)(Prereq: EDSP*670 or instructor permission) Provides knowledge of instruction programming to improve outcomes for students with emotional/behavioral disabilities across all grade levels by focusing on evidence-based strategies/methods, issues and supports needed for success in general and special education environments, and the affective, social, and academic needs of students. S

Inst Proced for Stud w/Lrn Di

(3 credits)(Prereq: EDSP*690 or instructor permission) Provides knowledge of instructional procedures to improve outcomes for individuals with learning disabilities. Applies research on teacher effectiveness, instructional approaches, and current issues and needs in instructional programming for students with LD. Content includes curriculum design, instructional strategies for basic academic skills in reading, language arts, and mathematics; study skills and adaptations for science and social studies; motivation; and peer-mediated instruction. Experiences in schools and applied research projects required. S

Practicum Emotion/Behavior Dis

(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697LD, EDSP*697ID, EDSP*697SD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.

Practicum Intellect Disability

(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697ED, EDSP*697LD, EDSP*697SD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.

Practicum Learning Disability

(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697ED, EDSP*697ID, EDSP*697SD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.

Practicum Severe Disability

(3 credits)(Prereq: EDSP*200, EDSP*692 or instructor permission)(=EDSP*697ED, EDSP*697ID, EDSP*697LD) Supervised field experience requiring a minimum of 60 hours of special education services provided to early childhood to high school students with disabilities in the chosen concentration area (Early Childhood Special Education, Emotional/Behavioral Disorders, Intellectual Disabilities, Learning Disabilities, or Severe Disabilities). Related seminars address timely issues in special education, integrating research-based practices in the classroom; and community resources.

Computer Tech/Instruct Media

(Computer Usage) A hands-on laboratory approach for developing computer literacy skills and for developing skills necessary to use instructional technology to enhance classroom instruction.

Contemporary Instruct Tech

(3 credits) This course examines how technology influences human and social behavior in education. Students use, analyze, and design learning experiences involving apps, virtual reality, coding, robotics, blended learning, and other technologies. Using the lens of human and social behavior, students analyze the technology-rich contemporary K-12 classroom. F,S,Su

Adolescent Grwth and Develpmt

(Writing Intensive) An investigation of the various patterns and theories related to intellectual, social, emotional, and physical growth and development of preadolescent and adolescent learners with a focus on developmental applications in educational settings.

Intro Educational Psychology

(3 credits) Psychology of learning, learning theories, stages of development as applied to the learner in the classroom, with attention given to research into learning problems, management, as well as measurement of learning and least restrictive environments for learning. F,S

Research for Today's Schools

Study of the principles of education research and how research can improve instruction and assessment in PK-12 learning environments. The course focuses on identifying and defining research questions, reviewing and critiquing qualitative and quantitative education research, developing mixed-methods research designs, collecting and analyzing qualitative and quantitative data, using the results of empirical research to guide instructional decisions, and the communication of reserach results. Students are required to develop, implement, write-up, and report on an original, field-based, education research project.

Cultures and Environments

(3)(=ANTH 120) This course will introduce students to intersections between people and the world around them. We will explore the ways in which the environment shapes human cultures, how cultures adapt and change the environment, and the feedback loops that are created in an anthropogenic landscape. We will use case studies to illustrate these theories and discuss how our perspectives inform our understanding and interpretation of environments and human cultures, both past and present. F,S,Su.

World Regional Geography

An introduction to basic geographical concepts used by geographers in examining the fundamental contrasts between various countries of the world. Analysis of regions of the world, western and nonwestern with respect to physical, cultural (both majority and minority), political and economic orientation.

Dissertation

(6 credits)(Restricted to students in the Ph.D. for Education program) This course focuses on both the theoretical and practical aspects of designing disseration research and successfully defending the design in a proposal hearing. The purpose of the course is to assist students through the dissertation writing processes. Course is repeatable for credit.

Introduction to World Politics

(3)(=POLI 101H) An introduction to global politics connecting the ideas, cultures, and policies of individual countries to the international level. Students will examine conflict and cooperation on the planet in the areas of security, the environment, economic development, financial institutions, and human rights toward a better understanding of global citizenship in the 21st Century. F, S.

Intro to American Government

(3)(=POLI 201H) An introduction to the national institutions and political processes of American government. Students will examine the formation, development, organization, and powers of national institutions; the interaction between political processes and political behavior; the development of civil rights and civil liberties; and the policy process. F,S,Su.

Public Policy

This course is an introduction to the nature of public policy in the U.S. Topics include theories and models of policymaking, policy formation and implementation by political institutions, and the formation of the policy agenda. A significant focus is placed on the content and design of policy in selected areas, including health, education, welfare, criminal justice, and environmental policy.

Constitutional Law II

(3)(Prereq: POLI 201 or permission of the instructor) A study of the Supreme Court decisions that have shaped the boundaries of the civil rights and liberties protected by the Constitution. Selected covered topics include the liberties enumerated in the first Ten Amendments of the Constitution, and the civil rights of citizens protected in the Fourteenth and Fifteenth Amendements of the Constitution. F,S.

Internship Political Science

(3)(Prereq: POLI 201, junior level with 3.0 GPA, and permission of the instructor) Internships are available in local, state, or federal government offices. Students may do an internship for academic credit of three (3) hours and must work at least 120 hours at an organization during the semester registered. Grades are determined by a combination of the evaluation of the internship performance by the faculty supervisor and facility supervisor. This course may be repeated for credit under different topics. This course may be counted up to six credits for political science major or minor requirements. F,S,Su

Internship At Disney

(3-12)(Prereq: permission of the instructor and GPA of 3.0 or higher) This course is designed to facilitate off-campus, semester-long internships for students interested in the practice of politics and policymaking. It is designed to be variable credit based on the needs of the student. Permission of adviser necessary to enroll. This course may be repeated for credit under different topics. This course may be counted up to six credits for political science major or minor requirements. F,S,Su

Introductory Sociology

An introduction to the sociological study of social interaction, social structures, social institutions, social inequalities, social change, the social construction of human life, and other selected topics. Sociology draws upon a variety of social scientific research methods, sociological concepts and social theory to reveal the social basis of everyday life by exploring the interplay between society and the individual. F,S.

Social Inequality

The course provides a social scientific overview of how individual experiences in social reality are unequal given the stratified nature of the world. Historical trends in inequalities and contemporary hierarchical social arrangements are examined. A focus of the course is how different forms of inequality are maintained and replicated via individual behaviors and the operation of different socio-cultural institutions. Also analyzed are the efforts to challenge unjust inequalities within communities, and nation-states world-wide.

Social Work

Analysis of the theory and process of social services. Emphasis will be placed on understanding major social service programs in the United States, their histories, trends, and public policy related to them. Students will study specific social welfare programs such as income maintenance programs, social security, nutrition programs and others. The occupation of social work will be addressed along with major debates regarding providers and consumers of services.

Qualitative Research

(3)(Prereq: SOC 101 or SOC 102) This is a survey course about qualitative or non-statistical research methods including (but not limited to) observational studies, ethnography, participatory research, case studies, interviewing and content analysis. Offered as needed

Sociology of Death and Dying

(3 credits)(Prereq: SOC 101 or SOC 102) This course focuses on the social construction of dying and death in our society as well as the ways societal expectations, values, and norms influence practices and beliefs about death. Offered as needed.

Senior Capstone Internship

(3 credits)(=SOC*497)(Prereq: SOC majors - SOC*325, SOC*326, SOC*330, & SOC*331 with a grade of 'C' or better; CRMJ majors - SOC*325, SOC*326, SOC*331, & SOC*353 with a grade of 'C' or better)(Coreq: SOC*496L) Under a sociologist's supervision each student proposes and completes an internship with a non-profit organization or government agency that complements their educational and career goals. F,S