A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Prerequisite: ANT 100 or ANT 120 or equivalent. Required laboratory arranged. Introduction to archaeological field methods through participation in an archaeology field school experience. Students will participate in an on-going archaeological research project for four weeks during the summer. Participation fee.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Majors only. Prerequisites: APCE 602 or APCE 650, and pre- or co-requisite APCE 607; or pre- or co-requisite APCE 701 and co-requisite APCE 707 for Counseling Psychology students. An introduction to diagnostic criteria, according to the DSM, for mental and emotional disorders. Students will learn about treatment planning based on causes, symptoms, characteristics, and classifications of abnormal behavior.

Prerequisites: APCE 612 or equivalent. Consent of instructor. Graduate students only. Introduction to techniques and applications of hypnosis in academic and mental health settings. Achievement of competence with basic hypnotic techniques and their appropriate utilization in psychotherapeutic processes.

Gain knowledge and understanding of “high risk students” and expand the teachers' repertoire of skills when educating at risk students. Prevalence, family characteristics and systems, and successful strategies will be studied.

Graduate students only. Theory and psychological issues influencing gender identity such as definitions of abnormality, achievement and interactional influences upon development.

Consent of instructor. Majors only. Open by invitation to graduate students. Supervised professional activity in student's major field; approximately 37.5 clock hours of work per credit. S/U graded. Repeatable, maximum of three credits.

Study the conceptual foundation of the counseling and school counseling professions including history, philosophy, principles and trends. Includes functions of counselors, administrators, teachers and parents in meeting students' needs.

Prerequisite: APCE 607. A comprehensive study of therapeutic approaches and techniques for children and adolescents. The course focuses on the therapeutic involvement of significant others with children in a variety of settings.

Co-requisite: APCE 606 or APCE 662. Consent of coordinator. Provides an opportunity to participate in a group experience. S/U graded.

Prerequisites: APCE 602 and APCE 607. Co-requisite: APCE 605. Majors only. Must be taken at site of admission. Study theories and methods of group counseling including applications in school settings for educational planning, career decisions and interpersonal relations, and forming and facilitating guidance groups in educational settings.

Majors only or consent of instructor. The study and critical analysis of the major counseling theories and elements of effective psychotherapy as they apply to the counseling process.

Prerequisite: APCE 602. Majors only or consent of instructor. The major focus of this applied course is on the design, development, implementation, and evaluation of a comprehensive school counseling program that meets national standards.

Prerequisites: Master's degree in appropriate mental health profession, or enrollment in a APCE graduate program, or consent of instructor. Course includes an overview of play therapy principles, history, techniques, and modalities. Course features a practicum element during which students conduct one play therapy session, under supervision of the instructor.

Prerequisite: APCE 558, APCE 607, APCE 602 or APCE 650, and PSY 530; co-requisitite APCE 657; and consent of coordinator. Majors only. Students will receive supervised experience in counseling, including use of audio and video tapes, client and supervision feedback, and seminar. This course must be taken at the site of admission. S/U graded. Repeatable, maximum of 10 credits.

Prerequisites: APCE 608, APCE 612 and consent of instructor. Refer to program handbook. Must be taken at site of admission. A culminating field experience for counseling students engaged in counseling and guidance activities in elementary, middle, and high school settings under the supervision of one or more licensed school counselors. S/U graded. Repeatable, maximum of 18 credits.

Study theory and methods of career counseling, introduce and become familiar with career assessment instruments, and discuss current issues in the field of career counseling.

Prerequisites: APCE 612 and consent of instructor. Study theoretical bases for play therapy and conduct play therapy under faculty supervision.

Prerequisite: APCE 607 and consent of instructor. Supervised experience in interventions with children, adolescents, and families; including counseling and interview analysis, the use of audio and video tapes, client and supervisor feedback, and weekly seminars.

Prerequisites: APCE 612, APCE 662 or APCE 606. Co-requisites: APCE 616 and APCE 673. School Counseling additional prerequisites: APCE 603 and APCE 608. Clinical Mental Health Counseling child/adolescent placements additional prerequisite: APCE 603. Practicum II is a field-based experience, viewed as a transitionary experience to be completed after successful completion of Practicum I and prior to registering for and completing Internship hours. S/U graded. Repeatable, maximum of 6 credits.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Majors only. An examination of counselor training issues and counseling skills relevant to working with clients with diverse cultural backgrounds. This course will sensitize students to the concerns of various cultural groups.

Examination of major treatment approaches to substance abuse and theories of etiology. Investigation of pharmacological and medical aspects of commonly used substances. Explore addiction and abuse in related compulsive behaviors.

Overview of human behavior analysis, with a focus on school-based behavioral assessment and intervention.

Addresses the practice of psychological consultation with school personnel and families. Includes coverage of major consultation theories, school culture, and how consultation is applied to service delivery systems in schools.

Prerequisites: APCE 670 and consent of instructor. Advanced supervised experience using a problem-solving approach to assess, plan, and monitor child, adolescent, and adult functioning in areas of cognitive processing and academic achievement in school and community settings.

Prerequisites: APCE 644 and APCE 670. Understand and implement techniques for assessing social and behavioral functioning in children and adolescents for the purpose of designing effective interventions in home and school settings.

Prerequisites: APCE 644 and consent of instructor. Advanced supervised experience using a problem-solving approach to assess, plan, monitor child, adolescent, adult functioning in personality, behavior, social-emotional, and adaptive skills in school and community settings.

Prerequisites: APCE 644 and APCE 646 and consent of instructor. Covers psychological services for infants and toddlers. Includes law, typical and atypical development, multicultural issues, and intervention services. Provides practice in assessment, with an emphasis on nontraditional methods.

Provides conceptual foundation for the counseling profession with emphasis on community counseling. Places the profession in a historical context; introduces associations, licensure, certification, accreditation, codes of ethics, and practice settings.

Provides advanced study in the research, theory, and practice of social and community psychology applied to individual, families, groups, and social systems.

Covers the interrelationship of ethical standards and legal regulation in professional counseling, education and psychology. Ethical standards, litigation and legal regulation are examined in regard to professional practice.

Prerequisite: APCE 607.Overview of consultation theory and practice. Mental health, expert, collaborative, behavioral and organizational models will be discussed and applied to problems in school and agency settings.

Prerequisites: APCE 558, APCE 607 and APCE 657. An overview of the impact of crises, disasters, and other trauma-causing events on individuals, families and communities. Students will be introduced to strategies and interventions for working with this population.

Prerequisite: APCE 607. Co-requisite: APCE 605. Majors only. Must be taken at site of admission. Course features an examination of theoretical bases of group counseling including group types, group development, leadership styles and skills, and application to various populations. Ethical group leadership is emphasized.

Consent of instructor.  Build research skills and knowledge serving under the mentorship (research apprentice) of a faculty member.  Must complete four credit hours over four semesters, excluding summer. Repeatable, maximum of four times.

Study general systems theory of family development and interactions. Structural, communication and behavioral approaches to family therapy will be examined as well as ethics, legal issues and current research.

Examination of crisis intervention theory and strategies in school settings. Emphasis on application to childcentered crises such as abuse, divorce, family violence, loss, school-based violence and suicide.

Recommended for advanced students. Counselors explore the treatment of various sexual issues.Topics covered: male and female sexual systems, sexual myths, variations in sexual behavior and common sexual concerns. Various therapeutic approaches are presented.

Prerequisite: APCE 665. Prerequisite or corequisite: APCE 612. Course expands on family therapy models presented in APCE 665 and includes other significant models. Training activities include diagnosis, assessment, case presentations, enactments, video use and case analysis.

Understanding psychological testing through an overview of measurement principles, the psychological assessment process, data management, test construction and development, and the use of test results in individual psychoeducational evaluations and intervention planning.

Recommended prerequisite: SRM 600. Majors only. This course features an overview of individual and group approaches to assessment used by professional counselors. Course participants evaluate instruments, interpret results, and demonstrate knowledge of psychometric properties.

Consent of instructor. Covers the historical and theoretical bases of psychological and educational assessment concentrating primarily in the areas of cognitive abilities and academic achievement and their relation to interventions.

Prerequisites: APCE 674 and consent of instructor. Supervised experience in administration and interpretation of ecologically valid psychological data including personality, behavioral, cognitive and academic. Emphasis on designing, implementing and evaluating ecologically-based interventions.

Prerequisite: APCE 678. School psychology students explore in depth a special population including those with handicaps that interfere with learning. Instructor arranges research and involvement with a population not included in APCE 678. S/U graded. Repeatable, maximum of three credits.

Prerequisite: APCE 640. Supervised field experience concurrent with professional seminar. Application of case and/or systemic consultation strategies to problems/challenges in the schools or social service agencies.

Presentation of the biological/neuroanatomical underpinnings of behavior and affect, including: function/structure of nervous system, neuropathy, physiology of psychopathology, psychopharmacology, sensation/perception, physiology of emotion, sleep, reproduction and motivation.

Prerequisite: APCE 694 and consent of coordinator. Refer to program handbook. Majors only. Must be taken at site of admission. Minimum of 600 hours on-site required. A culminating field experience for qualified students in the area of community counseling: marriage and family therapy. S/U graded. Repeatable, maximum 18 credits.

Prerequisite: APCE 612 and consent of coordinator. Refer to program handbook. Majors only. Must be taken at site of admission. Minimum of 600 total on-site hours required. A culminating field experience for qualified community counseling students in areas of specialty. S/U graded. Repeatable, maximum of 18 credits.

Prerequisites: APCE 612 or APCE 712, and APCE 669. Consent of practicum coordinator. Majors only. Receive supervised experiential training in counseling with families. Develop diagnostic and therapeutic skills in systemic approaches. S/U graded.

Prerequisites: APCE 665. Majors only. Study of interventions utilized within the major approaches to couple and marital therapy. Covers current issues and research in family therapy.

Majors only. An overview of current issues in the discipline of counseling psychology, as well as an introduction to the program and the faculty in the division.

Consent of practicum coordinator. Requires 12 hours per week minimum. Majors only. Supervised individual counseling experiences in a laboratory setting. Supervision will be directed toward improvement of counseling skills and case management. S/U graded.

Majors only. An overview of current professional issues in Counselor Education with special focus on understanding and developing a professional identity in the field. Research will be strongly emphasized. Repeatable, maximum of three credits.

Majors only. A comparative and critical in-depth analysis of personality and counseling theories including the interrelationship, philosophical foundations and practical applications.

Prerequisites: APCE 702 and APCE 703. This course provides in-depth study of instructional principles, pedagogy, and evaluation procedures in counseling and counselor education. Instructional methods, techniques, and evaluation models related to counselor education will be discussed.

Prerequisites: APCE 702, APCE 707 and consent of practicum coordinator. Majors only. For the student with prior counseling experience, this course offers opportunity to develop counseling skills and philosophy in depth with clients in an individual counseling situation. S/U graded.

Prerequisite: APCE 617. Consent of practicum coordinator. Majors only. Doctoral candidates receive experience in supervising child psychotherapy training through working with a staff member.

Prerequisites: APCE 702, APCE 712 and consent of practicum coordinator. Majors only. Students gain experience with a faculty member in supervising counseling practice. Repeatable, maximum of six credits.

Prerequisites: APCE 702, APCE 707, APCE 712 and consent of practicum coordinator. Co-requisite: APCE 714. Majors only. Study problems involved in training individuals to engage in the therapeutic process.

Majors only. Review and analysis of reported research in counselor education with special emphasis on research published during the last ten years in the professional journals.

Consent of instructor. Majors only. Serve as an apprentice to a chosen faculty member and work on writing, research, and professional scientific and scholarly endeavors. Requires approximately 3-5 hours per week. S/U graded. Repeatable, maximum 3 credits.

Prerequisite: APCE 638. Provides conceptual and practical knowledge and skills in the design, implementation, and intrepretation of single-case research designs. Application to education and to applied behavior analysis stressed.

Prerequisites: APCE 607, APCE 638, APCE 737 and APCE 747 and consent of practicum coordinator. Practice implementing interventions with children and adolescents with a variety of behavioral and emotional problems, with special emphasis on identifying and implementing evidenced-based interventions.

Prerequisite: APCE 703. Concentrated study, application, synthesis and evaluation of career development and theory, and professional identity for counselors, counselor educators and supervisors. Emphasis on application of leadership and advocacy skills.

Addresses applied psychological aspects of curriculum, instruction, and learning environment in relation to the development, implementation and monitoring of academic interventions in the areas of reading, math and written language.

Prerequisites: APCE 602, APCE 608. An advanced examination of issues and trends in professional school counseling with an emphasis on preparation and supervision of school counselors and leadership in implementation of school counseling programs.

Consent of instructor. Majors only. Doctoral students receive experience in observation and supervised practice in college teaching. Repeatable, maximum of six credits.

Prerequisites: APCE 638, APCE 660, APCE 747, APCE 758. Addresses severe and low-incidence disabilities including chromosomal, sensory related, low cognitive, motor disabilities, and autism spectrum disorder. Emphasis on functionally focused assessment, functional skills, consultation and family-professional partnerships.

Prerequisite: PSY 355 or APCE 558. Consent of instructor. Acquire understanding of developmental and behavioral disorders of childhood through adulthood. Thorough knowledge of specific pathologies and conditions through intensive reading, research or practical experience.

Prerequisites: APCE 605 and APCE 662 or equivalent, APCE 702, APCE 712. Consent of instructor. Requires a minimum of 12 hours per week. Majors only. Receive supervised experience in the role of group facilitator, including feedback on group process, leadership and intervention skills and problem areas. S/U graded.

Professional issues and problems concerning the school psychologist, including certification and licensure requirements, confidentiality, legal and ethical issues, roles and responsibilities.

Prerequisite: APCE 762 and consent of practicum coordinator. Majors only. Doctoral candidates receive experience in supervision of group facilitator training. Work with regular staff member supervising group practicum, observe techniques and processes and receive feedback on progress.

Prerequisites: APCE 694 and consent of practicum coordinator. Majors only. Doctoral candidates receive experience in supervision of family therapist training. Work with regular staff member in supervising family therapy practicum, observe techniques and processes, receive feedback on progress.

Prerequisites: APCE 644 and consent of instructor. Provides an overview of theories and practice of school psychology. Additionally, under faculty supervision, students participate and apply their skills in the instruction and supervision of students in testing courses. Repeatable, maximum 9 credits.

Prerequisites: APCE 644, APCE 646, and consent of instructor. Supervised experience in clinical and/or school-based practice. Must successfully complete one credit in Psychological Services Clinic before eligible to complete a second credit in an approved site. Repeatable, no limitations.

Prerequisites: APCE 612 or APCE 618 or APCE 702 and APCE 674. Study of brain-behavior relationships emphasizing procedures for diagnosing neurobiological disorders, neuropsychological intervention and treatment planning, and professional practice issues from conception to adulthood.

Prerequisites: APCE 612 or APCE 618 and APCE 678 and APCE 777. Supervised practice in administering and interpreting neuropsychological tests and qualitative procedures for children, adolescents, and adults. Emphasizes intervention development, rehabilitation, neuropsychological report writing, and use of neuropsychological test batteries.

Prerequisites: APCE 607 and APCE 638 and APCE 660 and APCE 674 and APCE 678 and APCE 747 and consent of instructor. Supervised practice in providing comprehensive psychological services to children in grades preschool to 12. Experience in public schools or affiliated school-related agencies with supervision by practicing licensed school psychologists. Repeatable, no limitations.

Learn the theory and practice of psychological program evaluation. Use technology and measurement skills to promote systems change of evaluating the effectivenes of consultation, therapy, guidance, academic interventions, and placement.

Prerequisites: APCE 558, APCE 674 and APCE 678. Learn conceptual basis for comparing projective with traditional psychometric procedures and begin skills in administration and scoring of Rorschach test.

Prerequisite: Permission from your advisor and the internship coordinator. Supervised experience in the practice of school psychology with children and adolescents in a school or clinic setting. (See Ph.D./Ed.S. Internship Guidelines for complete description.) S/U graded. Repeatable, maximum of 16 credits.

Consent of instructor. Majors only. 2,000 hour predoctoral internship at a site meeting APA training standards. Completed in 3-6 consecutive semesters after Ph.D. course work and approval of dissertation proposal (required before internship match day). Repeatable, maximum 18 credits. S/U graded.

Consent of instructor. Capstone experiences in the areas of teaching, research apprenticeships, consulting, supervision, and counseling in preapproved settings. An approved internship plan must be in place before students engage in internship activities. Repeatable, maximum of 12 credits.

Prerequisites: APCE 702, APCE 712, and either APCE 694 or APCE 617, and consent of practicum coordinator. Majors only. An introduction for students to gain experience as staff clinicians, conducting intake sessions, making recommendations for treatment, participating in clinic administrative duties and providing therapeutic services to clients. S/U graded.

Prerequisites: APCE 702, APCE 712, APCE 793 and consent of practicum coordinator. Majors only. This course offers the opportunity to refine assessment and therapeutic skills with children, adolescents and adults, couples or families, and refine administrative skills including outreach to community agencies. S/U graded. Repeatable, maximum of four credits.

Consent of instructor. Majors only. Required for all doctoral students. Student must earn a maximum of 4 hours of credit in this course in partial fulfillment of requirements for all doctoral degrees, before admission to candidacy. S/U graded. Repeatable, maximum of four credits.

Consent of instructor. Majors only and admission to candidacy. Required of all doctoral candidates. A student must earn a minimum of 12 hours of credit for the dissertation in partial fulfillment of requirements for all doctoral degrees. S/U graded. Repeatable, no limitations.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, maximum of six credits per subtitle.

Prerequisite: ART 311 or equivalent. Design and assembly of hand-built ceramic forms at an advanced level. An exploration of stoneware, raku and sodium vapor firing processes. Repeatable, maximum of six credits.

Prerequisite: ART 312 or equivalent. Develop an individual approach to wheel thrown ceramic forms at an advanced level. Exploration of various methods of ceramic decoration and firing. Repeatable, maximum of six credits.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Advanced design techniques in fibers. Repeatable, maximum of six credits.

Concentrate in a selected area of weaving on an advanced design concept. Repeatable, maximum of six credits.

Prerequisite: ART 333 or equivalent. Advanced life drawing emphasizing development of personal interpretations of the human form. Repeatable, maximum of six credits.

Further exploration in applying computer graphics to the visual arts and integrating computer-based technologies related to design, desktop publishing and page layout. Some experience in computer graphics is recommended.

Prerequisite: Select one of the following courses: ART 171, ART 437, ART 537, ART 471, ART 571. Facts and aspects related to computer applications in art, graphics animation, interactive art, www. Analyze and contrast images, concepts and approaches to artistic quality and technological solutions in electronic art.

Consent of instructor. Advanced, individualized or specialized study on specific topics related to computer graphics. Repeatable, maximum of nine credits.

Majors/Minors only. Seniors of above. Consent of instructor. Students investigate thematic interpretation of ideas and express them in a variety of systems.  Through conceptual thought & formatting, students will explore an integration of 2D/3D projects. Consent of the instructor required.

Prerequisite: ART 351. Majors/Minors only. Advanced investigation in collagraphs.  A collagraph plate is made by cutting and pasting textural elements.  This is printed in intaglio/ Relief method.

Prerequisite: ART 353 or consent of instructor. Advanced investigations in intaglio printmaking techniques, including color printing. Individual imagery and technical mastery will be emphasized. Repeatable, maximum of nine credits.

Prerequisite: ART 254 or consent of instructor. Advanced investigations in relief printmaking techniques. Individual imagery and technical mastery are emphasized. Repeatable, maximum of nine credits.

Prerequisite: ART 356 or consent of instructor. Advanced investigations in monotype and monoprint techniques. Individual imagery and technical mastery are emphasized. Repeatable, maximum of nine credits.

Self-directed or assigned work in specific areas of sculpture. Advanced technical skills emphasized. Repeatable, maximum of six credits.

Prerequisite: ART 437 or ART 471. Provide working knowledge about principles and practices in Website design in terms of art applications. Design knowledge related aesthetically to content for Web Page Layout.

Prerequisite: ART 471 or consent of instructor. Further exploration of computer graphics concepts, application of recently developed techniques to create integrative, interdisciplinary 2-D and 3-D projects, submitting for competitions and professional magazines. Portfolio and paper presentation required.

Prerequisite: ART 271. Study principles of localized manipulation and multiple image digital processing techniques. Students will also acquire a working knowledge of post processing and calibration equipment that will enable the student to be able understand both the hardware and software involved with digital post processing. Majors/minors only or by consent of instructor.

Prerequisite: ART 274. Learn advanced concepts and practices of black and white film photography. Techniques also include controlling a large format camera, close-up/macro photography, processing sheet film, calibrating the film/paper system for the individual, printing on fiber based paper and toning prints. Majors/minors only or by consent of instructor.

Prerequisite: ART 271 or equivalent. Learn creative lighting techniques for illustration and portraiture. Study available light and studio lighting for black and white and color photography.

Prerequisite: Art 271. Explore non-traditional methods of photographic techniques and processes. This class is designed to facilitate the use of alternative cameras/lenses, alternative/non-silver processes and creative presentation techniques. Majors/minors only or by consent of instructor.

Learn appropriate art, art historical and art education research methodology and procedures for inquiry. Present research according to approved style guidelines. Review Art program and Graduate School requirements.

Consent of instructor required. Individualized or specialized study on specific topics in ceramics. Repeatable, maximum of nine credits.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Consent of instructor. Individualized or specialized study on specific topic in fibers. Repeatable, may be taken three times.

Prerequisite: ART 431 or equivalent. Advanced problems in painting in either acrylic, oils or watercolor. Emphasis is on development of personal imagery and working in a series, thematic development. Repeatable, maximum of six credits.

Advanced work in development on thematic imagery, inventive media, unique and personal solutions to visual problems. Repeatable, maximum of six credits.

Consent of instructor required. Individualized or specialized study on specific topics in drawing. Repeatable, maximum of nine credits.

Consent of instructor required. Individualized or specialized study on specific topic in painting. Repeatable, maximum of nine credits.

Survey historical and contemporary literature on theory, research and practice in art education and related areas.

Study methods for teaching art history. Research art analysis, art criticism and art theory for developing procedures for instruction.

Research and develop studio art content, processes and sequencing appropriate for the elementary and secondary art curriculum.

Study art for the exceptional in depth. Involvement in the review of literature and research field in the development of an art curriculum specific to individual interest area.

Consent of instructor. This class provides a working environment for large scale printmaking by utilizing all facets of printmaking techniques, serious edition printing and special projects. Repeatable, maximum of nine credits.

Self-directed studies in selected sculptural modes or processes. Repeatable, maximum of nine credits.

Instructor consent required. Advanced individualized or specialized study in photography for graduate students. Repeatable, maximum of nine credits.

Discuss advanced and specialized art historical topics. Take concurrently with 300 level art history course. Subject area determined by subtitle. Repeatable, under different subtitles.

Graduate art majors only. Supervised professional activity in major field of study. Must spend a minimum of 30 clock hours per credit hour. Maximum of five credits per semester. Repeatable, under different subtitles.

Prerequisite: ART 600. Consent of instructor. Students enrolled in Low Residency Option for M.A. in Art Education take this course.  They conduct action research plans developed and approved in Art 600:  Research Methods in Art.

Prerequisite: ART 696. Consent of instructor. Students enrolled in Low Residency Option for M.A. in Art Education take this course.  Complete action research projects by drawing conclusions and implications.  They submit final reports to graduate committees.

Prerequisite: ART 600. A written thesis is required of all master's degree candidates in visual arts. The thesis must be approved by the supervising committee and meet all requirements of the Graduate School. S/U graded. Repeatable, no limitations.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Introduction to graduate-level writing and research strategies. Content includes identification of problems/research topics, use of library databases and web sources, organization of content, and use of current APA style.

Professional issues in speech-language pathology as they relate to the public schools, medical settings and private practice. Topics include the law, ethics, risk management and third party reimbursement.

Neuroanatomy-physiology related to speech, language and hearing; neuropathologies of the central nervous system and results of neurological insult.

Etiologies and symptoms of dysphonia and laryngectomies, assessment and intervention strategies. Resonance disorders associated with cleft lip and palate and causes, including assessment and intervention in a team approach.

Must be taken for a minimum of six credits. Perform speech-language screenings and diagnostic evaluations. Repeatable, maximum of eight credits.

Prerequisites: ASLS 478 or equivalent. Theory and procedures for rehabilitation of children and adults with hearing handicap.

(3 lecture, 1 lab) Laboratory required. Models of speech production and perception, measurement techniques for simple and complex signals. Lab addresses application of models of speech production and perception to experimental and clinical situations.

Prerequisites: 3.0 GPA in major courses or consent of clinical coordinator. Perform basic audiometric testing: audiometric screening, routine hearing evaluation and impedance audiometry. S/U graded.

Habilitation/rehabilitation of acoustically-handicapped persons. Repeatable, maximum of six credits.

Explore services for hearing impaired children in the schools. Educational implications of auditory processing disorders are also covered.

Introduces students to issues related to treating individuals with speech and/or language disorders. Topics include writing treatment plans, evaluating clinical performance, working with supervisors, measuring outcomes, and risk management. S/U graded.

Presents theory and procedures related to screening speech and language abilities in children and adults. Provides practice in implementing procedures in a variety of settings. S/U graded.

Prerequisite: ASLS 583. Students improve clinical skills and learn about issues related to clinical practice, including ethics, counseling, selfevaluation, treatment notes, efficacy, counseling techniques, sharing information verbally and relating to diverse populations. Repeatable, maximum of eight credits.

Prerequisites: ASLS 585. Students improve their clinical skills and learn about issues related to clinical practice, including continuing education, conflict resolution, data keeping methods, technology, and clinical research. Repeatable, maximum of four credits.

Theory and practice of advanced techniques of audiometric assessment.

Prerequisites: ASLS 586. Students improve their clinical skills and learn about issues related to clinical practice in medical settings, including interviewing, legislation, professional liability, marketing, clinical fellowship year, leadership, inservices.

Prerequisites: Minimum of 100 clock hours of previous supervised clinical experience and/or consent of advisor. Supervised full-time experience working with school children. S/U graded. Repeatable, maximum of 15 credits.

Prerequisite: ASLS 574. Perform the full range of clinical audiological services, including special testing, hearing aid evaluations and dispensing of hearing aids. Repeatable, maximum of fifteen credits.

Engage students in systematic inquiry in communication disorders. Evaluate current research, pose research questions, formulate research designs, and develop formal research proposals. Advanced students conduct research and plan dissemination. Repeatable, maximum of 8 credits.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Prerequisite: ASLS 555. This course describes signs and symptoms, evaluation approaches, differential diagnostic criteria, prevention, and management approaches to speech and language disorders resulting from acquired neurological dysfunction across the lifespan.

Prerequisite: ASLS 555. In-depth study of normal and disordered deglutition in adult and pediatric populations and dysphagia diagnosis and management.

Prerequisite: ASLS 555. Etiologies and characteristics of motor speech disorders. Differential diagnosis and treatment of the disorders will be explored with pediatric and adult populations.

Describes assistive technology (AT) applications for individuals with limited/restricted verbal communication. Emphasis on multidisciplinary assessment Selection and use of low and high assistive technologies for communication and learning.

Disorders of speech production in pediatric populations. Biological, cognitive, linguistic, and ethnocultural systems influencing speech production, contributing/causal factors, theories of acquisition, assessment and treatment issues.

Characteristics of fluency and fluency disorders; biological, developmental, and environmental factors contributing to fluency disorders; models of and research in fluency disorders; assessment of fluency; and, treatment of fluency disorders.

Advances in cochlear implant device circuitry, electrode design, speech processing strategies, candidacy, and rehabilitation are explored. The history and technological progression of cochlear implants are also reviewed.

Undergraduate anatomy and physiology required. Advanced physiology of the speech production system, emphasizing normal aspects Select pathophysiological conditions.

Language disorders from infancy through preschool. Application of contemporary theory and legislative mandates to assessment and treatment for infants and children demonstrating or at-risk for social-communicative-linguistic impairments.

In-depth study of impairments of oral language, reading, and written expression in school-age children and adolescents. Explores typical development, models of impairment, assessment and treatment.

This seminar provides students the opportunity to complete in-depth study of an area of evidence-based practice, design a research study in that area, and present projects to faculty and peers.

Prerequisites: Minimum of 100 clock hours of previous supervised clinical experience and/or consent of advisor. Supervised full-time clinical experience in diagnosis/treatment of persons with speech, language and/or hearing disorders in medical settings. S/U graded. Repeatable, maximum of 16 credits.

Individual original research under the direction of faculty, aimed at acquisition of research skills, appreciation of the scientific inquiry process, knowledge of scientific writing style and dissemination. S/U graded. Repeatable, no limitations.

Undergraduate anatomy and physiology required. Advanced physiology of the human auditory system, emphasizing electrical potentials; processes of pathophysiology.

Advanced study of the theory and use of hearing aids, other amplification devices and assistive listening devices.

Prerequisite: ASLS 615, consent of instructor and successful completion of written comprehensive evaluation. Seminar to engage students in a capstone research project. Students will also explore multiple avenues for the presentation of professional quality scholarly projects in audiology. S/U graded. Repeatable, maximum of eight credits.

Emphasis on teaching techniques and methods for college and university instruction. Repeatable, maximum of six credits. S/U graded.

Prerequisite: ASLS 711. Concepts of loudness, adaptation, auditory fatigue, masking and the critical band, pitch perception, localization, temporal order and perceptual organization.

Prerequisite: ASLS 712. A continuation of the advanced study of the theory, instrumentation, and use of hearing aids and assistive listening devices with emphasis on applied theory and clinical use.

Prerequisite: ASLS 711. Theory and process of differential diagnosis of hearing and auditory processing disorders. Focus on behavioral testing, advanced immittance concepts and assessment. Some exposure to other objective measures

Theoretical overview, biologic bases, audiologic assessment, and management of adults and children with auditory processing disorders (APD). Emphasis on application of theoretical knowledge to practical clinical audiology methods and techniques.

The study of noise as it pertains to the auditory system. Physical aspects of noise, instrumentation, measurement and reduction principles, hearing conservation management.

Prerequisite: ASLS 724. Advanced study of auditory physiology, otoacoustic emissions, multi-frequency tympanometry and auditory evoked potentials.

Study of the medical correlates of hearing impairment including pathogenesis of auditory pathologies, medical/surgical intervention, pharmacology and ototoxicity, radiology and imaging techniques and effects of sedation on electrophysiologic tests.

Advanced study of vestibular physiology, assessment and rehabilitation.

Prerequisites: ASLS 555 and ASLS 743. Pharmacology and ototoxicity as applied to clinical audiology. Basic mechanisms of pharmacodynamics, pharmacokinetics and pharmacotherapeutics and classes of drugs relative to otologic disorders.

Introduction to issues and resources to manage an audiology practice. Topics of business planning, fiscal management, coding and third-party reimbursement, personnel management, marketing and professional communication, and working relationships

Overview of professional responsibilities and intra-professional relationships in the hearing health care delivery system. Medical-legal issues, practice guidelines, licensure, intra-personal skills and ethics are addressed.

(3 lecture, 2 lab) Prerequisites: ASLS 711 and ASLS 742.  Laboratory required.  Theory and practice of electrophysiologic assessment of the auditory system.  Lab addresses clinical assessment using auditory evoked potentials testing.  Evaluation, interpretation, and reporting of results will be included.

Philosophy, diagnosis, and management of hearing loss in children. Includes auditory development, appropriate hearing assessment techniques for infants and children, interpretation of results, administering follow-up, and effective caregiver counseling.

Prerequisites: 16 credits of internship in any combination of ASLS 592 or ASLS 692, and consent of clinical coordinator. Full-time, broad-based clinical experience in the diagnosis, treatment, management and prevention of hearing loss in a supervised off-campus site. Enrollment is during the 4th year of the Au.D. program. S/U graded. Repeatable, maximum of 27 credits.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Prerequisite: Graduate business standing or consent of instructor. A theoretical and activity-based course which evaluates the conceptual development and application of current authoritative pronouncements, as well as examines some emerging issues in financial reporting.

Prerequisite: Graduate business standing or consent of instructor. Continuation of BAAC 323 - an activity course; includes capital budgeting decision models,; planning and control systems; and advanced topics in cost behavior, cost allocation and product costing. BAAC 523 for graduate credit will include a major research project and presentation.

Prerequisites: Graduate student standing, consent of instructor, and BAFN 305 or equivalent. This course integrates rhetorical communication instruction with subject matter taught in other graduate accounting courses offered during the same semester.  It emphasizes applied research in accounting and the communication of these research findings to a variety of audiences.  Students will utilize a variety of accounting research tools and databases including FASB’s Codification, LexisNexis, Academic RIA Checkpoint, ACL and the AICPA’s Professional Code of Conduct. Communication projects will be conducted in a variety of accounting contexts coinciding with research and communication projects in the other accounting courses. Repeatable under different subtitles up to 3 credit hours.

Prerequisite: Graduate business standing or consent of instructor. This course builds on skills obtained in the beginning auditing (assurance) course. The primary goal is to further develop student ability to understand and apply audit planning, evidence gathering, and reporting procedures. Professional communication and research skills are emphasized. Topics vary, depending on issues, trends and developments in the area of study.

Prerequisite: Graduate business standing or consent of instructor. This is an activity course involving the study of accounting processes and procedures used by state and local governmental units and other selected not-for-profit entities. This course addresses advanced topics of current interest in the evolving field of governmental and not-for-profit entities.  This course will include a major research project and presentation.

Prerequisite: Graduate business standing or consent of instructor. Advanced topics in accounting systems within an enterprise-wide framework including conceptual modeling, database design and implementation, controls, and emerging issues. Topics vary depending on trends and developments in area.

Prerequisite: Graduate business standing or consent of instructor. This course examines current tax issues and integrates them in decision-making, asset prices, and the operational structure of firms. The course will integrate tax with financial accounting by emphasizing the differences and trade-offs between the taxation and financial reporting of a transaction. Topics vary, depending on issues, trends and developments in the area of study.

Prerequisite: Consent of Instructor. Graduate business standing. Practical work experience allowing the intern the opportunity to utilize the material learned in accounting courses. Credit for the internship is determined by the coordinator. S/U graded.

Prerequisites:  Consent of instructor.  Business majors only.  Graduates only.  This seminar course explores advanced topics in accounting.  Special topics will be specified by the instructor.  S/U or letter graded.  Repeatable, under different subtitles.

Prerequisite: Consent of instructor. Graduate student standing. This course is designed to allow the student to perform and complete a research project as an independent project. The research topic will be mutually agreed with the student and faculty. The course is individually supervised by a graduate faculty member. S/U graded. Repeatable.

Prerequisites: BACS 300 and BAAC 328 with a minimum grade of "C-" or consent of instructor. Graduate business standing or consent of instructor. Examines networking, databases, information security foundations, internet and web based data transactions, and other technologies used to support management and accounting controls in all types of organizations.

Prerequisite: Graduates only. Majors only Prerequisites: Legal Environment of Business or equivalent. Provides an understanding of the law of business transactions as part of the decision-making process. Topics will include the law of agency, contracts, bankruptcy (debtor/creditor relationships), formation of business entities, secured transactions, negotiable instruments, and the regulation of the accounting profession. The course will utilize topical analysis and a case study approach focusing on analysis, synthesis, and evaluation of complex legal problems.

Prerequisite: Graduates only. Majors only. Business Finance or equivalent. Covers advanced concepts and techniques of financial analysis and valuation. Use of case studies and/or simulation.

Prerequisite: Non-business graduates or MAcc students only. This course covers both organizational behavior and human resource topics focused on describing, predicting, and understanding how people behave in organizations. It provides the knowledge underlying management practices, particularly those focused on the management of human resources.

Prerequisite: Graduates Only. Prerequisites: BAMK 360 or equivalent. This course involves the analysis of the marketing concepts, functions, and principles involved in planning, implementing, and evaluating the total marketing program of various organizations

Course varies in content, reviewing current issues of biology. S/U graded. Repeatable, under different subtitles, maximum of six credits.

Prerequisite: Must be enrolled in the Masters in Biomedical Science program. This course will assist students in preparing for careers in biomedicine. Topics include biomedical ethics, interpersonal skill development, professionalism, the application process, interviewing skills and strategies to finance continued education.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Consent of instructor. Topics in biological sciences and pedagogy related to establishment and maintenance of a biology advanced placement program. S/U graded. Repeatable, no limitations.

Explores instructional strategies related to effective teaching of undergraduate laboratory learning environments. Intended to help develop teaching skills of graduate teaching assistants in the Biology program. S/U graded.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Prerequisites: BIO 220 and CHEM 331; recommend CHEM 481. Survey experimental advances in gene regulation of growth, maintenance and protection of all organisms including the human species with special emphasis on recent developments in the field.

(3 lecture) Fundamental concepts of genomics. Introduction to the tools and techniques in the field of genomics, including genetic transformation, DNA sequencing, cDNA library synthesis, microarray, bioinformatics and sequencing of model organisms.

(3 lecture) Prerequisite: BIO 220. Examination of protein synthesis, DNA replication, gene expression, gene structure, and regulation of gene expression.

Prerequisites: BIO 111, BIO 220, MATH 131. Investigation of empirical and theoretical population genetics. Topics will include: mutation, selection, migration, drift, genomics, quantitative genetics, human genetics, gene families, linkage disequilibrium, coalescence, and molecular clocks.

(3 lecture) Prerequisite: BIO 111, BIO 220. An Introduction to the information technology of genomics and proteomics and their application to biological fields as diverse as evolution and medicine.

(3 lecture) Prerequisite: BIO 220 or consent of instructor. Exploration of animal development. Emphasis on the genetic basis of cell organization and identity during embryogenesis and differentiation. Topics include fertilization, gastrulation, axis specification, patterning, organogenesis, stem cells.

(3 laboratory) Corequisite: BIO 528. Classic model organisms such as sea urchin, fruit fly, chick, zebrafish, flat worm, and mouse will be used to observe and manipulate the events of animal development in living organisms.

(3 lecture, 3 laboratory) Prerequisite: BIO 111. History of plant taxonomy, phylogenetic systematics, family recognition, and identification of local flora using keys. Native plant collection and field trips required.

(3 lecture, 3 laboratory) Prerequisite: BIO 101 or BIO 111. Study of the symbiotic relationships of parasitism as exemplified by typical parasites of humans, domesticated and wild animals, stressing life cycles, pathogenesis, systematics and hostparasite relationships.

(3 lecture, 3 laboratory) Prerequisite: BIO 111. Study of the functional biology, ecology and behaviors of mammals. Laboratory stresses the identification and ecology of Colorado species. Field work required.

(3 lecture, 3 laboratory) Prerequisite: BIO 111. Investigation of the biology of the cold-blooded vertebrates including their evolution, ecology and behavior. Laboratory stresses the identification and biology of Colorado species.

(3 lecture, 3 laboratory) Prerequisite: BIO 111. Study structure, morphogenesis and Phylogenetic relationships of organisms grouped with algae and fungi. Comparative study to explore multiple kingdom concepts. Ecological, medical and economic aspects of mycology and phycology explored.

(3 lecture, 3 laboratory) Prerequisite: BIO 111. Study of the evolution, general biology, diversity, ecology and behaviors of birds. Laboratory emphasis will be on identification. Field trips required.

(3 lecture, 3 laboratory) Prerequisites: BIO 111 and BIO 330. Study of the evolution of vascular plants as revealed by anatomy and morphology.

(2 Laboratory) Prerequisites: BIO 220 and concurrent or previous enrollment in either BIO 525 or BIO 550. Study of the theory and techniques currently used to investigate cells and molecules. Development of the laboratory and problem solving skills to successfully conduct experiments.

(3 lecture, 3 laboratory) Prerequisites: BIO 345 or consent of instructor. Study of the diverse adaptations of vertebrates, from morphological to molecular levels of organization; includes significant overview of relevant primary literature.

Prequisites: BIO 351; BIO 381 recommended.  This lecture course addresses medically-relevant microorganisms and disease. Particular emphasis is placed upon mechanisms of pathogenesis, including microbial virulence factors and immunopathology, epidemiology and public health.

Prequisites: BIO 351; BIO 381 recommended. Co-requisite:  BIO 545. Students will learn techniques for the isolation, propagation and identification of pathogenic microorganisms.

(4 lecture) Prerequisites: BIO 210 required. BIO 350 and BIO 351 recommended. Study the disease process and immunological resistance to disease with major emphasis on initiation and regulation of adaptive immunity.

(3 lecture) Prerequisites: BIO 351. Recommend BIO 381. Study of the principles of virology, including biochemistry, structure, taxonomy, transmission, isolation and identification strategies.

(3 laboratory) Co-requisite: BIO 548. Study and development of laboratory skills in animal virology, including virus propagation, quantification, and detection assays.

(3 Lecture) Prerequisite: BIO 220 and CHEM 331, recommended CHEM 481 or CHEM 381. The study of the structural and functional relationships among biological macromolecules, cell organelles and cell processes.

(3 lecture) Prerequisites: BIO 341 or BIO 345 and CHEM 481. In-depth examination of the physiological function of various organ systems of mammals.

(3 lecture) Prerequisites: BIO 341 or BIO 345 and CHEM 481. Continuation of BIO 552. In-depth examination of the physiological function of various organ systems of mammals.

(3 lecture, 3 laboratory) Prerequisites: BIO 111 and CHEM 331. Study physiological factors influencing the chemical and structural composition of plant absorption and utilization of water and minerals; photosynthesis, translocation, respiration, nitrogen metabolism and growth and development.

Prerequisites: BIO 110 and CHEM 331, recommend CHEM 481. Examination of the anatomy, physiology and mechanisms of reproduction and development with an emphasis on mammals.

Prerequisites: BIO 110 and CHEM 331; recommend BIO 450. Examine current biomedical research, molecular, cellular, and physiological studies of human and model systems. Mechanisms regulating normal function, effects of toxicants and drugs, and the role of genetic mutations. Repeatable, no limitations.

(3 laboratory) Co-requisite: BIO 552. Laboratory experimentation, small group discussion and active learning exercises to complement BIO 552.

(3 laboratory) Co-requisite: BIO 553. Laboratory experimentation, small group discussion and active learning exercises to compliment BIO 553.

Prerequisite: BIO 354. Advanced study of the genetic, physiological and environmental factors that influence reproductive development in flowering plants.

(3 lecture, 3 laboratory) Prerequisite: BIO 362 or equivalent. Comprehensive review of population dynamics, behavioral ecology and zoogeography. Review of current literature an integral part of course.

(3 lecture) Prerequisites: BIO 110 and BIO 360. Examination of plant communities, effects of environmental factors on plants, as well as community measurement and evaluation, modeling techniques, energy flow through ecosystems, and community dynamics.

(3 Lecture) Prerequisite: BIO 111. Examination of the fundamental principles of conservation biology (biodiversity, habitat degradation, extinction, restoration, planning) with discussion of current topics (climate change, conservation genetics, landscape vs. ecosystem conservation, sustainable development).

(3 lecture, 3 laboratory) Prerequisites: BIO 362, an Animal Behavior course from another university, or consent of the instructor. Students should have a background in animal behavior, experimental design and statistics. The course covers animal communication theory, modalities, signal function, physiological and anatomical constraints, and evolutionary aspects regarding animal communication.

(3 laboratory) Prerequisites: BIO 110, BIO 360 concurrently. Laboratory to accompany BIO 561 plant ecology. Examines methods of plant ecology including monitoring community structure and function, population dynamics, physiological tolerance, and data analysis. The lab will include both field and laboratory experiements.

(2 lecture) Prerequisites: BIO 111, BIO 360 and BIO 465. Examine current topics in ecology and evolutionary biology research. Focus on speciation, microevolution, range shifts, species interactions, and ecosystems. Topics will include both applied and basic studies. Repeatable, maximum of 6 credits.

(3 lecture) Prerequisites: BIO 110 and BIO 360. Study of animal function and how environmental conditions influence the physiology of animals. Emphasis will be on vertebrate systems but invertebrates will be included.

(3 laboratory) Prerequisites: BIO 110 and BIO 360, BIO 566 concurrently. Laboratory to accompany BIO 566 - animal physiological ecology. Includes instruction on the theory behind and use of physiological equipment/instruments and an examination of how environmental conditions affect animal function.

(3 lecture) Prerequisites: BIO 110 and BIO 360. Study of natural and anthropogenic disturbances (fire, flood, insects outbreaks) effects on populations, communities and ecosystem function.

Prerequisite: BIO 465 or consent of instructor. Study of the guiding principles in modern evolutionary biology. Focus on concepts of fitness, selection, adaptation, form and function, concerted evolution and the nature of biological variation.

(3 lecture) Prerequisites: BIO 360, BIO 465 or consent of instructor. Survey of contemporary primary literature on coevolution and ecology, including symbiosis, mutualism, competition, pollination, mimicry, parasitism, seed dispersal, etc.

(3 lecture) Prerequisite: BIO 465 Examination of the theoretical and pragmatic perspectives of species recognition and critical review of speciation. Includes considerations of species recognition in context of conservation biology.

Prerequisite: BIO 246, BIO 350, BIO 552, BIO 553. A mechanistic study of pharmacokinetics (absorption, distribution, metabolism and excretion of drugs) and pharmacodynamics (drug actions and interactions). Examples of important bioactive chemicals will be discussed.

(3 lecture) Prerequisites: BIO 210 and BIO 350. Survey of endocrinology including neuroendocrine physiology, mechanisms of action, regulation of homeostasis, endocrine dysfunction, quantifying hormones.

(3 lecture) Prerequisite: BIO 350 or consent of instructor. Examination of the development, anatomy, and physiology of the nervous system, with an emphasis on humans. Topics will include mechanisms mediating behavior and major brain diseases.

(3 lecture) Prerequisite: BIO 220. Study the principles of cancer biology including the mechanisms involved in its progression; the roles of DNA damage, heredity, and the environment; and treatment and prevention.

Examine current topics in biological education research.  Focus on teaching, learning, and assessment of biology as well as school policy and curriculum development.  Repeatable, maximum of 6 credits.

After preparatory work, study biology in the field on a state, national or international basis.

An intensive facilitated discussion on current and cutting-edge topics in the Biological Sciences taken from peer-reviewed literature and input from visiting scholars. S/U graded. Repeatable, no limitations.

Consent of instructor required. On-the-job experience in professional areas under the supervision of an area specialist. S/U graded.

Required for all incoming master's students in biological sciences. Introduction to the scientific method and experimental design, written and oral presentation skills, grantsmanship, ethics and responsible scientific conduct.

Study of any biological topic at an advanced level. Repeatable, maximum of six credits.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable under different subtitles, maximum concurrent enrollment is two times.

(1 lecture) Invited speakers will present research topics in content biology and biology education. Graduate students will also present their research proposals and final defenses of their theses or dissertations. Repeatable, no limitations.

Majors/Minors only. Master students only. This course teaches students how to conduct a thorough review of scientific literature on a focused biological topic and prepare a written comprehensive report following standard scientific format and style.

Consent of instructor. Qualified graduate students spend a minimum of 38 clock hours per semester hour on a research problem. Before credit is given, a well-written report must be submitted to the instructor.

S/U graded. Repeatable, no limitations.

Experience supervised college level biological sciences teaching. Develop course outlines and effective teaching techniques. Students must have completed oral and written comprehensive exams prior to being eligible for this course.

Four credits required of all doctoral students before admission to candidacy.S/U graded.

Twelve credits required of all doctoral candidates. S/U graded.

A holistic approach to stress management, with cognitive and theoretical knowledge and stress reduction techniques to prevent or alleviate physical symptoms of stress.

Focuses on the design, production, evaluation and acquisition of appropriate media and materials for health education/promotion programs.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Review theories of behavior and behavior change as they relate to current health issues. Health behavior change models will be examined and applied.  Repeatable, no limitations.

This class explores the multi-cultural aspects of health and international comparisons of various health indicators. Students will examine specific health problems, and the nature of health care delivery worldwide.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Overview of grant proposal development process. Develop skills in identifying funding needs and sources, methodology, management plans, budgeting and evaluation. Collaboration with local agencies and faculty.

Examines historical and conceptual bases of public health, key issues and problems faced by the public health system, and tools available for protection and enhancement of the public's health.

This course examines the relationship between child/adolescent health and their school experience. The course will be organized around the eight components of the Coordinated School Health Program Model. Current issues and approaches to school health will also be presented.

Prerequisite: CH 509 or consent of instructor. Examines the effectiveness of a wide range of strategies used in health promotion/disease prevention programs. Current literature/programs are presented and reviewed.

Students will acquire strategies preparing them to work effectively with multiple populations.  Focus will be placed on collaborating with agencies committed to improving the health of marginalized communities.

Investigate and discuss the relationships of environmental health problems to human health and welfare. Include sources of these problems, their recognition and control and current research studies.

Consent of Instructor. Experience in rural health and human services related to working with marginalized populations. S/U Graded. Repeatable. Field trip fee required.

An extensive comprehensive elective designed to expose graduate students to the importance of reproductive health and the impact it has on public health issues.

Prerequisite: CH 530 or consent of instructor. Theories and practices of program planning and evaluation including needs assessment, planning approaches, election of strategies, data collection and analysis, evaluation design, program implementation and utilization of evaluation data.

Prerequisite: SRM 617. Epidemiological principles analyzed with an emphasis on selected topical issues, infectious and chronic/degenerative diseases, research design and analysis. Practical applications of statistical and epidemiological methods.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Co-requisite/Prerequisite: PUBH6600.  Health policy, advocacy, leadership and management is a multidisciplinary field of public health practice that is concerned with the delivery, quality and costs of public health services.

Prerequisite: CH 693 (or concurrent) and consent of instructor. Independent project in which student demonstrates public health competencies. Includes public presentation of capstone paper.

Prerequisites: CH 520, CH 610 (or concurrent) and consent of instructor. MPH students must successfully demonstrate competencies and integrate knowledge. Through this practicum, theory and skills will be applied in a public health setting.

Optional for Master of Public Health candidates in Health Education. Repeatable, no limitations.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Consent of instructor. Topics in chemistry content and pedagogy appropriate to the establishment, development and maintenance of an advanced placement program in chemistry. S/U graded. Repeatable, no limitations.

(2 lecture, 3 laboratory) Applications of green chemistry principles to secondary science classrooms, techniques for recycling chemicals, reducing hazardous chemical use and waste. Must have completed 1 year of general chemistry.

Prerequisite: CHEM 321. Advanced topics in analytical chemistry, including sampling, statistics, multiple equilibria and current literature.

Prerequisites: CHEM 321 and CHEM 332. Theory and application of IR, NMR, UV-visible and mass spectroscopy.

Prerequisite: CHEM 332. An advanced treatment of synthesis and stereochemistry in organic chemistry.

Prerequisites: CHEM 332, CHEM 452. An advanced treatment of organic reaction mechanisms and molecular orbital chemistry.

Prerequisite: CHEM 442 or equivalent. Bonding and crystal structure, crystallography, synthesis and characterization techniques, and structure-property relationships unique to solid-state materials.

Prerequisite: CHEM 441. An introduction to organometallic systems will be presented. Included will be a comprehensive study of the preparation, properties and practical utility of both main-group and transition metal organometallic compounds.

Prerequisites: CHEM 332, MATH 233, PHYS 241. Co-requisites, CHEM 321. Chemical kinetics, quantum theory of atoms and molecules and statistical thermodynamics.

Prerequisite: CHEM 551. The properties of matter, thermodynamics, thermochemistry and kinetic molecular theory.

Prerequisites: CHEM 451 and CHEM 452. This course will examine the details of atomic and molecular structure, energetics, and dynamics.

(1.5 lecture,.5 laboratory) Prerequisite: CHEM 331. The effect of chemicals on the environment.

Prerequisite: CHEM 332 or equivalent. Chemistry of biologically important compounds (proteins, nucleic acids, carbohydrates and lipids), emphasizing structure and function, methods of isolation, identification and characterization, kinetics and mechanisms of enzyme catalysis.

Prerequisites: CHEM 581. A continuation of CHEM 581. Bioenergetics, electron transport systems, metabolism of carbohydrates, lipids, nucleotides and amino acids.

Prerequisites: CHEM 482 or equivalent. A descriptive examination of the toxic effects of environmental substances on living systems.

Discussion of a topic in chemistry at the graduate level; e.g. polymers, drug metabolism, and molecular reaction dynamics. Repeatable, maximum of 12 credits, under different subtitles.

Oral report and discussion on an advanced topic in chemistry or chemical education. Repeatable, may be taken three times.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Problems encountered in teaching chemistry and approaches to their resolutions will be considered. The formal nature of concepts, management of laboratories, safety, demonstrations are illustrative of areas of discussion.

Develop, complete, and defend master's level research project in chemistry. S/U graded. Repeatable, maximum of ten credits.

The student will develop a committee approved research proposal based on current literature.

Required of candidates in M.S. Research emphasis program. Repeatable, maximum of 9 credits.

Supervised practice in college teaching for doctoral candidates with observation used as a basis for analysis of learning experiences. Repeatable, maximum of six credits.

Consent of advisor. Provides experience in the development and implementation of research techniques, the development of experimental design and the analysis of research data. S/U graded. Repeatable, maximum of 16 credits.

Required of all doctoral students. Students may register for this course (1-4 hours) in any semester, but must earn 4 hours of credit in partial fulfillment of requirements before admission to candidacy. S/U graded. Repeatable, maximum of four credits.

Required of all doctoral candidates. See Ph.D. in Chemical Education - Minimum requirements for the major in the Graduate School section of this Catalog. Repeatable, maximum of 12 credits.

Required of all graduate teaching assistantships in COMM. S/U graded. Repeatable, maximum of three credits.

Systematic review of the major contributions of rhetorical theorists for their probable impact on communication.

Investigate the implications of contemporary research and theory in the area of persuasion and attitude change.

An overview of current theoretical perspectives on interpersonal communication and representative supportive research.

Examine theories of group process, major group process research findings and how the principles derived from communication literature can be applied to small groups.

Examine theories of organizing, research findings on organizational communication and how the principles derived from communication impact institutions.

Examine theories of leadership, major leadership research findings and various leadership methods. Consider how the principles derived from leadership literature can be applied to small group and organizational settings.

Investigate the relationship between communication and the law and legal argumentation and persuasion within courtroom advocacy. Analyze communication within the legal profession.

Graduate students only. Analysis and criticism of political discourse using theories and methods from the discipline of communication.

Prerequisites: COMM 100, COMM 101. Theory and practice of advanced speech composition, presentational decisions and techniques in a variety of contexts.

Investigate issues of current concern, for COMM professionals with subject varied according to faculty expertise. Repeatable, maximum of nine credits, under different subtitles.

Receive professional communicative experience. Submit a proposal to the Internship Coordinator six weeks before registration. Hours may not be credited to 30 basic hours in communication graduate program. Repeatable, maximum of six credits.

Orientation to graduate study with emphasis on learning to conduct literature reviews using the major journals of the communication discipline. Introduction to research using quantitative, qualitative and rhetorical approaches.

Orientation to the methods of qualitative research that are most frequently used in the communication discipline. Practical experience in data gathering and analysis procedures.

Orientation to the methods of quantitative research that are most frequently used in the communication discipline. Practical experience in data gathering and analysis procedures.

The study of current theories of human communication and the process of theory building.

Systematic review of the major contributions of rhetorical criticism theorists for their probable impact on communication.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

This course is designed to explore issues surrounding the emergence of new technologies and the evolution of the mediated communication process.

Optional for Master of Arts candidates on recommendation of major advisor. S/U graded. Repeatable, no limitations.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

An in-depth examination of the relationship between law enforcement and social problems. Techniques for identifying and analyzing social problems froma law enforcement perspective.

Prerequisite CRJ 560. Views the legal system as a social institution by considering the origins of law, law in action, popular media portrayal of law, and the relationship between law and social change. Consent of Instructor.

A critical evaluation of court innovations linked to the larger problem-solving justice philosophy, which emphasizes enhanced information and information sharing, community engagement, collaboration, individualized justice, offender accountability, and outcomes. Consent of Instructor.

Prerequisite: CRJ 531. Explores the spectrum of criminal justice administration: law enforcement, corrections, and the courts. Topics include financial administration, employee supervision and discipline, civil liabilities, labor relations, professional ethics, and emerging technologies.

Co-requisite: LIB 550. Advanced study of criminiological theories using a broad interdisciplinary perspective. Explain and critique current crime control and crime prevention strategies as they relate to theory, policy, and practice.

Departing from the sociological or psychological explanations for criminal behavior, this course focuses on the opportunity constructs surrounding crime and identifies ways to constrain or eliminate the mechanisms for crime. Consent of Instructor.

Overview of transnational crimes with specific examples such as sea piracy, human trafficking, and terrorism. Addresses problems in defining these crimes, understanding their occurrence, and determining ways to combat them.

Prerequisite: CRJ 531. Scientific method of inquiry applied to the study of crime. Emphasis on questions inherent in the study of contemporary issues in criminal justice programs and policies.

Prerequisite: CRJ 580. Application of statistical methods for identifying and classifying data; determine appropriate statistical techniques for particular data, know why procedures give the results they do, and interpret output of statistical analyses.

Prerequisite: CRJ 582. Focus on strategic planning and policy involving multiple stakeholders in environments of change. Emphasis on the uncertainty and interconnectedness between criminal justice and other public, private, and not-for-profit organizations.

Prerequisite: CRJ 610. Option to CRJ 699 on recommendation of student's advisor. Students complete an advisor approved research project with practical implications relevant to the student's professional interests. S/U graded. Repeatable Once.

Option to CRJ 697 on recommendations of student's advisor. Especially for students applying to doctoral programs. Individual original research aimed at acquisition of research skills and application of theory. S/U graded. Repeatable.

Deal with relationships between parents, children and teachers stressing parent involvement in education and resources for promoting children's success in school.

Juniors or above. Examine those components of effective classroom management procedures with children in groups. Topics include theoretical perspectives, rules and organization, pro-social behavior and effective pedagogical decisions.

Supervised professional activity in early childhood education, approximately two hours per day. A well-written paper must be filed before credit is given. Repeatable, maximum of six credits.

Study of applications of child development theories and research. Acquisition of knowledge and skills to analyze classroom practice and to apply theory and research to best practice.

Investigating trends and issues concerning the young child, stressing curriculum, sound education policies, especially the need for cultural diversity, as well as issues of compelling contemporary significance.

Examine components of effective instruction in early childhood and primary levels, including theoretical bases, environment, organization and management, teacher's role, curriculum content and evaluation. Relevant research is investigated.

Focus on theories of play in sociodrama, therapy and cognition. Motor, emotional and psychosocial development explored. Play of successive development phases and individual meaning for each child emphasized.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

3.00 GPA required. A comprehensive examination of issues, trends and practices in elementary school mathematics programs, including instructional strategies, planning, development, materials and evaluation. Emphasis on promoting problem solving in school mathematics curriculum.

3.00 GPA required. Integration of visual art, music and physical education. Students learn discipline specific instruction techniques, strategies, activities and content knowledge to effectively integrate these areas across the curriculum.

Prerequisites: Full admittance to PTEP required. Meets student teaching requirement for certification. S/U graded.

3.00 GPA Required. In-depth consideration of issues, problems and practices in the elementary social studies classroom, including instructional strategies planning, materials and evaluation. Emphasis on thinking in a pluralistic democratic society.

Provides opportunities for students to collaborate in the completion of a teacher research project, revise the curriculum development project, finalize the professional portfolio, prepare for and take the comprehensive examination.

Prerequisites: EDFE 125 and 3.00 GPA required. This practicum immerses students in the elementary school classroom. Opportunities for teacher candidates to inquire, analyze and reflect on classroom routines and practices.

A review and analysis of competing conceptualizations of the elementary-school curriculum. Teachers develop, implement, and evaluate curriculum in elementary classrooms. Current topics, trends and issues in curriculum are explored.

Theory, design, development, implementation and evaluation of integrated curriculum. Students develop interdisciplinary units of study and learn active learning strategies and techniques consistent with an effective rationale for integrated curriculum.

Assists student in recognizing need for creating processes that enable children, educators and others to support and design a culturally and socially diverse curriculum.

Consider in detail the problems concerned with selection of what to teach, grade placement of content, methods and materials for teaching and means of evaluating achievement in mathematics.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Teachers develop their abilities as readers, writers and thinkers as they examine current research and practice in language arts and literacy instruction.

Prerequisite: EDEL 640 and teaching experience. A consideration of problems, trends, and issues in the assessment of language arts and literacy. Focus on reading and writing as integrated processes.

Designed for experienced teachers, course focuses on strategies for improving social studies curriculum and instructions. Studies trends, issues and research affecting educating children for citizenship in a pluralistic/democratic society.

Prerequisite: EDEL 520 or EDEL 620. Cover important problems in the teaching and supervision of mathematics in the elementary school. Content may vary from year to year according to needs of participants. S/U graded.

Advanced study and original research in teaching English/language arts in the elementary and middle school. S/U graded.

Prerequisite: EDEL 550 or EDEL 650. A consideration of the research applicable to crucial issues in elementary social studies including the child's development of key concepts, values, morals and skills; curriculum development and evaluation. S/U graded.

Experience in observation and supervised practice of college teaching for doctoral candidates planning to teach at college level. Observations and experiences used as basis for analysis of learning experiences. S/U graded. Repeatable, maximum of six credits.

Required of all doctoral students. Students must earn 4 hours of credit for doctoral dissertation research proposal in partial fulfillment of requirements for doctoral degree before admission to candidacy. S/U graded. Repeatable, maximum of four credits.

Required of all doctoral candidates. Students must earn 12 hours of credit for the dissertation in partial fulfillment of requirements for the doctoral degree. S/U graded. Repeatable, no limitations.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

Co-requisite: EDFE 125. Investigation of social contributions of schools. Determination of what the public expects from local schools, assessing how accurately present systems meet public's expectations and individual implications for teaching.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Prerequisites: SRM 680. An introduction to the theory and methods of microethnographic discourse analysis approaches to the study of language and literacy events. Students will be encouraged to pursue their individual research interests in work for the course.

Provides teachers with an analytic framework for understanding different types of teacher research as well as strategies and techniques for conducting research in K-12 schools.

Prerequisites: EDF 619 and EDLD 606. This course is designed to assist students in the completion of their internship for the Cultural Studies and Equity Graduate Certificate. The course will guide students in applying theoretical and empirical understandings of cultural diversity and equity in their selected field placement.

Assists student in recognizing need for creating processes that enable children, educators and others to support and design a culturally and socially diverse curriculum.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Exploration and analysis of possible range of assumptions about nature of human activity (thinking, behaving, feeling) and implications of those assumptions relative to educational enterprise.

Examines nature and scope of curriculum planning, instructional design, decision-making, and implementation. Delivery and instruction of a curriculum, the process for changing curriculum are investigated.

Examine current issues in instructional and assessment practices, from social and historical and political perspectives; focus on the research literature on instruction and assessment practices.

Examines roots of educational research, its evolution in context of educational reform. Conceptual base in the interpretation, application, and dissemination of current and emerging literature.

Examine leading contemporary and classical philosophical systems and how they culminate in practical educational goals, systems of justification and practices. Includes the study of educational aims and values.

Analysis of major concepts as related to the implementation and evaluation of curriculum. Covers models of curriculum design and strategies for implementing and evaluating curriculum.

Focus of the seminar changes. It helps doctoral students to identify research methods, dissertation topic and design, conceptual framework, hypothesis, research and writing strategies. Repeatable.

Exploration of concepts of literacy as social construction; includes aspects of influence on status, power, and mobility within society.

Analysis of research on the history of American education with respect to implications for contemporary educational curriculum, reform, and innovation.

Analysis of research and social justice leadership and reform in schools (past, present, future). Critical reflection of teaching and learning that define, support, or hinder social justice in education.

Examination of individual and collective learning as developmental transformation within and across social organizations, such as schools. Explores concepts of identity, power, meaning, boundaries and interaction between individuals and systems.

Exploration of curriculum theory and practice. The course addresses current orientations and applications of curriculum and its community of scholars and practitioners.

Analysis of theory and practice-based research relevant to thoughtful design, implementation, and assessment of educational media and technology initiatives.

Prerequisites: Teaching experience at the appropriate school level (elementary or secondary), student must have approval from either the Elementary or Secondary Program Coordinator. Course is designed for the doctoral student who elects to teach in teacher preparation programs.

Candidate must earn a minimum of 4 credit hours for doctoral proposal research in partial fulfillment of the requirements for the degree.

Candidates must earn a minimum of 12 credit hours for the dissertation in partial fulfillment of the requirements for the degree

Full admittance to PTEP or certification at undergraduate level required. Arrange with instructor. Undertake educational field studies in school settings, either individual or team oriented and focus on practical and relevant assessment of needs in teacher education. S/U graded. Repeatable, no limitations.

Prerequisites: EDFE 125  required. The course provides teacher candidates with opportunities to observe, participate in, analyze, and reflect on teaching and learning in secondary school and classroom settings.

Prerequisites: EDFE 130. Meets student teaching requirement for certification. Graduate students only. S/U graded.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable under different subtitles.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Designed for educators who are preparing to teach or who are already teaching, English Language Learners. Introduces students to the existing body of theory related to second Language Acquisition.

Designed for educators who are preparing to teach, or are already teaching, English Language Learners. Primary focus is on the interactions between society, language, and institutions of schooling.

Provides teachers of English language learners with an introduction to linguistics and its application in the ESL classroom: linguistic concepts about oral and written language use and development.

Prerequisite: Fluency in Spanish as indicated by the Oral Proficiency Exam. Designed for educators who are preparing to teach, or are already teaching Spanish speaking children. Primary focus is on literacy strategies and content area knowledge used in the bilingual classroom.

This course will introduce future teachers to the theoretical, practical, and legal aspects of the education of students who speak English as a second language.

Assessments, procedures, and teaching methods appropriate when working with linguistically diverse students.

Prerequisites: EDLD 602 and EDLD 603. Provides teachers with the opportunity to observe and participate in instructional strategies for English Language Learners.

Prerequisites: SRM 600 or equivalent and at least six completed graduate credits in Bilingual/ESL. Study contemporary issues, research and practice in bilingual education and English as a second language.

Introduction to the history of education of linguistically diverse groups in the United States. Study of educational practices that affect their success and influences of language on schooling and culture.

Capstone experience for the MAT: LDE Emphasis. Integrates content, pedagogy, and research methods knowledge with classroom teaching and other workrelated experiences. Students complete a culminating experience project.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Introduction to sociocultural theories of learning and development and their relevance for understanding and supporting effective teaching and learning among culturally and linguistically diverse students.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

3.00 GPA Required. Teaching/learning strategies, reading materials, selection, lesson planning and organizing for instruction in reading across the total curriculum constitute the focus of the course.

3.00 GPA required. Course will emphasize diagnosis leading to instruction through a variety of approaches toward the end of enabling teachers to select appropriate methods/materials.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Full admittance to PTEP or certification at the undergraduate level required. Develop understanding of cognitive affective needs of middle and secondary students in reading and writing to learn. Develop sensitivity to individual needs. Participate in related field experiences.

Students examine the developmental nature of language, literacy and cognition birth to adulthood by reading and studying classic and current research. The impact of nature and nuture will be examined.

Study of the nature of reading instruction, K-6 as reflected by current research, teaching and evaluation methods and techniques, published and teacher prepared materials, and effective classroom management.

Considers locating and evaluating children's, adolescent, and young adult literature and methods of organizing, teaching, and evaluating a literature program. Examine issues such as censorship, multicultural literature, and style analysis.

Advanced study, and inquiry, in Reading/Literacy education. Address landmark research, analysis and synthesis of past and present trends and issues, and scholarly pursuit of scholarly topic. Repeatable, may be taken four times, under different subtitles.

Prerequisites: EDRD 612 and EDRD 620 or equivalent for Reading Education majors. Develop an understanding of the educationally disabled reader and writer in elementary and secondary school. Explore diagnostic and instructional strategies. Required tutoring experiences.

Introduction to reading skills and reading requirements in developmental reading and subject-matter classes in the middle and secondary school. Examine instructional strategies and evaluation procedures as reflected by research.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Assist classroom teachers with children's writing process. Emphasis on: writing process; encouragement of process development; children's growth in writing process; and, recording, assessing, and reporting student progress.

Study research procedures and their application to reading education. Critique reading research and reading programs and practices. Develop and present a research project in the area of reading/literacy.

Seminar course intended to prepare reading teachers, specialists, coordinators and administrators for directing textbook adoption, curriculum development and issues, staff development, evaluation and supervision of reading/writing programs.

Prerequisites: EDRD 617. Supervised clinical instruction of elementary/middle/secondary school disabled readers. Continued professional development, in the areas of collegial communications, reflective coaching, and leadership capacity. May be completed at each level. Repeatable for a maximum of 12 hrs.

Prerequisites: Register final semester of coursework for MA in Reading. Explores major trends in reading education; synthesis and assimilation of information gleaned from all courses in the MA in Reading Program. S/U graded.

Optional for Master of Arts programs on recommendation of major advisor. Successful completion of a formal thesis paper and oral defense required. S/U graded. Repeatable, no limitations.

Advanced study and inquiry, in Reading/Literacy education. Address landmark research, analysis and synthesis of past and present trends and issues, and scholarly pursuit of scholarly topic. Repeatable, may be taken four times, under different subtitles.

Designed for Reading/Literacy professional completing doctorate. Encourages and examines professional contributions encompassed within the reading/literacy field including scholarly activities, organizational memberships, and service roles.

Experiences in observation and supervised practice in college teaching to be used as basis for analysis of learning experiences. S/U graded. Repeatable, maximum of nine credits.

Required of all doctoral students. Students must earn 4 hours of credit for doctoral dissertation research proposal in partial fulfillment of requirements for doctoral degree before admission to candidacy. S/U graded. Repeatable, maximum of four credits.

Required of all doctoral candidates. Students must earn 12 hours of credit for the dissertation in partial fulfillment of requirements for the doctoral degree. S/U graded. Repeatable, no limitations.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

Historical development and present status of individuals with disabilities and those who are gifted. Focus on communication, parent involvement, finance, legal issues, ethics/professionalism and trends in special education.

Basic issues in dynamics of learning and evaluation related to exceptionality. Emphasizes understanding learning and evaluation processes for purposes of individual and group educational planning.

Develop skills in intrapersonal/interpersonal dynamics in serving exceptional learners. Focus on communication, collaboration and consultation in the context of multicultural educational settings along a continuum of special education.

Study of components of effective schools and the relationship to child, family, community and professionals. Roles of special educators and different service delivery models presented and analyzed.

Provide theoretical framework in transition process from school to adult life including historical/legal, planning, curricular, interagency, self-determination and parent/family aspects of transition.

Explore issues in assessment related to exceptional children. Emphasis placed on principles, purposes, and processes of assessment related to programming in special education.

Introductory course designed for regular classroom teachers with information about various disabilities and the gifted/talented. Emphasis on identifying, accommodating and adapting for students in inclusive settings.

The special education Teacher Candidate will be provided opportunities to observe, analyze and reflect on issues including diversity, professionalism, rights and responsibilities, and instruction in a K-12 classroom. S/U graded.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Provides effective strategies to educate all students, particularly at secondary level. Overviews special education process and inclusive education models; characteristics, transitional needs, and culturally/linguistically different exceptional learners and their families.

This course is designed to provide the historical and legal foundations of special education and the educational implications for educators of students with exceptionalities.

This course provides an overview of learning environments, collaboration and consultation among teachers, related services professionals, and families, and emphasizes culturally appropriate communication strategies.

Students gain knowledge and skills for selecting, adapting, and using assessments, developing Individualized Education Programs, and planning instruction within a continuum of service delivery models.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Includes an overview of persons with profound needs and their families including their characteristics and needs. Programmatic issues are also emphasized in relation to current research.

Emphasizes the assessment - intervention - evaluation approach for learners with profound needs. The use of developmental/ behavioral/ecological assessment approaches as well as transdisciplinary approaches are emphasized.

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Review methodological approaches to serving individuals with profound needs and their application; emphasizes teaching strategies, consultation techniques and accessing multi-agency resources.

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Reviews teaching approaches to serve students with profound needs at the prevocational/ vocational levels and application of approaches; emphasis on residential-employment competencies and transition from school to work.

Designed to synthesize experience and coursework in the area of educating students with profound needs. Emphases are on issues, research, classroom application and consultation.

Consent of Instructor. Includes research and policy relative to the learners with profound needs. Ethics of conducting research with these individuals, current research results and relevant public policy are the main foci.

Prerequisite: Full admittance to PTEP or certification at undergraduate level required. Entails supervised clinical experience with young and older individuals with profound handicaps. Daily supervision by a master teacher with overall supervision by UNC faculty is provided. S/U graded. Repeatable, maximum of 12 credits.

Prerequisites: Regular admission into one of the Special Education Severe Needs Programs, or completion of one of the programs. Introduce instructional and assessment issues related to the education of linguistically diverse students with low incidence disabilities.

The course promotes in-depth reflection on collaboration with families of young children using a case method of instruction. Family systems perspectives and family centered approaches are emphasized.

The course explores theory and application of assessment methods in Early Childhood Special Education. Cross-disciplinary approaches, matching assessment procedures to the intended purpose, and linked assessment/planning systems are emphasized.

The course will explore typical and atypical patters of early child development; biological, cultural, and environmental influences; and implications for appropriate practice in Early Childhood Special Education.

The course explores recommended practices for inclusive education of young children with developmental concerns. Developmentally appropriate, individally responsive, cross-disciplinary, and evidence-based practices are emphasized across developmental domains.

The course explores efficacy research, state and federal policies and systems, nationally recommended practices, and advocacy processes that support high quality services in Early Childhood Special Education (ECSE).

Prerequisites: EDFE 130 and passed PLACE/PRAXIS text. In their practicum experience, students build on knowledge and competencies gained throughout their master's program to synthesize their knowledge and apply recommended practices in ECSE settings.

Prerequisites: Pass ECSE PLACE or PRAXIS II, Pass Elem Content PLACE or PRAXIS II or documented Elem Ed License, Completion of PTEP courses (if any), Instructor consent. Students build on knowledge and competencies gained throughout their master’s program to synthesize their knowledge and apply recommended practices in EC/ECSE settings for children birth to 3 years of age.  Repeatable, maximum of 6 credits.

Prerequisites: Pass ECSE PLACE or PRAXIS II, Pass Elem Content PLACE or PRAXIS II or documented Elem Ed License, Completion of PTEP courses (if any), Instructor consent. Students build on knowledge and competencies gained throughout their master’s program to synthesize their knowledge and apply recommended practices in EC/ECSE settings for children 3-5 years of age. Repeatable, maximum of 6 credits.

Prerequisites: Pass ECSE PLACE or PRAXIS II, Pass Elem Content PLACE or PRAXIS II or documented Elem Ed License, Completion of PTEP courses (if any), Instructor consent. Students build on knowledge and competencies gained throughout their master’s program to synthesize their knowledge and apply recommended practices in EC/ECSE settings for children 5-8 years of age. Repeatable, maximum of 6 credits.

Required laboratory arranged. Gain ability to understand the use of adapted materials and techniques in teaching independent living to individuals with visual disabilities. Emphasis given to recreational areas. Repeatable, maximum of 2 credits.

Historical perspectives and current educational services for the student with visual impairment and deaf-blindness across the lifespan. Emphasis is placed on growth and development and psychosocial effects of visual impairment.

Prerequisite: EDFE 120 or EDFE 125  or certification at undergraduate level required. Discuss causes, characteristics, educational implications and instructional methods for student with visual/multiple disabilities. Learn effective teaming and collaborative planning strategies.

Study literary and nemeth codes, basic abacus operations. Techniques of teaching literacy skills to students with visual disabilities are included.

Philosophy and history of cane instruction, dog guides and other methods of travel. Techniques in developing orientation skills and pre- cane mobility instruction. Gross motor and concept development are presented.

Prerequisite: EDFE 120 or EDFE 125  and EDSE 546 or certification at undergraduate level required. Consent of instructor. Required laboratory arranged. A study of methods involved in general navigation and environmental awareness relating to severe vision needs. Travel techniques are gained while working under simulated conditions. Repeatable, maximum of four credits.

Anatomy and physiology of the eye, medical and educational assessment of low vision and functional implications of various eye conditions. Techniques to develop use of functional vision.

Prerequisites: EDSE 541 and EDSE 548. Assessment procedures related to learners with visual impairments. Determination of learning needs and appropriate learning media. Relationship of assessment, IEP development and placement.

This course is designed to provide the historical, legal, and cultural foundations of deaf education and the educational implications for the teacher and student who is deaf or hard of hearing.

Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Interventions for students with moderate academic difficulties in inclusive settings including (a) collaborating in providing direct service and (b) providing scaffolds to enable students to perform independently.

Examine typical characteristics associated with severe behavior problems and procedures for identification. Emphasis on development of appropriate intervention programs.

Prerequisites: Full admittance to PTEP or licensure at the undergraduate level required. Consent of Instructor. Supervised practica in programming for and teaching moderate needs students including assigned seminar topics. Additional seminar time required. S/U graded. Repeatable, maximum of 12 credits.

Prerequisites: Full admittance to PTEP or certification at undergraduate level required. Teaches about major current techniques, methods, philosophies and trends in teaching communication, affective and cognitive needs students with moderate/severe disabilities.

Consent of instructor. Required laboratory arranged. Applied experience in assessment and teaching of exceptional individuals. Work a minimum of 45 clock hours one-on-one with exceptional individual in school or clinical setting.

Consent of instructor. In-depth study of language and speech disorders, including assessment instruments and teaching strategies related to language and communication. Focuses on the language of students with special needs.

Knowledge and classroom application of group and individual interventions for students with severe affective needs. Includes auxiliary services and parent interventions.

Consent of instructor. This course is designed to synthesize experience and coursework in the area of students with severe affective needs. Emphases are on issues, research and classroom application.

Prerequisites: Full admittance to PTEP or licensure at the undergraduate level required. Consent of instructor. Integrative experiences of sufficient scope, intensity, and length to assure demonstration of all Teacher II affective program competencies. Seminar required. S/U graded. Repeatable, maximum of 12 credits.

Prerequisites: EDFE 125 and EDSE 512 required. Students develop assessment skills related to students with disabilities focusing on principles, purposes, and the practice of assessment tools, including formal and informal measures.

Prerequisites: EDFE 125. This course is designed to provide special educators with researched-based assessment and intervention strategies for working with individuals who have behavioral needs.

Enhances student’s skills to read integratively special education laws and ensuing litigation. Readings will include public laws, court transcripts and a selected case synopsis(es) pertaining to a particular exceptionality.

Prerequisites: EDFE 125. This course provides scientifically based literacy interventions for learners with exceptional needs including theoretical models related to interventions addressing the five reading components (i.e., phonemic awareness, phonics, vocabulary, comprehension, and fluency).

Prerequisites: EDFE 125. This course prepares teachers to teach mathematics and content areas to students with disabilities. Scientifically research-based and validated methods will be emphasized for effective instruction, technology use, and collaborative support.

Prerequisites: EDFE 125. This course addresses planning, managing, and collaboratively delivering educational plans and interventions for students with severe disabilities. It addresses academic, communication, behavioral, medical, and unique individual needs, K-12.

Prerequisites: EDFE 125. This course includes an overview of transition services, academic strategies, community-based instruction, and contextual learning in a standards-based framework. Student self-determination and interagency coordination is included.

In-depth study of sociological and psychological aspects of students with severe cognitive needs. Focuses on issues relative to life care and treatment of the cognitive needs student.

This course is designed to synthesize experience and coursework in the education of students with severe cognitive needs. Emphases are on issues, research and classroom application.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Prerequisites: Full admittance to PTEP or licensure at undergraduate level required. Consent of major advisor. Integrative experiences of sufficient scope, intensity, and length to assure demonstration of all Teacher II cognitive program competencies. Seminar required. S/U graded. Repeatable, maximum of 12 credits.

Prerequisite: EDSE 678 This course provides strategies for assessing and planning for instruction in communication, assistive technology, sensory needs and social skills for students on the autism spectrum including service delivery options, developing and implementing communication skills using evidence-based practices settings.

Prerequisite: EDSE 678 Course content focuses on applied behavior analysis, target behaviors, functional behavior assessment and analysis procedures, recording behavior, interpreting and creating graphic displays, behavioral interventions, reinforcement schedules, self-management, and generalization and maintenance of behavioral change.

Prerequisite: EDSE 678 This course will focus on evaluating current instructional and behavioral interventions for children who are on the autism spectrum. Content will also be designed to provide learners with thorough background knowledge about interventions that are "effective" and "ineffective" as evidenced by their outcome data.

Prerequisites: EDFE 120 or EDFE 125 and EDSE 541, EDSE 548. Curriculum development, adaptations, and teaching methodology for individuals with visual impairments. Modification of general and functional curricular areas. Emphasis on methods of teaching skills and the core curriculum.

Prerequisites: Enrollment prior to or concurrent with EDSE 644, EDFE 120 or EDFE 125. Role and responsibilities of the teacher of students with visual impairments as an educational team member, professionalism, ethics, consultation and collaborative partnerships, and social skill development. Full PTEP Admittance.

Prerequisites: EDFE 120 or EDFE 125 and EDFE 130 and EDSE 541, EDSE 543, EDSE 546, EDSE 548, EDSE 549, EDSE 640, EDSE 645 or certification at undergraduate level required. Consent of instructor. Supervised teaching experience with students with visual disabilities, K-12, planning and implementing lessons, preparing materials, participating in staffings, IEP/ IFSP development and parent conferences. Repeatable, maximum of 12 credits.

Prerequisites: EDSE 543 or proof of mastery from an approved examination or other demonstration of basic literary braille skills. Instruction in Nemeth Code (braille math code). Introduction to advanced braille codes, formats and techniques for teaching skills in each code including music, foreign language, chemistry, and computer braille.

Prerequisites: EDSE 546. Consent of instructor required or certification at undergraduate level required. Weekly seminar explores methods and strategies for teaching independent travel techniques to students with visual and other disabilities. Student provides individualized instruction to visually impaired person with faculty supervision.

Prerequisites: EDFE 120 or EDFE 125 or certification at undergraduate level required. Consent of major advisor required. Supervised teaching experience with both blind and low vision individuals in orientation and mobility. Observation of varied programs; e.g., resource room itinerant plan, residential school and rehabilitation settings. Repeatable, maximum of 9 credits.

Prerequisites: EDFE 120 or EDFE 125 and EDSE 550. Integration of theoretical and practical considerations involved in collaborating with families, service providers, and agencies.

Develop the knowledge and skills to assess and to teach auditory skill development to individuals who are deaf or hard of hearing. Field experience required.

Develop knowledge and skills to assess and to teach spoken language to individuals who are deaf or hard of hearing. Field experience required.

Develop knowledge and skills to assess and facilitate the development of language skills of individuals who aredeaf or hard of hearing. Field experience required.

Develop knowledge and skills to assess and facilitate the development of literacy in individuals who are deaf or hard of hearing. Field experience required.

Develop the knowledge and skills to assess and to teach academic content to individuals who are deaf or hard of hearing. Field experience required.

Individual observation and supervised practice in the education of individuals who are deaf or hard of hearing. Repeatable, maximum of 12 credits.

This course is designed for school personnel who are impacted by special education law. The course focuses on federal and state special education statutes, regulations, and case law.

Prerequisite/Co-requisite: EDSE 670. Foundational grounding for prospective teacher leaders to function as highly facilitative special educators who demonstrate leadership necessary to effectively interact with diverse populations including students, teachers, administrators, and parents.

Prerequisite: EDSE 670. The role of inquiry in identifying promising practices is examined. Action research is highlighted, culminating in a work sample in which scientifically based interventions are designed, assessed, and described.

Prerequisite/Co-requisite: EDSE 670. Provides a comprehensive perspective of assessment development, implementation, interpretation, and implications of results to inform educational practices including the practice of monitoring progress and collaborating with individuals, families and professionals.

Prerequisite/Co-requisite: EDSE 670. Designed to provide learners with the knowledge and skills to supervise, coach, assess, and model a continuum of behavior support for teachers, paraprofessionals and other educators in the school, home, and community.

Prerequisite/Co-requisite: EDSE 670. This course includes in-depth investigation into the provision of transition services and secondary services. Topics include transition-focused standards-based IEP development, self-determination, interagency coordination, career educational strategies, and content enhancement routines.

This course provides a historical perspective and an overview of assessment, planning and instructional strategies for working with students on the autism spectrum as well as students with significant support needs in K-12 settings.

Prerequisite/Co-requisite: EDSE 670. This course critically analyzes issues of equity through a culturally responsive lens as it applies to assessment, interventions, and education of all students including those with diverse backgrounds.

Designed to review problems and strategic opportunities in the administration and supervision of special education programs and services. Emphases include leadership and management, organizational planning and change, and strategic thinking.

Prepares individuals to conduct program/service evaluations, organize data for decision-making purposes, understand resource utilization, develop collaborative partnerships, and integrate systems of accountability into other administrative functions.

The purpose of this course is to address the foundational underpinnings of gifted and talented education, including the history of the field; pertinent theories and research in the area of intelligence, creativity, and human development; knowledge of public policy; current brain research; and how these concepts can be applied in educational settings.

The knowledge base of definitions, characteristics, traits and needs of diverse groups of learners with gifts and talents will be examined. Emphasis is placed on identification, assessment and appropriate placements.

Prerequisites: EDSE 682 and EDSE 683. The content of this course includes procedures in the assessment of students for the purpose of selecting appropriate and relevant educational strategies, and identifying students for services and programs.

This course focuses on development of curriculum and implementation of teaching practices centered on discipline-based knowledge, learning styles, cultural variation, depth and complexity of content, and provisions for independent investigation.

This course is designed for learners to develop a knowledge base of the affective, social and cognitive development and needs of the various types of gifted students.

Prerequisite: EDSE 683. This course addresses the basic program models, strategies and services necessary for developing appropriate education for the gifted. Real-life scenarios are basic in determining appropriate strategies and services.

Topics include communication, consultation and collaboration for the implementation of education for the gifted and talented. Teachers are a main source of leadership for school, district and state levels.

The focus of this course is the examination of theories of creativity, research in creativity and the teaching of creative thinking skills in the context of gifted education programming.

Prerequisite: EDSE 682, EDSE 683, EDSE 685. This capstone seminar is designed for learners to synthesize knowledge and skills regarding cognitive needs of students who are gifted and talented. Emphasis is on enrichment/acceleration, inquiry, seminars, in depth studies.

Prerequisites: EDSE 683, EDSE 685, EDSE 687 and EDFE 130. Emphasize actual teaching and facilitation of learners who are gifted, talented, creative in actual supervised teaching experiences. Repeatable, maximum of 12 credits.

Prerequisites: EDFE 125. This course includes an overview of transition services, academic strategies, community-based instruction, and contextual learning in a standards-based framework. Student self-determination and interagency coordination is included.

Prerequisites: Course is available to graduate students enrolled in the Intervention Specialist graduate degree program, and other graduate students as approved individually by their University program advisor. Supervised program of orientation, observation, and participation in an assigned placement to develop instructional coaching roles and responsibilities. 45 contact hours of supervised professional coaching and related experiences in a local school district or agency setting for each semester hour completed. Repeatable, maximum of 9 credits.

Instructor consent. Supervised program of orientation, observation, and participation designed to provide linkages between theory and practice in leadership and management of special education. Director of Special Education endorsement (post-Masters) only. Repeatable, maximum of 12 credits, under different subtitles.

Develop knowledge, skills, concepts, and attitudes necessary for special and gifted educators to effectively interact with diverse populations. Emphasis on development of individual goals/specific activities within prograwm. S/U graded.

Doctoral level course that analyzes and interprets federal, state, and case law relevant to teaching students with exceptionalities in a variety of educational settings.

Investigation of the issues and trends in education of infants, children and youth with hearing and/or visual disabilities: focus on research, curriculum, instructional strategies and other administrative concerns.

In-depth study of special education's enrichment by conceptions of the nature of exceptionality, learning and instruction that have and are emerging from biological and sociocultural constructivism, phenomenology and holism.

Assist learners with development of the skills and knowledge necessary to function as special educators who effectively interact with diverse students, teachers, administrators and parents.

Investigates current issues and trends in special and gifted education,with specific focus on policy, research, curriculum, and instructional strategies.

Explores purposes, protocols, and processes for professional writing; critical review of student writing by students and faculty. Focus on research reports, practitioner articles, research.

Consent of instructor. Jointly defined experiences on campus in intensive mentor/apprenticeship project; participating in all aspects of inquiry, administration, or university teaching from planning through dissemination/ publication. Repeatable, maximum of 12 credits, under different subtitles.

Prerequisites: Submission of an externship proposal 1 semester prior to enrollment. This course should be taken prior to submission of dissertation proposal. The externship requires 180 hours of supervised activities outside of UNC to expand the learner's knowledge base in a setting related to services for students with exceptionalities. Repeatable under different subtitles.

Course content differs to ensure flexibility promoting cutting-edge knowledge. Faculty share expertise in depth. Students select from offerings to individualize program and utilize wide variety of methods of inquiry. Repeatable, maximum of 15 credits, under different subtitles.

Examines research design and methods used in special and gifted education. Emphasis on developing skills necessary to understand the relationship between research strategies and problems in special and gifted education.

Gain knowledge and skills to prepare teachers of students with exceptionalities. Content includes course syllabi development, application of research-based practices tocourse development, and mentoring and evaluating personnel.

Examines issues and prominent theories of literacy research in special and gifted education. The relationship of this scholarship to current educational practices is explored.

Addresses topics related tot he nature of disabilities, giftedness, twice exceptionality, talent development,and the contemporary approaches tht foster individual competencies over deficits.

Examines supervision of student teachers; internships; paraprofessionals; graduate research assistants, and clerical assistants. Exploration of leadership styles, communication methods, and conflict resolution skills.

Develops grant writing skills essential for doctoral level personnel in special and gifted education, including identifying federal and state funding sources, panel reviews, and development of proposals, budgets, and evaluation.

Explores dissertation research problems, theoretical frameworks, methodology, and data analysis procedures expected to develop an approved dissertation proposal. S/U graded. Repeatable, maximum of four credits.

Permission of major advisor. Required of all doctoral candidates. A student must earn 12 hours of credit for the dissertation as a partial fulfillment of requirements for any doctoral. S/U graded. Repeatable, no limitations.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

Prerequisites: Enrollment as post baccalaureate student or a graduate student. Selection of literature, use of media, curriculum and classroom organization, standards-based education,assessment and evaluation in a secondary school program. In addition, students will address the introduction of critical theories of literature in the secondary classroom.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Prerequisites: Enrollment as post baccalaureate student or a graduate student. Content covers the writing process, composition theory, language and writing development in grades 7-12, with an emphasis on the teaching of writing

This course will help individuals effectively select and implement research-based literacy interventions as they relate to students’ strengths and needs at  individual student, classroom, and school-wide levels.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Experiences help students understand the nature of leadership and the importance inquiry plays in creating, using, and acquiring knowledge.

Introduces students to qualities of effective leadership and management; organizational skill development; organizational behavior; and change in organizations.

The fundamentals of working with people in educational organizations is reviewed. Emphasis is on adult learning, communications and working in teams, and personnel issues.

External influences on policies, curriculum and operations, including demographics, diversity, governance, partnerships, integrated service delivery for children and families, sources of revenue, budgeting and accountability.

Involves part-or full-time leadership assignments in educational organizations. S/U graded. Repeatable, no limitations.

Consent of instructor. Multiple perspectives will be used to review and analyze critical past issues and current educational dilemmas. Focus on solution strategies and their impact on practice.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Examines economics and politics of education, revenues for school systems, principles of taxation, conflicts between equality and efficient goals and local state and federal policies for education.

Develops understanding of problems and procedures of such management functions as transportation, property control, food services, facility maintenance, purchasing, insurance and investments. Provisions for applications of technology to financial management.

Examine the school leader's role supervising the teaching and learning process. Focus on curriculum development, instructional improvement, and developing capacity of others to become curricular and instructional leaders.

Relate statutory provisions, court decisions, common law principles and constitutional requirements to legal problems affecting organization and administration of public and private school systems.

Explores the planning, delivery, and evaluation of professional development activities for adults. Emphasizes practical aspects such as needs identification and learning transfer. Course outcomes include creating a professional development program.

Study standard techniques for analyzing, evaluating and developing policies for educational systems and organizations, with special attention to contemporary policy issues.

Consent of instructor. Understand planning and change theories; strategic planning development; particular emphasis on restructuring educational environments.

Study the leadership responsibilities of school district administrators, with special emphasis on the knowledge, skills, and values needed by effective superintendents.

Examine leadership and management issues of building principals, instructional leadership and problems facing principals at the site level.

Consent of instructor. Enables students to engage in a particular task/activity in educational leadership in one or more field site. S/U graded. Repeatable, no limitations.

Consent of instructor. Team-taught seminar focusing on teambuilding and group processing, inquiry and reflective practice, and moral and ethical dimensions of leadership. Extensive attention given to developing scholarly writing skills.

Prerequisite: ELPS 751 or consent of instructor. Continued doctoral study in educational leadership and policy. Team-taught seminar exploring the nature of organizations, leadership and policy through readings, group discussions, and a collaborative research project.

Prerequisites: ELPS 751, ELPS 752, SRM 602 or consent of instructor. Classic and contemporary published quantitative and qualitative studies on organizations, leadership and policy studies are used to analyze research strategies and tactics.

Prerequisites: ELPS 751, ELPS 752. To enable advanced doctoral students to learn the essential elements of effective research proposals and to develop analytic skills needed to critique other research. S/U graded. Repeatable, maximum of four credits.

Prerequisite: ELPS 797. Approval of research advisor required. Complete research of a major problem in educational leadership and policy. Must earn total of 12 hours of credit. S/U graded. Repeatable.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Consent of Instructor. A course designed to provide content and pedagogical information related to the teaching of writing and literature in the secondary school English advanced placement program. S/U graded. Repeatable, no limitations.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, no limitations.

An investigation of a theme, form or problem that cuts across periods and nationalities. Repeatable, under different subtitles.

Consent of instructor. Teachers teaching teachers about writing to extend their knowledge in theory and practice and to prepare them as writing consultants. Open to K-12 teachers in all disciplines. S/U graded. Repeatable, maximum of 12 credits.

Consent of instructor. Train new teaching assistants in Department of English to teach college level composition to UNC students.

An orientation to graduate study in general and the nature and methods of research in particular. Should be taken during the first semester of graduate work.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Students will study the language and literature of Anglo-Saxon England, translating important historical and literary documents in prose and poetry, including works by Alfred, AElfirc, and others.

An introduction to Middle English literature. Authors considered may include Chaucer, Langland, Kempe, and the Pearl poet. Readings may include drama, narrative poetry, lyric poetry, narrative prose and devotional literature.

A survey of selected Renaissance texts, including works by Spenser, Shakespeare, Donne, and Milton. Emphasis on historical contexts and recent criticism, including new historicist, feminist, psychoanalytic, and queer approaches.

Representative poetry, prose, and/or drama in England from 1660-1789, including such writers as Dryden, Behn, Astel, Finch, Pope, Swift, Defoe, Fielding, Boswell, Johnson, Gray, Equiano, Barbauld, Wycherley, and Congreve.

British Literature, 1780-1835, with emphasis on poetry, the novel, and nonfiction prose. Central issues include the Romantic poetic, the French Revolution, and the growth of the English nation.

British literature from 1832-1900, with primary focus on prose fiction, nonfiction, and poetry. emphasis on the intellectual currents of the period as reflected in the literature of the age.

Studies in British literature of the twentieth century, with primary focus on diction, poetry, and non-fiction prose. Emphasis on cultural and intellectual influences on the literature of the era.

American literature from 1590-1865, with primary focus on prose fiction, nonfiction, and poetry. Emphasis on Newand Old-World cultures and the contribution of writing in the creation of cultures.

Seminar in ideas and representative authors during the late 19th and early 20th centuries. An examination of both the intrinsic literary quality of selected texts and their sociopolitical, historical, and cultural contexts.

Studies in American literature 1914 to the present, with primary focus on fiction, poetry, and non-fiction prose. Emphasis on cultural and intellectual influences on the literature of the era.

Seminars in various topics ranging from the evolution of English from its beginnings to dialectology, semantics, stylistics and psycholinguistics. Repeatable, maximum of nine credits, under different subtitles.

Seminars in writers or works in translation to illustrate generic, thematic, national, or cultural approaches to world literature. Repeatable, maximum of nine credits, under different subtitles.

Prerequisite: ENG 600. Historical survey of different theoretical approaches to literary and cultural criticism and pedagogy, including classical, renaissance, and eighteenth-century movements. Emphasis on twentieth-century schools.

Seminars in various topics (e.g., the tragic hero, alienation, the experimental novel) related in form and/or idea and drawn from American, British or World literature in translation. Repeatable, maximum of nine credits, under different subtitles.

Readings in selected rhetoricians, including Plato, Aristotle, Augustine, Erasmus, Ramus, Bacon, Montaigne, Campbell, Blair, Bakhtin, Richards, Gates, Cixous, Kristeva.

Reading in composition theory and pedagogy, including expressivist, cognitive, historical, rhetorical, social espistemic, discourse, and cultural studies.

This seminar explores major debates and developments in film theory from the 1920s to recent decades. Theories are illustrated with the technical and aesthetic analysis of specifc films.

Consent of Instructor. Select MA project, a journal-appropriate research paper of 30-50 pages., or creative project (collection of poems, short stories, or novel chapters). Proposal approval by advisor and public presentation (faculty/ students) required.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Consent of Instructor. Topics in Environmental Sciences/Studies and pedagogy related to establishment and maintenance of an environmental science advanced placement program. S/U graded. Repeatable, no limitations.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Examine the structural and functional relationships of the environment with emphasis on present and long-term problems, and understand the validity of solutions for environmental sustainability.

A variable content course covering integrated science content and pedagogy from the following: atmosphere (air), biosphere (life), hydrosphere (water), and/or lithosphere (land/rock). Repeatable, under different subtitles.

Consent of instructor. Field studies in astronomy, geology, meteorology and/or oceanography, usually preceded by oncampus orientation. Schedule of classes lists specific area and topic to be investigated when course is offered. Repeatable under different subtitles. Field trip required.

Consent of instructor. Invited speakers, including graduate students, faculty and guests, present current earth science research topics in seminar format. Required of graduate students all semesters they are in residence at UNC. S/U graded. Repeatable, no limitations.

Consent of instructor. Nature and methods of research in the earth sciences. Development of research proposal that will provide the basis for thesis or graduate research project. Required of all first year Earth Sciences graduate students.

Prerequisite: 8 hours graduate level science. An online, problem-based course in which students conduct data analysis on climate variability, modeling, and Earth system impacts and apply results to societal issues.

Consent of instructor. Faculty and students select an earth sciences topic for intensive study beyond the scope of existing departmental course offerings. Repeatable, under different subtitles.

Consent of instructor. Qualified graduate students select and research a problem and present professional quality written report. Repeatable, maximum of six credits.

Intensive study of selected earth sciences topic under the direction of student's graduate studies committee. S/U graded. Repeatable, no limitations.

This is a survey course examining the broad field of educational technology, with an emphasis on both K-12 settings and corporate/business environments.

Instruction and practice with computer systems, video and other technological tools. Applications include word processing, spreadsheets and presentation software. Visual and information literacy skills and copyright trends are addressed.

Cover a systematic process of design for determining instructional content and creating effective, efficient, and appealing self-paced instruction.

Prerequisite: ET 501 or permission of instructor. Instruction for intermediate to advanced applications of current computer-based technologies. Introduction to a variety of other technology related topics with an emphasis on educational applications and integration.

Procedures for designing and developing instructional materials. Includes scripting and production specifications for graphic, audio, slide/tape and/or video formats.

Prerequisite: ET 503. A study of the design and development of computer assisted instruction, introducing both authoring system and general purpose programming language paradigms.

Study research-based instructional strategies and process models to teach information literacy and information skills in elementary and secondary school libraries.

Learn the essentials of organizing and administrating school libraries in elementary and secondary schools.

Designed to provide an overview of the processes and procedures required to successfully develop, maintain, and evaluate a collection program of print and non-print materials in a school library.

Prerequisites: ET 502, ET 503. For teachers of technology skills in diverse environments (public schools to corporations). Topics include instructional design, theories, strategies, ethics and interpersonal skills for effective and appealing learning environments.

Prerequisite: ET 502. Application of contemporary methods of assessment, design, development, implementation and evaluation of instructional courses, programs and systems.

In this course you will apply principles of human learning, perception, and motivation to the design and production of visual materials to support learning and performance.

Provides students with knowledge and experiences in designing, developing and delivering e-learning courses. Using instructional design principles as a foundation, the course covers the fundamental elements that make web-based instruction effective.

Includes an overview of distance education foundations (design and assessment), application and implementation (interactivity and hypermedia design), and management issues (copyright, course management systems, and policy).

Prerequisites: ET 502, ET 503 and ET 524; ET 613 or ET 615 strongly recommended. Focus on the design, development and implementation of interactive online network applications. Emphasis on instructional environments, application development necessary simulations, database development, evaluation. Secondary emphasis creating an ADA compliant online application.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Prerequisites: ET 503, ET 524 Design and development of computer-based games and simulations for education. In addition to exploring various tools, this course also will examine research and implementation issues related to various educational settings.

Prerequisites: ET 503, ET 524. Investigation of the theory, implementation, practice, and research on interactive, computer based instructional systems including videodisk, videotape, digital video, CDROM, and image capture technologies.

Consent of Instructor required. Course uses a case study approach to the analysis, design, and evaluation of performance and educational environments.

Advisor’s recommendation and permission of program director. Individual field experience in educational technology. Field experience and summative report format must be approved by advisor. S/U graded. Repeatable, no limitations.

Supervised professional activity requiring a minimum of 10 hours per week. Develop project, product or technological device unique to the field. An approved end of semester project report is required. S/U graded. Repeatable, no limitations.

Advisor's recommendation and permission. Individual field experience in secondary school libraries. Field experience and summative report format must be approved by advisor. S/U graded. Repeatable, no limitations.

Consent of instructor. Scheduled on irregular basis. Explore special topics in Educational Technology. An appropriate subtitle will explain each course. Repeatable.

Advisor's recommendation and permission. Individual field experience in secondary school libraries. Field experience and summative report format must be approved by advisor. S/U graded. Repeatable, no limitations.

Prerequisite: ET 602. Includes examinations of theories underlying instructional design methods. Review and critique of basic and applied research bases is featured.

Prerequisite: ET 500. Investigation of the development, theory, and research bases of the field of Educational Technology.

Prerequisite: ET 782 Investigation of the development, theory, and research bases of the field of Educational Technology.

Design research proposals and conduct pilot studies to examine feasibility of proposed hypothesis. Summarize existing research, identify problems, develop hypotheses and justify selection of design components. S/U graded. Repeatable, maximum of four credits.

Required of all doctoral candidates. Student must earn 12 hours of credit for the dissertation as partial fulfillment of requirements for all doctoral degrees. Repeatable, no limitations.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

Study problems in teaching at secondary and elementary school levels, content development for course of study, organization of learning materials, teaching procedures, testing and evaluating. Normally conducted in workshop format. Repeatable, under different subtitles.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Intensive review course for students beginning their dietetic internship. Overview of relevant issues and critical problems concerning all levels of systems management and dietetic foodservice administration.

An overview with case practice of medical nutrition therapy for dietetic interns. Sevearl topics are covered with an emphasis on clinical skills.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Consent of Instructor. Developmental stages, nutrient requirements, appropriate diet and eating behaviors for children from conception through school age. Nutrition related conditions of children and nutrition for the pregnant and lactating woman.

Prerequisite: FND 245 or FND 250 or FND 357 or consent of instructor. The study of nutrition principles as they apply to the promotion of optimal physical fitness and athletic performance. Current research and evaluation of nutritional recommendations will be stressed.

Consent of instructor (interview to determine expertise and academic background). Examines the nature and accuracy of spatially referenced data, as well as methods of data capture, storage, retrieval, modeling and output using GIS software.

A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Graduates only. Intensive course for teachers planning to teach or currently teaching AP Human Geography. Topics include both content and pedagogy for establishment, development and maintenance of an AP program. S/U graded. Repeatable, no limitations.

Appraise and become familiar with various concepts, theories and skills in geography and with the techniques and methodologies appropriate for teaching them. Repeatable, maximum of six credits.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Graduates only or consent of instructor. Examine a selected area of systematic geography; consider appropriate pedagogical approaches in teaching about that geographic topic. Repeatable, under different subtitles.

Graduates only or consent of instructor. Examine a selected geographic region; consider appropriate pedagogical approaches in teaching the geography of the region. Repeatable, under different subtitles.

Identify meaningful patterns in the distributions of plants and animals and explain how/why those patterns developed. Includes an examination of the role humans have played in shaping those patterns.

Study and apply techniques used, solve geographic problems in the field and effectively present results of such studies. Unlimited repeatability.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Groundwater in the geologic setting. Hydrology of groundwater basins. Well hydraulics. Principles of flow in saturated and unsaturated materials. Modeling of hydrogeologic systems. Applications to groundwater contamination and management problems.

(2 lecture, 4 laboratory) Prerequisite: GEOL 320. Description and classification of igneous and metamorphic rocks in hand sample and in thin section. Includes a study of the genesis of igneous and metamorphic rocks via phase diagrams and chemical reactions.

(3 lecture, 3 laboratory) Prerequisite: GEOL 202. Study of fossils including taxonomy, systematics, taphonomy, functional morphology, paleoecology, biostratigraphy, extinction, evolutionary trends and major events in the history of life. Labs review major fossil groups. Field trips required.

Prerequisite: GEOL 202 or permission of instructor. A survey of the evolution of vertebrates through geologic time, emphasizing major events in the history of vertebrates. Includes field trips and methods of fossil collection, preparation, and curation.

(3 lecture, 3 laboratory) Prerequisite: GEOL 202. Sedimentary processes; depositional environments; classification and structures of sedimentary rocks; field and laboratory methods of analyzing and interpreting outcrops and samples. Regional stratigraphy of northeastern Colorado investigated. Field trips required.

(2 lecture, 3 laboratory) Prerequisite: GEOL 100 or GEOL 201. Origin and evolution of landforms emphasizing fluvial processes, hydraulic characteristics of streams, morphology of drainage basins, landscape evolution by stream sculpture and deposition and lithologic, climatic and structural controls.

Prerequisite: GEOL 100 or GEOL 201. A survey of geologic phenomena that characterized the Quaternary Period, with emphasis on the behavior of glaciers, glacial landforms and sediment and climatic implications. Two Saturday field trips required.

(2 lecture, 3 laboratory) Prerequisite: GEOL 202 or consent of instructor. A study of volcanoes and volcanic processes and products. Emphasis on the origin, classification and interpretation of volcanic rocks and ejecta and volcanic structures and landforms.

(3 lecture, 3 laboratory) Prerequisites: GEOL 202. Mechanics of rock deformation and geologic structures of the earth's crust – their description and classification, theories and facts regarding their origins and methods of investigating them. Field trips required.

(4 laboratory) Prerequisites: GEOL 450, GEOL 470. Techniques of obtaining and recording geological data in the field and constructing geological maps. Includes use of Brunton compass, topographic maps, aerial photographs, geographic information systems, and the preparation of geological reports.

Consent of instructor. Geology of selected Rocky Mountain area thoroughly investigated by means of four-day field trip to that area followed by seminar presentations on topics relevant to geology of specified area.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Overview of proposal planning and grant development process. Application of skills in identifying funding options, program planning, proposal writing, budgeting and establishing controls for grant administration.

Leadership/managerial community based learning required. Review needs of older persons in the community and evaluate the continuum of long-term care resources available, service gaps, program models, and funding mechanisms.

Examines basic concepts of management and administration of human service organizations. Emphasizes principles and practices currently used in public, private nonprofit and proprietary aging programs.

Course designed to investigate specific aspect of Gerontology. Repeatable, maximum of six credits, under different subtitles.

Applies developmental theories to explain concepts of aging. Examines developmental and psychological theories and frameworks, with emphasis on current research in exploration of issues of individual development facing older adults.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Later life issues are explored using an ecological approach that highlights the benefits and consequences of aging for the individual, family and society.

Analyze major intervention strategies and techniques for utilization with older adults. Emphasizes individual, group and paraprofessional systems. Classroom practice of actual treatment techniques.

Traces history and current status of major policies that benefit elderly. Reviews legislation, levels of policy-making and policy concerns of older population. Includes recent policy changes and policy directions.

Identifies major health problems, concerns and practices of the elderly. Examines health care policies, financing, health promotion and wellness concepts.

Survey of basic concepts used in the development and implementation of aging programs. Emphasizes methods and skills needed for the assessment, development and evaluation of programs.

Overview of financial and budgeting functions within human services. Emphasizes public and private nonprofits. Directed to non-accountants. Develop basic skills in financial control and fund-raising.

Only 9 credits may be counted towards degree program. S/U graded. Repeatable, maximum of 12 credits. There shall be 40 contact hours per credit hour.

Make application to the department before registration. Repeatable, maximum of eight credits.

S/U graded. Repeatable, no limitations.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.

A variety of workshops on special topics within the disciplline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Introduction to the higher education and student affairs profession. Examined through organizational lenses, ethics, social values, historical documents, and social justice. Emphasis on theory to practice, philosophy, and diversity.

Develop an understanding of contemporary post-secondary education organizational and administrative theories. Emphasis on theories related to power, multicultural work environments, and other pluralistic models.

Lecture. No prerequisite. Develop an understanding of contemporary post-secondary education organizational and administrative theories. Emphasis on theories related to power, multicultural work environments, and other pluralistic models.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Examines foundational and life span theories of college student development and applies them to students' lives and higher education and student affairs practice.

Philosophies of education and epistemology. History of U.S. higher education. Origin/history of student affairs. Emphasizes cultural perspective of ethnic minorities, women and other cultural subgroups in higher education.

Examines and reviews the history, purposes, functions, organization and administration of Admissions, Financial Aid, Records and Registration, Advising and Orientation.

Exploration of meaning making from individual cultural lenses to the application of theory to practice in higher education settings. Assessment of multicultural competence within HESAL.

Exploration of intervention models and helping relationships for professionals working with diverse college students including: student needs assessment, intervention strategies, conflict coaching, restorative models of accountability.

Consent of instructor. Actual classroom experience in teaching under supervision any course that has as a part of its objectives, developmental content. S/U graded.

An overview of international higher education and student affairs by global regions. The globalization and internationalization of higher education in the U.S. International students, student affairs, faculty, including study abroad.

Investigates diverse college student cultures, subcultures, student development, and student engagement. Considers effect on students’ progress and success, social media, parental involvement, and ethnic, socio-economic, gender, sexual identity of students.

Develop understanding of learner centered approaches examining theories of culturally responsive pedagogy and transformative learning.

Consent of instructor. Field-based experience, applying theoretical and conceptual knowledge in higher education setting. Minimum 20 hours per week. In-depth experience with overall functions of office/agency. Develop skills in specific professional role. S/U graded. Repeatable, maximum of 18 credits.

Course focuses on leadership theory to assist ethical scholar/leaders prepare for leadership roles in diverse organizations.

Consent of instructor. Application of theoretical/conceptual knowledge in field-based experience. Overview of role, function of higher education office/ agency, with focus on specific projects or responsibilities. Requires 4 hours per week per credit hour. S/U graded. Repeatable, maximum of 12 credits.

Relate statutory provisions, court decisions, common law principles and constitutional requirements to legal problems affecting public and private higher education institutions and systems.

Analyze issues of financing public and private higher education; examine alternative financing sources and methods; develop skill in resource allocation and management.

The course focuses on understanding Human Resource Management (HRM) as an energy source for shaping institutions. Emphasis is on the practical application of achieving change through personnel and compensation administration.

An examination of public policy issues in higher education. Study of role of state and federal policy as it impacts public and private institutions of higher education.

In this seminar students will examine and analyze current issues and trends in higher education. Specific content will vary, dependent upon the nature of contemporary issues and trends and student interests.

Study of special topics in higher education and student affairs leadership. Topics vary. Repeatable, maximum two times, under different subtitles.

Prerequisite: HESA 650 or consent of instructor. Second of two student development theory courses. Examines the social identity of college students, including privilege and oppression, multiple identities and diversity development. Racial identity, ethnic identity, multiracial/multicultural identity, sexual identity, and additional dimensions of identity (class, gender, ability/disability) are also discussed.

Seminar focusing on scholarly writing skills and examination of the macro perspective of leadership.

This course focuses on system of privilege, pluralism, and advanced multiculturalism in higher education and student affairs.