.
A critical examination of African American history from the pivotal 1896 Homer Plessy U.S. Supreme Court decision to the 2016 U.S. presidential election.
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.
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.
(ANT 100: with minimum grade of C or ANT 120: with minimum grade of C)
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
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.
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.
(APCE 602: with minimum grade of C or APCE 650: with minimum grade of C) and (May concurrently take APCE 607: with minimum grade of C or May concurrently take APCE 701: with minimum grade of C or May concurrently take APCE 707: with minimum grade of C)
Theory and psychological issues influencing gender identity such as definitions of abnormality, achievement and interactional influences upon development.
Supervised professional activity in student's major field; approximately 37.5 clock hours of work per credit. S/U graded.
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.
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.
APCE 607: with minimum grade of C
Provides an opportunity to participate in a group experience. S/U graded.
(May concurrently take APCE 606: with minimum grade of C or May concurrently take APCE 662: with minimum grade of C)
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.
(APCE 602: with minimum grade of C or APCE 607: with minimum grade of C)
APCE 605
The study and critical analysis of the major counseling theories and elements of effective psychotherapy as they apply to the counseling process.
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.
APCE 602: with minimum grade of C
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.
Students will receive supervised experience in counseling, including use of audio and video tapes, client and supervisor feedback, and seminar. This course must be taken at the site of admission. S/U graded.
APCE 558: with minimum grade of C and APCE 607: with minimum grade of C and (APCE 602: with minimum grade of C or APCE 650: with minimum grade of C) and PSY 530: with minimum grade of C
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.
APCE 608: with minimum grade of C and APCE 612: with minimum grade of C
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.
Study theoretical bases for play therapy and conduct play therapy under faculty supervision.
APCE 612: with minimum grade of C
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 twice weekly seminars. S/U graded.
(APCE 607: with minimum grade of C or APCE 707: with minimum grade of C)
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.
APCE 612: with minimum grade of C and (APCE 606: with minimum grade of C or APCE 662: with minimum grade of C)
APCE 616 and APCE 673
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
Addresses dynamic nature of individual and family functioning and the interaction of biology and environments. Emphasis on integration of theory and research in developing programs that foster healthy development.
Concepts within the field of applied behavior analysis are covered. Respondent and operant conditioning, including response class, antecedents, consequences, stimulus control, motivating operations, contingencies, functional relationships, and extinction are addressed.
This course covers assessment of behavior, including all dimensions of behavior and structured observation. Single-case research methods, including reversal, multiple baseline, changing criterion, alternating treatment, and multi-element designs are covered.
This course covers individual and systematic behavioral interventions, including antecedent interventions, contingency contracting, group contingencies, consequence-based strategies, and token economies.
APCE 628: with minimum grade of C
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.
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.
May concurrently take APCE 670: with minimum grade of C
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.
APCE 644: with minimum grade of C and APCE 670: with minimum grade of C
Develop major strategies and techniques for individual behavior and personality assessment of children (K-12) and young adults. Integrate projective assessments with cognitive and behavioral measurements.
APCE 644: with minimum grade of C
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.
APCE 644: with minimum grade of C and APCE 670: with minimum grade of C
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.
APCE 644: with minimum grade of C and APCE 646: with minimum grade of C
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.
This course provides an advanced understanding of theory, research, and interventions, as applied to individuals, families, schools, and social systems.
This course prepares students to design and implement programs that promote children’s mental health, academic success, and social competence. Students will become familiar with implementation science, systems theory and models of service delivery.
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.
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.
APCE 607: with minimum grade of C
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.
APCE 558: with minimum grade of C and APCE 607: with minimum grade of C and APCE 657: with minimum grade of C
Must be taken at site of admission. Course features an examination of theoretical bases of group counseling including group types, group development, leadership stylesand skills, and application to various populations. Ethical group leadership is emphasized.
APCE 607: with minimum grade of C
APCE 605
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.
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 theories of trauma and crisis for use in school settings. Emphasis is given to developing systems that support individuals who have experienced trauma and on strategies for preventing, responding to, and recovering from crisis.
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.
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.
May concurrently take APCE 612: with minimum grade of C and APCE 665: with minimum grade of C
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.
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.
This course is designed to cover the basic skills needed to administer and interpret individual intelligence and academic achievement tests, report writing, and provision of verbal feedback from assessment results.
APCE 677
Course covers topics in psychometrics including theory and techniques of psychological measurement, scale and inventory construction, reliability, validity, evaluation of measurement quality, classical and contemporary measurement theory, and standardization.
Provides a foundation of learning the application of personality assessments. Supervised experiences in learning how to administer, interpret, and integrate assessment results in relationship to counseling psychology research and practice.
APCE 674: with minimum grade of C
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.
APCE 678: with minimum grade of C
Supervised field experience concurrent with professional seminar. Applicationof case and/or systemic consultation strategies to problems/challenges in the schools or social service agencies.
APCE 640: with minimum grade of C
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.
Examination of the affective aspects of behavior including topics such as affect, mood, and emotion. An overview and construction of affect, emotional regulation and dysregulation; biological, cognitive, developmental, social/cultural aspects of affect, and interventions.
Refer to program handbook.Must be taken at site of admission. Minimum of 600 hours onsite required. A culminating field experience for qualified students in the area of community counseling: marriage and family therapy. S/U graded.
APCE 694: with minimum grade of C
Refer to program handbook. 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.
APCE 612: with minimum grade of C
Receive supervised experiential training in counseling with families. Develop diagnostic and therapeutic skills in systemic approaches. S/U graded.
(APCE 612: with minimum grade of C or APCE 712: with minimum grade of C) and APCE 669: with minimum grade of C
Study of interventions utilized within the major approaches to couple and marital therapy. Covers current issues and research in family therapy.
APCE 665: with minimum grade of C
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.
Supervised individual counseling experiences in a laboratory setting. Supervision will be directed toward improvement of counseling skills and case management. S/U graded.
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.
A comparative and critical in-depth analysis of personality and counseling theories including the interrelationship, philosophical foundations and practical applications.
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.
APCE 702: with minimum grade of C and APCE 703: with minimum grade of C
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.
APCE 702: with minimum grade of C and APCE 707: with minimum grade of C
Doctoral candidates receive experience in supervising child psychotherapy training through working with a staff member.
APCE 617: with minimum grade of C
Students gain experience with a faculty member in supervising counseling practice.
APCE 702: with minimum grade of C and APCE 712: with minimum grade of C
Study problems involved in training individuals to engage in the therapeutic process.
APCE 702: with minimum grade of C and APCE 707: with minimum grade of C and APCE 712: with minimum grade of C
APCE 714
Review and analysis of reported research in counselor education with special emphasis on research published during the last ten years in the professional journals.
This course focuses on encouraging ethical, effective, and advanced multicultural competencies. This includes awareness of cultures and increasing skills in all areas when working with diverse populations.
APCE 623: with minimum grade of C
Topics include strengths, limitations, interpretation, and technical aspects of rigorous case study; correlational, descriptive, and experimental research designs; measurement techniques; sampling; replication; theory testing; qualitative methods; meta-analysis; and quasi-experimentation.
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.
APCE 703: with minimum grade of C
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.
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.
APCE 602: with minimum grade of C and APCE 608: with minimum grade of C
Seminar and applied practice in providing supervision in assessment, counseling, and/or school-based practice to students who are at the early stages of their preparation as school psychologists.
APCE 618: with minimum grade of C and APCE 775: with minimum grade of C and APCE 779: with minimum grade of C
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.
(APCE 558: with minimum grade of C or PSY 355: with minimum grade of C)
Receive supervised experience in the role of group facilitator, including feedback on group process, leadership and intervention skills and problem areas. S/U graded.
APCE 605: with minimum grade of C and APCE 662: with minimum grade of C and APCE 702: with minimum grade of C and APCE 712: with minimum grade of C
Professional issues and problems concerning the school psychologist, including certification and licensure requirements, confidentiality, legal and ethical issues, roles and responsibilities.
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.
APCE 762: with minimum grade of C
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.
APCE 694: with minimum grade of C
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.
APCE 644: with minimum grade of C
This course provides students the opportunity to refine their skills (e.g., assessment, counseling) through supervised experience in a hospital, clinic, and/or school setting in which supervision is provided by a licensed psychologist. Must complete a total of 2 credits.
APCE 644: with minimum grade of C and APCE 646: with minimum grade of C
Study of brain-behavior relationships emphasizing procedures for diagnosing neurobiological disorders, neuropsychological intervention and treatment planning, and professional practice issues from conception to adulthood.
(APCE 612: with minimum grade of C or APCE 618: with minimum grade of C or APCE 702: with minimum grade of C) and APCE 674: with minimum grade of C
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.
(APCE 612: with minimum grade of C or APCE 618: with minimum grade of C) and APCE 678: with minimum grade of C and APCE 777: with minimum grade of C
Supervised experience in the provision of comprehensive psychological services to children/adolescents within a school setting. Must complete 6 credits over the academic year.
(APCE 607: with minimum grade of C or APCE 707: with minimum grade of C) and APCE 628: with minimum grade of C and APCE 640: with minimum grade of C and APCE 646: with minimum grade of C and APCE 747: with minimum grade of C
Learn the theory and practice of psychological program evaluation. Use technology and measurement skills to promote systems change of evaluating the effectiveness of consultation, therapy, guidance, academic interventions, and placement.
Learn conceptual basis for comparing projective with traditional psychometric procedures and begin skills in administration and scoring of Rorschach test.
APCE 558: with minimum grade of C and APCE 674: with minimum grade of C and APCE 678: with minimum grade of C
Students take leadership roles in Campus Connections, a service-learning course where students work with at-risk youth. Students oversee mentoring dyads. Supervision of mentoring, crisis intervention, and relationship building are developed.
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.
APCE 644: with minimum grade of C and APCE 645: with minimum grade of C and APCE 779: with minimum grade of C and APCE 646: with minimum grade of C
2,000 hour pre-doctoral 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). S/U graded.
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.
This course is an introduction to clinical administrative experiences, including conducting intakes, making treatment recommendations, engaging in campus/community outreach and providing therapeutic services. S/U graded.
APCE 702: with minimum grade of C and APCE 712: with minimum grade of C
This course offers the opportunity to refine assessment and therapeutic skills with children, adolescents and adults, couples or families. S/U graded.
APCE 702: with minimum grade of C and APCE 712: with minimum grade of C and APCE 793: with minimum grade of C
This course offers students the opportunity to refine their assessment skills with clients in various community based organizations. S/U graded.
APCE 702: with minimum grade of C and APCE 712: with minimum grade of C
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.
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.
To permit a graduate student to continue making progress in a degree program. 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.
Design and assembly of hand-built ceramic forms at an advanced level. An exploration of stoneware, raku and sodium vapor firing processes.
ART 311: with minimum grade of C
Develop an individual approach to wheel thrown ceramic forms at an advanced level. Exploration of various methods of ceramic decoration and firing.
ART 312: with minimum grade of C
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.
Advanced design techniques in fibers.
Concentrate in a selected area of weaving on an advanced design concept.
Arts Critique artwork produced, presentations on and discussion of contemporary artists, ideas and theory in art.
Students will learn about the history, philosophy, and current issues of Museum Leadership and arts administration.
Advanced life drawing emphasizing development of personal interpretations of the human form.
ART 333: with minimum grade of C
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.
Advanced, individualized or specialized study on specific topics related to computer graphics.
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.
A critical review and analysis of cultural, social, philosophical, and theoretical art issues. Educational, museum, gallery and visual culture contexts including studio and post-studio practices are interpreted and evaluated.
Advanced investigations in intaglio printmaking techniques, including color printing. Individual imagery and technical mastery will be emphasized.
ART 353: with minimum grade of C
Advanced investigations in relief printmaking techniques. Individual imagery and technical mastery are emphasized.
ART 254: with minimum grade of C
Advanced investigations in monotype and monoprint techniques. Individual imagery and technical mastery are emphasized.
ART 356: with minimum grade of C
Self-directed or assigned work in specific areas of sculpture. Advanced technical skills emphasized.
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.
(ART 437: with minimum grade of C or ART 471: with minimum grade of C)
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.
ART 471: with minimum grade of C
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.
ART 274: with minimum grade of C
Study the history and arts of Africa, South Seas and Mesoamerica.
Students will learn about the arts traditions of East Asia and the aesthetic underpinnings of traditional EastAsian culture.
Study in detail the humanistic aspects of the renaissance art 1250-1600, including the evolutionary developments of Mannerism and the beginnings of Baroque Art.
In depth study of postmodern art to the present.
In depth study of art in Europe and the Americas from 1900 through post-modernism.
Learn appropriate art, art historical and art education research methodology and procedures for inquiry. Present research according to approved style guidelines.
This course is an introduction to graduate inquiry in the precepts and practices of Collaborative Learning and Arts Based Inquiry including arts based studio, educational and heuristic research.
Individualized or specialized study on specific topics in ceramics.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Individualized or specialized study on specific topic in fibers.
Advanced problems in painting in either acrylic, oils or watercolor. Emphasis is on development of personal imagery and working in a series, thematic development.
ART 431: with minimum grade of C
Individualized or specialized study on specific topics in drawing.
Individualized or specialized study on specific topic in painting.
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 concepts, theories and issues in art and art educational research based practices. Analyze content, studio and post studio processes, instructional and assessment methods through arts-based and action research lenses.
In depth study of art practices, processes, and adaptations for the exceptional learner. Involvement in the review of literature and research field in the development characteristics, needs and instructional adaptation suitable for teaching visual arts to the exceptional learner.
This class provides a working environment for large scale printmaking by utilizing all facets of printmaking techniques, serious edition printing and special projects.
Self-directed studies in selected sculptural modes or processes.
Advanced individualized or specialized study in photography for graduate students.
Discuss advanced and specialized art historical topics. Subject area determined by subtitle.
Advanced study of Japanese Art.
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.
Advanced study of Greek Art from Aegean civilizations through the Hellenistic Period.
Advanced study of Roman Art from Etruscan civilization through the Late Roman Empire.
Research plans developed and implemented.
ART 600: with minimum grade of C
Complete research projects. Submit final reports to graduate committees.
ART 696: with minimum grade of C
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.
ART 600: with minimum grade of C
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.
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.
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 public schools, medical settings and private practice. Topics include the legislative issues, business practices, ethics, third party reimbursement procedures and laws.
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.
Diagnostic principles, procedures, and materials used to assess individuals with communication disorders. Additional topics: case history, oral mechanism and interviewing techniques. Learners will perform speech/language screenings and diagnostic evaluations.
Diagnostic principles, procedures, and materials used in criterion-referenced assessment of individuals with communication disorders. Learners will perform speech and language screenings and diagnostic evaluations.
Diagnostic principles, procedures, and materials used in criterion-referenced assessment of individuals with communication disorders in a medical setting. .
Theory and procedures for rehabilitation of children and adults with hearing handicap.
ASLS 478: with minimum grade of C
(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.
Perform basic audiometric testing: audiometric screening, routine hearing evaluation and impedance audiometry. S/U graded.
Habilitation/rehabilitation of individuals who are deaf or hard of hearing. Includes hearing aid and/or cochlear implant management.
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.
Students improve clinical skills and learn about issues related to clinical practice, including ethics, counseling, self evaluation, treatment notes, efficacy, outcome measures, sharing information verbally and relating to diverse populations.
ASLS 583: with minimum grade of C
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.
ASLS 585: with minimum grade of C
Theory and practice of advanced techniques of audiometric assessment.
Students improve their clinical skills and learn about issues related to clinical practice in medical settings, including interviewing, professional liability, clinical fellowship year, leadership, and demonstrating clinical effectiveness.
ASLS 586: with minimum grade of C
Supervised full-time experience working with school children. S/U graded.
Perform the full range of clinical audiological services, including special testing, hearing aid evaluations and dispensing of hearing aids. .
ASLS 574: with minimum grade of C
The study of bioacoustics and comparative anatomy and physiology of vocal and auditory mechanisms for various taxonomic classes.
Students will engage in systematic inquiry in audiology and speech-language pathology. This may include evaluating current research, posing research questions, formulating research designs, and developing formal research proposals.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
ASLS 555: with minimum grade of C
In-depth study of normal and disordered deglutition in adult and pediatric populations and dysphagia diagnosis and management.
ASLS 555: with minimum grade of C
Etiologies and characteristics of motor speech disorders. Differential diagnosis and treatment of the disorders will be explored with pediatric and adult populations.
ASLS 555: with minimum grade of C
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 ethno cultural 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.
Language disorders and prelinguistic communication, infancy through preschool. Application of contemporary theory and legislative assessment/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.
Supervised full-time clinical experience in diagnosis/treatment of persons with speech, language and/or hearing disorders in medical settings. S/U graded.
Study of audiologic evaluation of animals with a focus on canines. Anatomy, pathology, restraint, conditioning, and behavior will be explored.
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.
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.
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.
ASLS 615: with minimum grade of C
Emphasis on teaching techniques and methods for college and university instruction.
Concepts of loudness, adaptation, auditory fatigue, masking and the critical band, pitch perception, localization, temporal order and perceptual organization.
ASLS 711: with minimum grade of C
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.
ASLS 712: with minimum grade of C
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
ASLS 711: with minimum grade of C
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.
Advanced study of auditory physiology, otoacoustic emissions, multi-frequency tympanometry and auditory evoked potentials.
ASLS 724: with minimum grade of C
Study of the medical correlates of hearing impairment including pathogenesis of auditory pathologies, medical/surgical intervention, congenital/genetic syndromes, and related radiology/imaging/surgical techniques.
Advanced study of vestibular physiology, assessment and rehabilitation.
ASLS 711: with minimum grade of C and ASLS 742: with minimum grade of C
Pharmacology and ototoxicity as applied to clinical audiology. Basic mechanisms of pharmacodynamics, pharmacokinetics and pharmacotherapeutics and classes of drugs relative to otologic disorders.
(ASLS 555: with minimum grade of C or ASLS 743: with minimum grade of C)
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) 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.
ASLS 742: with minimum grade of C and ASLS 711: with minimum grade of C
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.
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.
(ASLS 592: with minimum grade of C or ASLS 692: with minimum grade of C)
Exploration of the unique aspects of working with animal owners and professionals in animal care and veterinary settings.
Perform brainstem auditory evoked response screening and diagnostic testing with canines and equines. S/U graded.
ASLS 696: with minimum grade of C
To permit a graduate student to continue making progress in a degree program. S/U graded.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
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.
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.
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.
An activity course beyond a foundation course. Emphasizes advanced topics in entities taxation. Includes a major research project and presentation. Students will produce and defend a business tax return from start to finish. Presentation will be to class and possibly other stakeholders. Presentations will be integral to the topics listed.
This seminar course explores advanced topics in international accounting and reporting. The instructor will specify topics.
Practical work experience allowing the intern the opportunity to utilize the material learned in accounting courses. S/U graded.
This seminar course explores advanced topics in accounting. Special topics will be specified by the instructor. S/U or letter graded.
Advanced topics in accounting systems within an enterprise-wide framework including conceptual modeling, database design and implementation, controls, data analytics, and emerging issues. Topics vary depending on trends and developments in area.
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 upon by the student and faculty. The course is individually supervised by a graduate faculty member. Letter graded.
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.
Course topics include time value of money, risk and return, capital budgeting, financial analysis and modeling, capital structure, working capital management, and international corporate finance. Advanced topics make use of case studies and/or simulation.
Course varies in content, reviewing current issues of biology. S/U graded.
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.
(1 Lecture, 1 Laboratory) The most common field techniques for both plant and animal biology, focusing on biodiversity.
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.
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.
BIO 220: with minimum grade of C and CHEM 331: with minimum grade of C
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.
Examination of protein synthesis, DNA replication, gene expression, gene structure, and regulation of gene expression.
BIO 220: with minimum grade of C and (CHEM 381: with minimum grade of C or CHEM 481: with minimum grade of C)
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.
BIO 111: with minimum grade of C and BIO 220: with minimum grade of C and MATH 131: with minimum grade of C
An Introduction to the information technology of genomics and proteomics and their application to biological fields as diverse as evolution and medicine.
BIO 111: with minimum grade of C and BIO 220: with minimum grade of C
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.
BIO 220: with minimum grade of C
(3 laboratory) 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.
BIO 528
(3 lecture, 3 laboratory) History of plant taxonomy, phylogenetic systematics, family recognition, and identification of local flora using keys. Native plant collection and field trips required.
BIO 111: with minimum grade of C
(3 lecture, 3 laboratory) 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.
BIO 111: with minimum grade of C
(3 lecture, 3 laboratory) Study of the functional biology, ecology and behaviors of mammals. Laboratory stresses the identification and ecology of Colorado species. Field work required.
BIO 111: with minimum grade of C
(3 lecture, 3 laboratory) Investigation of the biology of the cold-blooded vertebrates including their evolution, ecology and behavior. Laboratory stresses the identification and biology of Colorado species.
BIO 111: with minimum grade of C
(3 lecture, 3 laboratory) 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.
BIO 111: with minimum grade of C
(3 lecture, 3 laboratory) Study of the evolution, general biology, diversity, ecology and behaviors of birds. Laboratory emphasis will be on identification.
BIO 111: with minimum grade of C
Investigation of the usage of molecular data to answer ecological questions. Topics include: marker selection, genetic characteristics of organisms, population analyses, phylogenetics conservation genetics, and phylogeography.
BIO 220: with minimum grade of C
BIO 539L
(3 Laboratory) Laboratory to accompany
BIO 539. Study of the techniques used to collect molecular data for ecological and evolutionary studies.
BIO 220: with minimum grade of C
BIO 539
(3 lecture, 3 laboratory) Study of the evolution of vascular plants as revealed by anatomy and morphology.
BIO 111: with minimum grade of C and BIO 330: with minimum grade of C
(1 lecture, 6 laboratory) An in depth regional study of the anatomical structures of the human body. Spatial relationships among structures are emphasized. Laboratory includes organ and virtual dissection.
BIO 341: with minimum grade of C and BIO 350: with minimum grade of C
(2 Laboratory) 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.
BIO 220: with minimum grade of C and (May concurrently take BIO 525: with minimum grade of C or May concurrently take BIO 550: with minimum grade of C)
(3 lecture, 3 laboratory) Study of the diverse adaptations of vertebrates, from morphological to molecular levels of organization; includes significant overview of relevant primary literature.
BIO 345: with minimum grade of C
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.
BIO 351: with minimum grade of C
Students will learn techniques for the isolation, propagation and identification of pathogenic microorganisms.
BIO 351: with minimum grade of C
BIO 545
Explore the cause of disease in animals with a detailed emphasis on functions of the immune system that provide resistance to disease.
BIO 220: with minimum grade of C
Study of the principles of virology, including biochemistry, structure, taxonomy, transmission, isolation and identification strategies.
BIO 351: with minimum grade of C
(3 laboratory) Study and development of laboratory skills in animal virology, including virus propagation, quantification, and detection assays.
BIO 548
Study of the structural and functional relationships among biological macromolecules, cell organelles and cellular processes.
BIO 220: with minimum grade of C and (CHEM 231: with minimum grade of C or CHEM 331: with minimum grade of C)
Advanced systemic physiology, with an emphasis on humans. Essential and advanced topics in systemic physiology, focusing on homeostatic systems.
BIO 210: with minimum grade of C and (CHEM 381: with minimum grade of C or CHEM 481: with minimum grade of C)
In-depth examination of the physiological control systems in the human.
BIO 210: with minimum grade of C and (CHEM 381: with minimum grade of C or CHEM 481: with minimum grade of C)
(3 lecture, 3 laboratory) 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.
BIO 111 and (CHEM 231 or CHEM 281 and CHEM 281L or CHEM 331 and CHEM 331L)
Examination of the anatomy, physiology and mechanisms of reproduction with an emphasis on mammals.
BIO 110: with minimum grade of C and CHEM 331: with minimum grade of C
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.
BIO 110: with minimum grade of C and CHEM 331: with minimum grade of C
(3 laboratory)Laboratory experimentation, small group discussion and active learning exercises to complement
BIO 552.
BIO 552
(3 laboratory) Laboratory experimentation, small group discussion and active learning exercises to compliment
BIO 553.
BIO 553
Advanced study of the genetic, physiological and environmental factors that influence reproductive development in flowering plants.
BIO 354: with minimum grade of C
Study of the principles of behavioral ecology, including the evolutionary basis of behavior, economic models of behavior, interspecific interactions, and social behavior.
BIO 362: with minimum grade of C
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.
BIO 110: with minimum grade of C and BIO 360: with minimum grade of C
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).
BIO 111: with minimum grade of C
Study of the principles of animal communication, including signal modalities, signal design and signal evolution.
BIO 362: with minimum grade of C
Examines methods of plant ecology including monitoring community structure and function, population dynamics, physiological tolerance, and date analysis. The lab will include both field and laboratory experiments.
BIO 110: with minimum grade of C and BIO 360: with minimum grade of C
Examine topics in current ecology and evolutionary biology research. Focus on speciation, microevolution, range shifts, species interactions, and ecosystems. Topics will include both applied and basic studies.
BIO 111: with minimum grade of C and BIO 360: with minimum grade of C and BIO 465: with minimum grade of C
Study of animal function and how environmental conditions influence the physiology of animals. Emphasis will be on vertebrate systems but invertebrates will be included.
BIO 110: with minimum grade of C and BIO 360: with minimum grade of C
(3 laboratory) 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.
BIO 110: with minimum grade of C and BIO 360: with minimum grade of C and May concurrently take BIO 566: with minimum grade of C
Study of natural and anthropogenic disturbances (fire, flood, insects outbreaks) effects on populations, communities and ecosystem function.
BIO 110: with minimum grade of C and BIO 360: with minimum grade of C
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.
BIO 465: with minimum grade of C
Survey of contemporary primary literature on coevolution and ecology, including symbiosis, mutualism, competition, pollination, mimicry, parasitism, seed dispersal, etc.
BIO 360: with minimum grade of C and BIO 465: with minimum grade of C
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.
BIO 465: with minimum grade of C
Laboratory to accompany
BIO 563 Animal Communication. Study and application of research techniques in the field of Animal Communication. Students will plan and conduct research.
BIO 362: with minimum grade of C
BIO 563
Laboratory to accompany
BIO 560 Behavioral Ecology. Study and application of research techniques in the field of Behavioral Ecology. Students will plan and conduct research.
BIO 362: with minimum grade of C
BIO 560
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.
(BIO 246: with minimum grade of C or BIO 350: with minimum grade of C or BIO 552: with minimum grade of C)
Causes and mechanisms of disease at the molecular, cellular, and tissue levels. Cellular homeostasis and adaptive mechanisms, histopathology, toxins/toxicants, infectious disease, senescence, and target tissues.
(May concurrently take BIO 341: with minimum grade of C or May concurrently take BIO 541: with minimum grade of C) and (May concurrently take BIO 350: with minimum grade of C or May concurrently take BIO 552: with minimum grade of C or May concurrently take BIO 553: with minimum grade of C) and (May concurrently take BIO 381: with minimum grade of C or May concurrently take BIO 547: with minimum grade of C)
Survey of endocrinology including neuroendocrine physiology, mechanisms of action, regulation of homeostasis, endocrine dysfunction, quantifying hormones.
BIO 210: with minimum grade of C and BIO 350: with minimum grade of C
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.
BIO 350: with minimum grade of C
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.
BIO 220: with minimum grade of C
Examine current topics in biological education research. Focus on teaching, learning, and assessment of biology as well as school policy and curriculum development.
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.
On-the-job experience in professional areas under the supervision of an area specialist. S/U graded.
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.
This course examines the components of clinical research including design, conduct, analysis of trials, and dissemination of results.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
This course prepares students for everyday classroom teaching experiences in college biology including small and large classrooms and laboratory settings using a variety of best-practices teaching strategies.
This course prepares students to effectively design college biology course curriculum using backwards design to develop learning objectives, syllabi, student assessments, and evaluation of course effectiveness.
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.
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.
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.
Thesis S/U graded.
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.
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.
Examines the historical and conceptual basis, key issues, advancements and the core functions of the public health system. This course is offered through CSPH as PUBH 6600.
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.
This course examines the effectiveness of a wide range of community strategies used in health promotion/disease prevention programs.
An examination of physical activity and the public health implications of physical inactivity. Emphasis will be placed on epidemiologic evidence of physical activity benefits and chronic disease prevention.
This course is designed to acquaint students with theory-based interventions to increase participation in physical activity. Interventions discussed will include evidence-based approaches targeting various sub-populations and settings within the community.
This course will identify and apply strategies needed to effectively engage in communities.
CH 530: with minimum grade of C
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.
An extensive comprehensive elective designed to expose graduate students to the importance of reproductive health and the impact it has on public health issues.
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.
CH 509: with minimum grade of C
Applied statistical methods for students in public health. Developing statistical literacy and an ability to perform basic statistics, data summarizations and hypothesis testing using statistical software will be emphasized.
Public health research methods, qualitative/quantitative research designs, data collection/analysis and program evaluation. Students will conduct an evaluation project with a local public health agency.
CH 612: with minimum grade of C
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.
CH 612: with minimum grade of C
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Health policy, advocacy, leadership and management is a multidisciplinary field of public health concerned with the delivery, quality and costs of public health services.
Independent project in which student demonstrates public health competencies. Includes public presentation of capstone paper.
May concurrently take CH 693: with minimum grade of C
MPH students must successfully demonstrate competencies and integrate knowledge. Through this practicum, theory and skills will be applied in a public health setting.
CH 610: with minimum grade of C
Optional for Master of Public Health candidates in Health Education.
To permit a graduate student to continue making progress in a degree program. 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.
Topics in chemistry content and pedagogy appropriate to the establishment, development and maintenance of an advanced placement program in chemistry. S/U graded.
(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.
Advanced topics in analytical chemistry, including sampling, statistics, multiple equilibria and current literature.
CHEM 321: with minimum grade of C
Theory and application of IR, NMR, UV visible and mass spectroscopy.
CHEM 321: with minimum grade of C and CHEM 332: with minimum grade of C
(3 lecture, 3 laboratory) Application of statistics and chemistry to the analysis of evidence gathered in criminal investigations such as drugs, fibers, gun shot residue, explosives, and accelerants.
An advanced treatment of synthesis and stereochemistry in organic chemistry.
CHEM 332: with minimum grade of C
An advanced treatment of organic reaction mechanisms and molecular orbital chemistry.
CHEM 332: with minimum grade of C and CHEM 452: with minimum grade of C
Bonding and crystal structure, crystallography, synthesis and characterization techniques, and structure-property relationships unique to solid-state materials
CHEM 442: with minimum grade of C
An introduction to organometallic systems will be presented. Included will be a comprehensive study of the preparation, properties, and reactivity of transition metal organometallic compounds and their application to catalysis.
CHEM 442: with minimum grade of C
Chemical kinetics, quantum theory of atoms and molecules and statistical thermodynamics.
CHEM 332: with minimum grade of C and CHEM 332L: with minimum grade of C and PHYS 241: with minimum grade of C and MATH 233: with minimum grade of C and May concurrently take CHEM 321: with minimum grade of C
The properties of matter, thermodynamics, thermochemistry and kinetic molecular theory.
PHYS 241: with minimum grade of C and MATH 233: with minimum grade of C and CHEM 332: with minimum grade of C and CHEM 332L: with minimum grade of C and May concurrently take CHEM 321: with minimum grade of C
(1.5 lecture,.5 laboratory) The effect of chemicals on the environment.
CHEM 331: with minimum grade of C
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.
CHEM 332: with minimum grade of C
A continuation of
CHEM 581. Bioenergetics, electron transport systems, metabolism of carbohydrates, lipids, nucleotides and amino acids.
CHEM 581: with minimum grade of C
A descriptive examination of the toxic effects of environmental substances on living systems.
CHEM 482: with minimum grade of C
Discussion of a topic in chemistry at the graduate level; e.g. polymers, drug metabolism, and molecular reaction dynamics.
Oral report and discussion on an advanced topic in chemistry or chemical education.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
The student will develop a committee approved research proposal based on current literature.
Required of candidates in the MS programs in chemistry that are completing theses. .
Supervised practice in college teaching for doctoral candidates with observation used as a basis for analysis of learning experiences.
Provides experience in the development and implementation of research techniques, the development of experimental design and the analysis of research data. S/U graded.
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.
See Ph.D. in Chemical Education - Minimum requirements for the major in the Graduate School section of this Catalog.
Required of all graduate teaching assistantships in COMM. S/U graded.
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.
Analysis and criticism of political discourse using theories and methods from the discipline of communication.
Theory and practice of advanced speech composition, presentational decisions and techniques in a variety of contexts.
COMM 100: with minimum grade of C and COMM 101: with minimum grade of C
Investigate issues of current concern, for COMM professionals with subject varied according to faculty expertise.
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.
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.
This course is designed to explore issues surrounding the emergence of new technologies and the evolution of the mediated communication process.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Optional for Master of Arts candidates on recommendation of major advisor. S/U graded.
Detailed overview and critical analysis of the three main components of the criminal justice system: police, courts, and corrections. Both historical development of the system and contemporary issues are discussed.
Overview of the threats and risks of drugs, patterns of use, treatment and prevention, and drug policy in the U.S. Also investigates U.S. influence on policies in some foreign countries.
An in-depth examination of the relationship between law enforcement and social problems. Techniques for identifying and analyzing social problems from a law enforcement perspective.
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.
As the number of individuals leaving prison increased dramatically, prisoner re-entry became a focus for practitioners and policy makers. This course will critically evaluate strategies designed to improve re-entry outcomes.
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.
Advanced study of criminological theories using a broad interdisciplinary perspective. Explain and critique current crime control and crime prevention strategies as they relate to theory, policy and practice.
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.
Provides an in-depth analysis of diversity issues in the criminal justice system, specifically focusing on the role race/ethnicity, gender, and social class play in the various arenas of criminal justice.
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.
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.
CRJ 580: with minimum grade of C
Course designed to investigate specific aspects of criminology and criminal justice.
Focus on planning involving multiple stakeholders in environments of change. Includes logic models, strategic planning, traditional program evaluation designs, summative and formative evaluations, and participatory action research.
CRJ 580: with minimum grade of C
Individualized investigation under the direct supervision of a faculty member (minimum of 37.5 clock hours required per credit hour).
Students complete an advisor approved research project with practical implications relevant to the student's professional interests. S/U graded.
CRJ 610: with minimum grade of C
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.
Basics of Linux administration and scripting in an HPC environment. Utilizing an HPC cluster to carry out a significant research project.
CS 120: with minimum grade of B
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.
Students learn to recognize links between early dance forms and those which are a part of the current cultural scene. Emphasis is placed on connections between dance forms and the accompanying culture, place and events found within a specific time frame along with developments in the other arts. Students will be expected to analyze historical dance forms.
Class involves the study of the technique and performance qualities of Modern and Jazz Dance. The focus is on an in-depth discovery of the methods of pedagogy for dance technique classes.
Class involves learning how to use creative movement and dance to teach non-dance concepts and ideas, including using movement and dance to teach multicultural content. Techniques for dance education advocacy will also be presented.
Students learn about presenting creative movement/dance lessons for elementary age children and improvisation/choreography classes for older students. Techniques for appreciating choreography are also presented along with active participation in creative movement, improvisation, and dance making based on basic choreographic principles and forms.
Class includes learning to give differentiated feedback to students in movement skills classes; designing various types of dance-based lessons and curricula (modern, jazz, creative dance, choreography & improvisation); and structuring dance assessment instruments and rubrics.
Students learn how to frame a research question and effective research strategies for use in dance education contexts. In addition, students produce a protocol, requiring detailed preparatory research, testing of ideas, and presentation of theories and concepts in practice. Students work under faculty supervision and prepare a documented written report.
Course builds on the initial research class by helping students refine a thesis topic and determine appropriate research methods. The course also includes work to define the purpose of the thesis, its significance, and possible sources for the review of literature. In addition, students describe a potential population of students for their project, along with the steps to be taken to complete their project. Possible thesis projects are: a research-based dance performance, research-based dance curriculum, or qualitative study exploring a dance education question.
Students learn movements from a number of popular dance forms—salsa, ballroom, hip hop, krump, steppin', Bollywood, & country western line dancing & basic movements from yoga. Work on teaching progressions, pedagogical tips & lesson planning are also included.
Class is an investigation of dance improvisation and choreography as it relates to dance pedagogy and philosophy. More advanced techniques for appreciating choreography are presented along with active participation in improvisation and dance making based on intermediate choreographic principles and forms. Learning to design choreographic experiences for students of different ages and ability levels is also part of this class.
Course covers dance production techniques to give students an overview and practical experience in all aspects of producing a dance concert or dance performance for primary level through college age students.
Course involves step-by-step process of writing and defending candidate's thesis project. S/U graded.
A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledgeand skills in the discipline.
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.
Focusing on critical analysis of the use of language in a variety of teaching contexts, the course deepens the knowledge of systemic functional linguistics in L2 teaching and learning.
ECLD 594: with minimum grade of C
This course prepares teachers of English and other languages to use current technologies for language education in a variety of second or foreign language contexts.
This course provides historical and international perspectives on multilingualism, multilingual and multiliterate development, and current models of multilingual education including dual language program models.
Designed for educators who are preparing to teach or who are already teaching, English or another language as a second or an additional language. Introduces students to the existing body of theory related to second language.
Designed for educators who are preparing to teach, or are already teaching, culturally and linguistically diverse learners. Primary focus is on the interactions and interrelationships between and among 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.
This course examines methods of instruction and assessment that target systematic integration of language and content in specific curriculum content areas. Course readings and projects strengthen teachers' theoretical foundation while providing hands-on experience in implementing effective instruction and assessment that address the new Colorado English Language Proficiency Standards (WIDA) to enhance student learning. Topics include selection and effective use of resources and materials, instructional and assessment strategies, program planning and improvement, communicating results of assessments to stakeholders, emphasizing culturally and linguistically responsive pedagogies.
Fluency in Spanish as indicated by the Spanish Oral Proficiency Exam required. This course is designed for educators who are preparing to teach students who are learning content area information in Spanish. The primary focus of this course is to enhance teachers' knowledge of literacy and content area knowledge to be used in the bilingual classroom.
This course will introduce future teachers to the theoretical, practical, and legal aspects of the education of culturally and linguistically diverse learners.
Prepares teachers to apply research-based methods and assessments for culturally and linguistically diverse learners.
Provides teachers with the opportunity to observe and participate in instructional strategies for culturally and linguistically diverse learners.
ECLD 602: with minimum grade of C and ECLD 603: with minimum grade of C
This course discusses research and practice topics relevant to the education of culturally and linguistically diverse students. It requires the design of a research project on one of the course areas.
This course will introduce students to the history of major language minority groups attending school in the United States and will explore the influences of language and culture on schooling.
Drawing upon recent developments in linguistics and socio-cultural theories of second language acquisition, this course prepares ESL/EFL instructors to work with either adult ESL learners in English speaking countries or EFL learners in different international settings. The course examines theory driven, research informed, and evidence-based classroom instructional and assessment strategies that enhance social and academic language development. Candidates will engage in planning for standards-based ESL/EFL content instruction and the design of assessments for a variety of purposes including placement of learners, program planning and improvement, and communicating results of assessments to stakeholders.
ECLD 592: with minimum grade of C and ECLD 594: with minimum grade of C
ECLD 604 and EDFE 501
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
To permit a graduate student to continue making progress in a degree 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.
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.
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.
Meets student teaching requirement for certification. S/U graded.
GPA-GR-3.0 and (PPASS-Passed Required Praxis: with minimum score of 9 or SAPP-Application for Student Tching: with minimum score of 9 or EDFE 125)
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.
This course provides an introduction to teaching/learning strategies in reading, writing, speaking and listening including ways to plan, teach and assess student growth in literacy skills.
This practicum is designed to immerse students in the elementary school classroom. Opportunities for teacher candidates to inquire, analyze and reflect on classroom routines and practices.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125)
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.
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.)
Teachers develop their abilities as readers, writers and thinkers as they examine current research and practice in language arts and literacy instruction.
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.
Students must earn 12 hours of credit for the dissertation in partial fulfillment of requirements for the doctoral degree. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.
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.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
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.
Update skills and knowledge of professionals in the discipline. Goals and objectives will bespecifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded.
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.
SRM 680: with minimum grade of C
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.
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.)
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.
Exploration of historical, political, and sociological foundations of environmental education in the US and internationally. Particular attention paid to curriculum in formal and non-formal schooling.
Explores contemporary education trends, including strategies for English language learners, and promotes reflection and action toward responsible leadership for diverse students in an era of innovation and change; examines current issues in instructional and assessment practices, from social and historical and political perspectives.
General principles of curriculum design, pedagogy and assessment with content area concentrations. Special focus on the research literature on assessment and instruction practices.
Teacher candidates reflect upon applied theories of methods, assessment, and pedagogy to diverse contexts; data collection for capstone.
EDFE 555
Using research conducted in EDF 653 Educational Inquiry Seminar, students will create and present/perform a capstone project that draws on their own research-based pedagogical practice.
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.
An advanced study of modes of inquiry used to address educational issues. Students critically evaluate educational research and identify and study a problem of practice.
SRM 602: with minimum grade of C and SRM 680: with minimum grade of C
Exploration of concepts of literacy as social construction; includes aspects of influence on status, power, and mobility within society.
Analysis of research on 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.
Provide students with a broad understanding of the historical development of education reform initiatives in the United States, emphasizing the period beginning in 1983, as well as the skills and experience to evaluate contemporary and future reform critically.
Analysis of theory and practice-based research relevant to thoughtful design, implementation, and assessment of educational media and technology initiatives.
Course is designed for doctoral student who aspires to teach in teacher preparation programs. Practicum can not be counted for courses taught as a paid Teaching Assistant.
Application of education knowledge and research methods. Students independently write a research paper suitable for publication in an education research journal. S/U Graded.
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
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.
(IAPP-Applic for Initial Adm to PTEP: with minimum score of 9)
The course provides teacher candidates with opportunities to observe, participate in, analyze, and reflect on teaching and learning in secondary school and classroom settings.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
Meets student teaching requirement for certification. S/U graded.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or PPASS-Passed Required Praxis: with minimum score of 9 or EDFE 130: with minimum grade of S)
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.
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.
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
To permit a graduate student to continue making progress in a degree program. S/U graded.
Teaching/learning strategies, reading materials, selection, lesson planning and organizing for instruction in reading across the total curriculum constitute the focus of the course.
Course will emphasize diagnosis leading to instruction through a variety of approaches toward the end of enabling teachers to select appropriate methods/materials.
GPA-GR-3.0
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.
Develop understanding of cognitive affective needs of elementary students in reading and writing to learn. Develop sensitivity to individual needs. Participate in related field experiences.
Examines relevant theories, concepts and research related to development of content specific academic language/literacy skills for all learners, including culturally and linguistically diverse learners. Investigates how to implement effective strategies and select appropriate materials for learners’, particularly CLD students’, language/literacy development and content learning.
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 nurture 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 at 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.
Develop an understanding of the educationally disabled reader and writer in elementary and secondary school. Explore diagnostic and instructional strategies. Required tutoring experiences.
EDRD 612: with minimum grade of C and EDRD 620: with minimum grade of C
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.
ndividualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
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.
EDRD 617: with minimum grade of C
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. .
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.
Experiences in observation and supervised practice in college teaching to be used as basis for analysis of learning experiences. S/U graded.
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.
Students must earn 12 hours of credit for the dissertation in partial fulfillment of requirements for the doctoral degree. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.
This course is designed to provide the political, historical and legal foundations of special education and the education of culturally and linguistically diverse populations, and addresses the educational implications for the teacher and children with unique learning needs.
Students gain knowledge and skills to select, adapt, and conduct assessments, develop Individualized Educational Programs, and use data from assessment to plan instruction within a continuum of service delivery models for diverse children and youth.
This course is designed for the SPED/CLD graduate student to be provided with opportunities to observe in a variety of special education settings, reflect on the observations and develop teaching related artifacts suitable for use in the specified field experience settings. S/U graded.
EDS 581: with minimum grade of C and EDS 582: with minimum grade of C and ECLD 594: with minimum grade of C and EDSE 597: with minimum grade of C
This course is designed so that the SPED/CLD graduate student is provided with opportunities to observe in a variety of second language settings, reflect on the observations and develop teaching related artifacts suitable for use when teaching culturally and linguistically diverse learners who are in the process of learning English. S/U graded.
EDS 581: with minimum grade of C and EDS 582: with minimum grade of C and ECLD 594: with minimum grade of C and EDSE 597: with minimum grade of C and May concurrently take ECLD 596: with minimum grade of C
Students will be introduced to educational research, design, analysis and its applicability when reading, designing, or conducting educational research, particularly research that involves K-12 students with special education needs and those who are learning English as a new language.
This course is designed for the CLD/SPED graduate student to be provided with opportunities to observe and participate in a variety of special education and second language acquisition settings; reflect on the observations and develop teaching related artifacts suitable for use in specified field experience settings (specifically serving students with special needs and/or those students with culturally/linguistically diverse needs).
The special education teacher candidate will be provided opportunities to observe, analyze and reflect on issues including diversity, professionalism, best practices in teaching, rights and responsibilities, and instruction in a K-12 special education setting.
EDSE 507 is a self-paced, module-based course, delivered through Blackboard. Assignments for
EDSE 507 are described within eight modules. In addition to the eight modules, observations (70 hours) are 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.
Provides effective strategies to education all students, particularly at secondary level. Overviews special education process and inclusive education models; characteristics, transitional needs, and culturallylinguistically 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.
The special education teacher candidate will be provided opportunities to observe, analyze and compare/contrast special education programming in the United States to that of the teacher candidate’s home country. The teacher candidate will reflect on issues including diversity, professionalism, best practices in teaching, students’ rights and responsibilities, and instruction as related to K-12 special education settings.
EDSE 517 is a self-paced, module-based course. Classroom observation hours are required. Individual assistance is provided as needed.
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, individually 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).
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.
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.
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.
Historical perspectives and current educational services for student with visual impairment and deaf-blindness across the lifespan. Emphasis placed on growth and development and psychosocial effects of visual impairment.
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.
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.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S) and EDSE 546: with minimum grade of C
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.
Assessment procedures related to learners with visual impairments. Determination of learning needs and appropriate learning media. Relationship of assessment, IEP development and placement.
EDSE 541: with minimum grade of C and EDSE 548: with minimum grade of C
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.
This course addresses how to provide curriculum access and effectively teach skills in literacy, math, and general education content areas for students with exceptionalities. Emphasis is placed on evidence-based practices for targeted and embedded instruction of discrete skills in reading and math, and evidence-based strategies for adapting lesson plan formats and delivery modes to assure content access and student progress.
Students develop assessment skills related to students with disabilities focusing on principles, purposes, and the practice of assessment tools, including formal and informal measures.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S) and EDSE 512: with minimum grade of C
This course is designed to provide special educators with researched-based assessment and intervention strategies for working with individuals who have behavioral needs.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
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).
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
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.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
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.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
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.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
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.
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.
This course covers functional behavior assessment, functional assessment of academics, and selecting and prioritizing target behaviors.
APCE 628: with minimum grade of C
This course covers professional and ethical compliance for behavior analysis.
APCE 628: with minimum grade of C
This course addresses applied behavior analysis for individuals across the lifespan, including supervision, academic and cultural considerations, persons with autism and traumatic brain injury, and behavior change systems.
APCE 628: with minimum grade of C
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.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S) and EDSE 541: with minimum grade of C and EDSE 548: with minimum grade of C
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.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
Supervised teaching experience with students with visual disabilities, K-12, planning and implementing lessons, preparing materials, participating in staffing's, IEP/ IFSP development and parent conferences.
EDSE 541: with minimum grade of C and EDSE 543: with minimum grade of C and EDSE 546: with minimum grade of C and EDSE 548: with minimum grade of C and EDSE 549: with minimum grade of C and EDSE 640: with minimum grade of C and EDSE 645: with minimum grade of C and (GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
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.
EDSE 543: with minimum grade of C
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.
EDSE 546: with minimum grade of C
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.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
Integration of theoretical and practical considerations involved in collaborating with families, service providers, and agencies.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S) and EDSE 550: with minimum grade of C
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.
ASLS 370: with minimum grade of D-
Develop knowledge and skills to assess and to teach spoken language to individuals who are deaf or hard of hearing. Field experience required.
(EDFE 120: with minimum grade of S or EDFE 125: with minimum grade of S)
Develop knowledge and skills to assess and facilitate the development of language skills of individuals who are deaf or hard of hearing. Field experience required.
(EDFE 120: with minimum grade of S or EDFE 125: with minimum grade of S)
Develop knowledge and skills to assess and facilitate the development of literacy in individuals who are deaf or hard of hearing. Field experience required.
(EDFE 120: with minimum grade of S or EDFE 125: with minimum grade of S)
Develop the knowledge and skills to assess and to teach academic content to individuals who are deaf or hard of hearing. Field experience required.
(FAPP-Applic for Full Adm to PTEP: with minimum score of 9 or EDFE 120: with minimum grade of S or EDFE 125: with minimum grade of S)
Individual observation and supervised practice in the education of individuals who are deaf or hard of hearing.
EDFE 130: with minimum grade of S and (EDFE 120: with minimum grade of S or EDFE 125: with minimum grade of S)
This course provides students with an understanding of diversity within underserved gifted populations. Topics include learner characteristics and needs, diversity theories and implicit bias, identification, curriculum, programming, and collaboration.
This course provides students with the knowledge and skills needed to advocate for gifted learners. Students will demonstrate advocacy related to contemporary issues and trends in gifted education.
EDSE 664: with minimum grade of C and EDSE 683: with minimum grade of C and EDSE 684: with minimum grade of C and EDSE 685: with minimum grade of C and EDSE 686: with minimum grade of C and EDSE 687: with minimum grade of C
This course reviews problems and strategic opportunities in the administration and supervision of gifted education programs and services. Emphasis is on trends and issues associated with advocacy, diversity, and collaboration.
This course reviews problems and strategic opportunities in the administration and supervision of gifted education programs and services. Emphasis is on trends and issues associated with advocacy, diversity, and collaboration.
The externship is a supervised program of orientation, observation, and participation designed to provide linkages between theory and practice in leadership and management of gifted education.
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.
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.
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.
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.
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.
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, inter-agency 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.
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.
Students will become informed advocates through examining theories, definitions, characteristics, and needs of diverse gifted learners, as well as public policy and best practices related to identification, curriculum, and programming.
This course provides students with an in depth understanding of assessment methods. Students will utilize multiple measures to minimize bias and to inform identification and programming for gifted learners.
EDSE 664: with minimum grade of C and EDSE 683: with minimum grade of C
This course provides students with competencies needed to design and implement differentiated curriculum and pedagogy for gifted learners. Emphasis is placed on modifying curriculum in response to diverse learner needs.
EDSE 683: with minimum grade of C
This course provides students with an understanding of the whole gifted child. Emphasis is placed on the unique affective, social, emotional, and cognitive needs of various types of gifted learners.
This course examines issues and trends related to gifted education programming. Students will evaluate system-wide programming and make informed recommendations for sustainability and improvement based on state and national policies.
EDSE 683: with minimum grade of C and EDSE 684: with minimum grade of C and EDSE 685: with minimum grade of C and EDSE 686: with minimum grade of C
Students will explore effective and ethical communication, collaboration, and leadership models and strategies to support the education of gifted learners. Emphasis is placed on consultation and collaboration with multiple stakeholders.
EDSE 664: with minimum grade of C and EDSE 683: with minimum grade of C and EDSE 684: with minimum grade of C and EDSE 685: with minimum grade of C and EDSE 686: with minimum grade of C and EDSE 687: with minimum grade of C
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.
Students will conduct action research on a personally meaningful topic in gifted education. Emphasis will be placed on professional self-reflection and dissemination of findings to relevant stakeholders.
EDSE 664: with minimum grade of C and EDSE 683: with minimum grade of C and EDSE 684: with minimum grade of C and EDSE 685: with minimum grade of C and EDSE 686: with minimum grade of C and EDSE 687: with minimum grade of C and SRM 600: with minimum grade of C
Emphasize actual teaching and facilitation of learners who are gifted, talented, creative in actual supervised teaching experiences.
EDSE 683: with minimum grade of C and EDSE 685: with minimum grade of C and EDSE 687: with minimum grade of C
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.
EDSE 510: with minimum grade of C and EDSE 511: with minimum grade of C and EDSE 512: with minimum grade of C and EDSE 613: with minimum grade of C and May concurrently take EDSE 616: with minimum grade of C and EDSE 617: with minimum grade of C and EDSE 618: with minimum grade of C and EDSE 619: with minimum grade of C and (GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
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.
Supervised program of orientation, observation, and participation designed to provide linkages between theory and practice in leadership and management of special education.
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 program. S/U graded.
Doctoral level course that includes the analysis and interpretation of 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.
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 reviews, and policy analysis.
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.
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 to course development, and mentoring and evaluating personnel.
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.
Designed for third-year students, this course explores contemporary issues in exceptionality education and identifies strategies to address, ameliorate, and/or accommodate these issues within the greater context of education and society.
EDSE 702: with minimum grade of C and EDSE 732: with minimum grade of C
Explores dissertation research problems, theoretical frameworks, methodology, and data analysis procedures expected to develop an approved dissertation proposal. S/U graded.
A student must earn 12 hours of credit for the dissertation as a partial fulfillment of requirements for any doctoral. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.
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.
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 examines current and emerging issues and trends that affect secondary education with an emphasis on pedagogy, assessment, and inclusion of diverse learners in American schools.
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.
Introduction to the certificate program topics including the meaning of causal evaluation, how it can inform decision-making and continuous improvement processes, and a review of relevant math and statistical tools. S/U Graded.
Survey of research methods facilitating causal inference. Includes basic introduction to randomized control trials and quasi-experimental methods that can be used when a randomized control trial is not feasible. S/U Graded.
EII 604: with minimum grade of C
Use theory to drive analytic decisions and demonstrate how to estimate, interpret, and communicate impact of Randomized Control Trial. Emphasis is on using Ordinary Least Squares regression. S/U Graded.
EII 606: with minimum grade of C
Learn to program and interpret results of applied problems using the quasi-experimental techniques learned in
EII 606, including propensity score matching, difference-in-differences, and regression discontinuity S/U Graded.
EII 607: with minimum grade of C
Students will develop a logic model —a graphical representation that illustrates how the resources and strategies of an intervention are expected to translate into the desired outcomes. S/U Graded.
EII 604: with minimum grade of C
Determine strategies for conducting Randomized Control Trials within schools considering timing, context, generalizability, strengths, and barriers. If a local RTC is not plausible, make use of existing research and evaluations to inform decision-making. S/U Graded.
EII 607: with minimum grade of C and EII 609: with minimum grade of C
Students will apply a practical process to a theory-based framework to plan, implement, and use evaluation to critically examine the implementation of local educational initiatives. S/U Graded.
EII 606: with minimum grade of C and EII 609: with minimum grade of C
Introduction to design principles and software for developing static and interactive data visualizations. Emphasis is on matching communication and data visualization strategies to target audiences. S/U Graded.
EII 604: with minimum grade of C
Framework for developing partnerships among education agencies and research institutions to inform and evaluate policy and innovative practices. Emphasis is on building long-term, sustainable partnerships. S/U Graded.
EII 604: with minimum grade of C
Introduction to identifying and understanding the costs of educational interventions. Overview of how to select the appropriate type of cost study: cost-analysis, cost-effectiveness, or cost-benefit. S/U Graded.
EII 604: with minimum grade of C
A case study approach to identifying costs, calculating cost ratios, and translating the findings into recommendations for decision-making. S/U graded.
EII 614: with minimum grade of C
Survey of research methods facilitating causal inference when a randomized control trial is not feasible. Includes regression discontinuity, difference-in-differences, instrumental variables, and propensity score matching. Familiarity with OLS regression required.
Student will obtain placement on an applied quantitative education research project that builds on themes from
EII 705 such as working with longitudinal data, statistical programming, or policy analysis. S/U graded.
EII 705: with minimum grade of C
An in-depth application to an education policy area of one of four quasi-experimental methods (regression discontinuity, difference-in-differences, instrumental variables, or propensity score matching) or a comparison of multiple methods. S/U graded.
EII 705: with minimum grade of C
Study of foundations in literacy learning and teaching as reflected by current and historical trends in research, including theories and practices of teaching, learning and development, assessment, diversity, and literate classroom environments. Examines literacy with traditional print and digital media.
Students examine the significance of family and community in literacy success, including the role of P-20 educators in interactions among families, communities and schools; relationships among oral language and literacy processes in home, community and school; existing family and community literacy organizations with their practical applications for educators.
This course provides foundations in digital and multimodal literacy practices. Students will gain an understanding of theories, currently practiced integration models, digital citizenship and evaluate digital tools and applications.
Provides an introduction to educational research and design in classroom literacy. Instruction focuses on qualitative research methods in teacher action research, and on reading and understanding existing quantitative and qualitative research reports.
Considers collection and evaluation of children's literature texts, and methods of organizing, teaching and evaluating a literature program. Examines issues such as censorship, multicultural literature, style analysis. Examines traditional print and digital formats and sources for texts.
Examines specific disciplinary literacy practices and authentic and instructional texts relevant to academic disciplines within an elementary setting. Examines both traditional print and digital formats for disciplinary texts within academic contexts.
Assist classroom teachers with children’s writing processes. Emphasis on: writing process; encouragement of process development; children’s growth in writing process; and recording, assessing, and reporting student progress. Examine applications of both traditional print and digital tools in writing processes.
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.
Select and apply literacy assessments and interpret results for instruction.¿ ¿Apply understanding of the educationally disabled reader or writer. Explore appropriate diagnostic and instructional strategies. Required tutoring experiences.
ELIT 610: with minimum grade of C
Application of literacy leadership in collegial communication, reflective goal-setting for professional development, and literacy leadership. Examination of current and historical literacy policies and their impact on best practices in literacy teaching. Application of leadership principles in evaluating and directing curriculum decisions and program adoption.
ELIT 610: with minimum grade of C
Supervised clinical instruction of elementary, middle, secondary school disabled readers. Continued professional development, especially in the areas of collegial communications, reflective coaching, and leadership capacity. May be completed at each level.
Implementation of literacy research, including synthesis and assimilation of information gleaned from all courses in the Master of Arts in Reading Program, in the form of original action research. Student-selected topics from major trends in literacy education. Register in final semester of coursework for MA in Literacy program.
ELIT 623: with minimum grade of C
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.
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.
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.)
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.
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.
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.
Enables students to engage in a particular task/activity in educational leadership in one or more field site. S/U graded.
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.
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.
ELPS 751: with minimum grade of C
Classic and contemporary published quantitative and qualitative studies on organizations, leadership and policy studies are used to analyze research strategies and tactics.
ELPS 751: with minimum grade of C and ELPS 752: with minimum grade of C and SRM 602: with minimum grade of C
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.
ELPS 751: with minimum grade of C and ELPS 752: with minimum grade of C
Complete research of a major problem in educational leadership and policy. Must earn total of 12 hours of credit. S/U graded.
ELPS 797: with minimum grade of S
To permit a graduate student to continue making progress in a degree program. S/U graded.
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.
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.
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.
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.
Advanced study of teaching and learning, integrating theory and practice for teachers of writing.
Introduction to film analysis and film theory. Students will have the opportunity to learn core skills in film analysis and interpretation and engage with ongoing conversations in film theory.
An investigation of a theme, form or problem that cuts across periods and nationalities.
Course will expand on undergraduate literary and critical training to examine four theoretically informed approaches to teaching US Immigrant literature.
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.
ENG 500: with minimum grade of C
This course familiarizes students with a range of 21st century digital composing tools and methods of assessing multimodal projects.
This course prepares students with tools and methods to read and teach works of poetry.
This course prepares students with tools and methods to read and teach works of fiction.
This course prepares students with tools and methods to read and teach dramatic literature.
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.
Train new teaching assistants in School of English to teach college level composition to UNC students.
Advanced study and application of research methods and approaches for literary study including, but not limited to, Archival Research, Distant Reading, New Historicism, Reception Studies, Feminist/Queer Recuperation and Recovery, and Textual Analysis.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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 New and 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.
Seminars in writers or works in translation to illustrate generic, thematic, national, or cultural approaches to world literature.
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.
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 epistemic, 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 specific films.
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.
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.
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.
Study for undergraduate and graduate students in various topics of sustainability
Industrial safety covers the theory of historical occupational hazards, current safety issues, agencies that regulate workplace hazards, accident causation and prevention, and training needed for the workplace.
(3 lecture, 3 laboratory) Students will quantify and model the movement of water within the hydrologic cycle, focusing on the surface water component. The course will consist of lectures, laboratories, field projects, and presentations. Two field trips are required.
May concurrently take MATH 131: with minimum grade of C
A variable content course covering integrated science content and pedagogy from the following: atmosphere (air), biosphere (life), hydrosphere (water), and/or lithosphere (land/rock).
Field studies in astronomy, geology, meteorology and/or oceanography, usually preceded by on campus orientation. Schedule of classes lists specific area and topic to be investigated when course is offered.
Analysis and investigation of contemporary issues and development of research skills in the field of earth sciences, atmospheric sciences, environmental sciences, or geosciences. The course may include extensive field work.
Exploration of contemporary issues associated with natural hazards, resources and environmental change impacting society, culture, and diverse ecosystems at international sites. Research skill development in geology, meteorology, and environmental sciences.
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.
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.
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.
Internship in a public agency or private firm to provide professional experience under the supervision of an area specialist. S/U graded.
Faculty and students select an earth sciences topic for intensive study beyond the scope of existing departmental course offerings.
Qualified graduate students select and research a problem and present professional quality written report.
Intensive study of selected earth sciences topic under the direction of student's graduate studies committee. S/U graded.
An examination of the field of instructional design and technology in various environments such as K-12, higher education, and business. The focus is on the application of theory and research to practice.
An application of technology tools in teaching practices to promote technology integration that is seamless and adds significant value to student learning of K-12 curriculum. An investigation of theoretical and practical issues and methods.
Covers a design process for determining instructional content and creating effective, efficient, and appealing instruction.
An introduction to technologies and theories used in the creation of various instructional materials. An emphasis is placed on skill development.
A continuation of
ET 503 with advanced work in technologies and theories used in the creation of various instructional materials. A greater emphasis is placed on effective uses of instructional materials.
ET 503: with minimum grade of C
A study of the design and development of computer-assisted instruction. The primary goal is to introduce students to the established standards of technology-based, self-paced, individualized learning.
ET 503: with minimum grade of C
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 librariesin 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.
An introduction to project management principles within the framework of educational projects. The focus is on planning the design and development of instructional materials.
An examination of barriers to effective workplace performance and possible interventions. Topics include motivation, information and educational design, organizational issues, ethical behavior, etc.
ET 502: with minimum grade of C
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).
An examination of advanced topics in online education. The focus is on the design, development, and implementation of interactive educational systems within a client/server framework.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
ET 503: with minimum grade of C and ET 524: with minimum grade of C
Investigation of the theory and use of multimedia in educational and training environments. Current tools and related concepts are also examined.
ET 503: with minimum grade of C and ET 524: with minimum grade of C
This course uses a case study approach to the analysis, design, and evaluation of performance and educational environments. A background in the study of human performance technology is also provided.
Individual field experience in educational technology. Field experience and summative report format must be approved by advisor. S/U graded.
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.
Individual field experience in secondary school libraries. Field experience and summative report format must be approved by advisor. S/U graded.
Scheduled on irregular basis. Explore special topics in Educational Technology. An appropriate subtitle will explain each course.
Individual field experience in secondary school libraries. Field experience and summative report format must be approved by advisor. S/U graded.
An advanced examination of instructional design theories and methods. Both directive and guided learning architectures are discussed.
ET 502: with minimum grade of C
Investigation of the development, theory, and research bases of the field of Educational Technology.
ET 500: with minimum grade of C
Investigation of the development, theory, and research bases of the field of Educational Technology.
ET 782: with minimum grade of C
Selection of an appropriate research topic in the field of instructional design and technology. Summarize related literature, identify a researchable problem within that topic, and develop appropriate methodology. Develop an approved research proposal. S/U graded.
After receiving approval for the proposal, the doctoral candidate must register for dissertation hours while conducting the research and writing the final report in the form of a dissertation. Doctoral candidates must earn 12 hours of dissertation credit towards the doctoral degree.
To permit a graduate student to continue making progress in a degree program. S/U graded.
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.
Emphasize standards-based teaching and learning methods, curriculum and classroom organization and design, testing and evaluation, procedures and materials, in relationship to subject area in a K-12 teaching program.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
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. Several 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.
Credit for both
FND 420 and
FND 520 is not allowed. 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.
Course covers critical analysis of nutrition assessment methods involving clinical judgment for their application as well as study of physiological bases for medical nutrition therapy (MNT) and MNT development.
Focuses on macronutrient metabolism and the biochemicalmolecules and metabolic pathways that are essential for nutritional homeostasis.
Investigation of the biochemical and clinical aspects of micronutrient metabolism. Vitamins, minerals and selected phytonutrients will be explored. Topical controversies regarding supplementation, optimal intake and status indicators will be examined.
FND 530: with minimum grade of C and FND 551: with minimum grade of C
Credit for both
FND 455 and
FND 555 is not allowed. 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.
The application of behavioral change theories in nutrition counseling. First person reflection using evidenced based research in working with the behavior modification process through self-directed behavior techniques.
Field experience in supervised practice sites within clinical, community, food service management, and specialized concentrations. S/U graded.
FND 510: with minimum grade of C and FND 512: with minimum grade of C
Provide students with effective oral and written communication skills in order to provide science-based nutrition information to various audiences.
FND 570: with minimum grade of C and (RCS 610: with minimum grade of C or SRM 600: with minimum grade of C)
Analyze, critique, and communicate current topics in nutrition. Compare and contrast headline news to evidence based research.
(RCS 610: with minimum grade of C or SRM 600: with minimum grade of C)
Individualized investigation about a specific nutrition/dietetics topic under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Advanced study of the socioecological framework, examining multi-factorial levels of influence on food choices, dietary intake, public policy and health outcomes and how these are inter-related to public health nutrition.
(RCS 610: with minimum grade of C or SRM 600: with minimum grade of C)
Capstone course provides students the opportunity to complete an in-depth study of an area of evidence-based research/practice, write a comprehensive paper and present the project results.
A rigorous study of fundamental GIS principles, including the nature of spatial data, vector and raster data models, and key GIS analysis operations.
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.
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.
Examine statistical techniques useful to the analysis of geographical data. Covers descriptive statistics, probability, statistical inference, hypothesis testing, statistical modeling and spatial statistics.
Examine a selected area of systematic geography; consider appropriate pedagogical approaches in teaching about that geographic topic.
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.
Students will learn the conceptual foundations and technical skills to apply remote sensing in environmental and cultural applications. Topics will include land use/land cover classification, change detection, and vegetation modeling.
Students will learn the conceptual foundations and technical skills to apply remote sensing in environmental and cultural applications. Topics will include land use/land cover classification, change detection, and vegetation modeling.
This course covers the principles, structure, development, and application of geodatabases. It provides hands-on training in the design, development, and operation of enterprise geodatabases.
Web GIS development using ArcGIS Online, JavaScript, and html. Management of IIS websites for the delivery of REST and related GIS web services.
GEOG 412 or previous experience with Web GIS recommended.
Advanced study of geographic techniques. Topics will relate to applications in GIS, remote sensing, quantitative analysis, land use analysis, or the mapping sciences.
This course will develop advanced skills for geospatial programing. Topics include applying programing to automate processing tasks, interact with map elements, manipulate batches of GIS data, and create basic user interfaces.
GEOG 327 or previous experience with programming recommended.
Study and apply techniques used, solve geographic problems in the field and effectively present results of such studies.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Internship in a public agency or private firm to provide professional experience under the supervision of an area specialist. S/U graded.
(2 lecture, 3 laboratory) Groundwater in the geologic setting. Hydrology of groundwater basins. Well hydraulics. Principles of flow in saturated and unsaturated materials. Modeling of hydro geologic systems. Applications to groundwater contamination and management problems.
(GEOL 100: with minimum grade of C or GEOL 201: with minimum grade of C) and May concurrently take MATH 131: with minimum grade of C
Overview of what ore is and how it is formed, techniques of finding and extracting ore, plus environmental impacts of extracting ore. Case studies of well known mines.
GEOL 202: with minimum grade of C and GEOL 320: with minimum grade of C
(3 lecture, 3 laboratory) 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.
GEOL 320: with minimum grade of C
(3 lecture, 3 laboratory) 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.
GEOL 202: with minimum grade of C
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) 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.
GEOL 202: with minimum grade of C
(3 lecture, 3 laboratory) Origin and evolution of landforms emphasizing processes of their formation, including tectonic, glacial, fluvial and hillslope processes.
(GEOL 100: with minimum grade of C or GEOL 201: with minimum grade of C) and May concurrently take MATH 131: with minimum grade of C
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.
(GEOL 100: with minimum grade of C or GEOL 201: with minimum grade of C)
(2 lecture, 3 laboratory) 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.
GEOL 202: with minimum grade of C
(3 lecture, 3 laboratory) 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.
GEOL 202: with minimum grade of C
(4 laboratory) 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.
GEOL 450: with minimum grade of C and GEOL 470: with minimum grade of C
(2 lecture, 3 laboratory) Explore, examine and interpret classification, genesis and processes that drive soil formation. Use soil data from various ecosystems to assess soil health and land management issues. One weekend field trip required.
(ESCI 320: with minimum grade of C or GEOL 320: with minimum grade of C) and CHEM 111: with minimum grade of C
Overview of the processes driving and resulting from plate tectonics. Detailed study of some of the earth's past and present mountain belts.
GEOL 470: with minimum grade of C
Petroleum and energy geology includes integrated exploration and development methods and understanding technological advancements that have led to the dynamic energy industry. Case studies and applied problems are emphasized.
GEOL 201: with minimum grade of C and CHEM 111: with minimum grade of C
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.)
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
Application of skill in research for funding options, program planning, proposal writing, budgeting and establishing controls for grant administration.
Only 9 credits may be counted towards degree program. S/U graded. There shall be 40 contact hours per credit hour.
Make application to the department before registration.
Thesis S/U graded.
To permit a graduate student to continue making progress in a degree program. 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.
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.
Introduction to the philosophy and evolution of social program evaluation and assessment specific to higher education environments. Students will consider political, social, and ethical contexts of evaluation and assessment processes with emphasis on equity and social justice. Substantive emphasis on research design, data collection and analysis techniques, and report writing.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
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.
An overview of women and women's issues in higher education and student affairs in the U.S.. Topics include: feminist theories; the division of labor for women faculty and administration; identity and experiences of undergraduate and graduate women; intersectionality of race, class, and gender.
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.
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.
Course focuses on leadership theory to assist ethical scholar/leaders prepare for leadership roles in diverse organizations.
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.
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.
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.
HESA 650: with minimum grade of C
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.
Courses focuses on advanced leadership theory to assist ethical scholar/leaders prepare for leadership roles in diverse organizations. Emphasis is on advanced leadership theory and its application to diverse high education and student affairs organizations.
HESA 671: with minimum grade of C
Continued doctoral study in higher education and student affairs leadership focusing on collaborative research. Explores research framework and design through a collaborative research project.
HESA 761: with minimum grade of C
This course focuses on three themes, data analysis and representation of findings, writing for publication, and navigating the comprehensive exam and dissertation processes.
HESA 761: with minimum grade of C and HESA 781: with minimum grade of C
Required dissertation proposal experience for all doctoral students. Four hours of credit must be earned in this course in partial fulfillment of requirements for doctoral degrees before admission to candidacy. S/U graded.
Required of all doctoral candidates under the direction of a graduate faculty committee. May be taken only after admission to candidacy. S/U graded.
To permit a graduate student to continue making progress in a degree program. 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.
An analysis of the topics in Chinese history from earliest times to the present.
Investigates selected topics in the history of China, Japan, India and Southeast Asia.
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.
Investigates selected topics in Latin American history. May focus on colonial or post-independence period.
A study of central issues of modern African history, including social transformation, the emergence of the nation-state, economic underdevelopment and the problem of southern Africa.
Investigates topics in the history of colonial and revolutionary America through direct research and/or readings.
Focus of seminar will be on research and writing topics for the American Southwest from the Spanish period through the territorial period to the statehood period when full admission secured.
Covers the American Indian experience from prehistory to the present, emphasizing themes of environment, diversity and perception of native peoples by outside observers.
Investigation of a topic in American history. Content depends on instructor.
A seminar for advanced undergraduate and graduate students that will investigate select topics in Medieval and Renaissance history through research and readings.
A consideration in depth of European historical development focusing on key issues in European history.
Focuses on the writing of an article-length research paper grounded in primary sources of publication quality. History MA students are required to take 6 credits of
HIST 590 and earn at least a B on the research project to pass the course.
Reading seminar explores environmental history. Through a variety of monographs and articles, read and discuss themes, methodologies and subjects. Readings will focus on the twentieth century and cover a global scope.
Examines the nature of history, historical research and the writing of history.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Optional for Master of Arts programs on recommendation of the major advisor. S/U graded.
Prerequisite: HRS 630. Meets minimum of 12 hours per week. Qualified human services majors engage in counseling interviews and activities under the supervision of one or more university staff members. S/U graded. Course fee required.
Theoretical and conceptual frameworks of adjustment of various disabling conditions are comprehensively investigated. A thorough review of the research literature regarding psychosocial aspects of disability will be undertaken.
Majors only. Required of doctoral students. Students must earn 4 hours of credit towards doctoral degrees before candidacy. S/U graded. Repeatable, maximum four credits.
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.
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.
This course focuses on supervision of interpreting systems. Students examine core skills shared by supervisors and analyze strategies that promote effective communication and resolve conflict in the workplace.
This course introduces the major theories and concepts of leadership and their application to the field of interpreting. It will explore the link between leadership, ethics, and values.
This course addresses central issues of moral philosophy, seeking to identify and understand moral challenges peculiar to leadership. Ethical problems taking on a particular guise in leadership contexts are explored.
This course provides supervisors of interpreters, lead interpreters and/or mentors with a common system, along with the tools and resources needed to effectively conduct skills-based diagnostic assessments.
This course introduces students to the American Judicial System including the scope and jurisdiction of federal and state courts and an overview of the civil and criminal court process.
This course provides students with a foundation in civil law, procedures and systems that is essential to understanding the legal meaning of civil law proceedings to be interpreted.
This course examines criminal law and its associated procedures, as well as the implications of the criminal procedure and legal language on the interpreting process.
This course provides the student with a firm foundation in the tasks of interpreting legal texts and guides the practicum experience.
This course provides the student with supervised internship in legal interpreting. This course will engage the student in a 55-hour, field-based, supervised experience that provides for the application of the skills, knowledge and attitudes that constitute interpreting in the American Judicial System.
INTR 580: with minimum grade of C and INTR 581: with minimum grade of C and INTR 582: with minimum grade of C and INTR 583: with minimum grade of C
Active learning experience in managing information in a dynamic research environment. Skills include identifying, retrieving, organizing, and evaluating information necessary for graduate level research in Criminology and Criminal Justice.
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.
This course is an interdisciplinary survey seminar that explores cultural and historical developments of the Mexican origin people across four distinct periods, Indigenous America, Spanish America, the rise of Mexico and U.S. incorporation of Mexico into the United States. Attention will be given to cultural identity, cultural representations and cultural memory. Students will survey and study primary and secondary documents.
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.
This course will examine cultural, social, historical, political and economic conditions which gave rise to the Chicana and Chicano Civil Rights Movement during the years 1950-1980.
This course will introduce major authors of Mexican American and Xicanx literature through the study of fiction, nonfiction, poetry, drama, and illustrated texts. The goals of the course include improving students’ understanding of these works as expressions of individual and human values within a historical and social context, cultivating an appreciation for the aesthetic principles that guide this literature, reflecting on the way this literature influences and is influenced by intercultural experiences, and researching critical responses and linguistic theories associated with these works.
Examines various theories and methods utilized by Chicana/o scholars during the evolution of the discipline of Chicana/o Studies, exploring how these theories and methods have informed and continue to inform writing and research in Chicana/o Studies.
The course examines Mexican and Mexican American popular folk culture in the context of historical and contemporary issues.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
This course examines how globalization and transnationalism influence economic, political and cultural conditions in both sending states such as Mexico, El Salvador and Guatemala and receiving states such as the United States.
This course explores a range of research methods pertaining to the investigation of the Mexican American experience in the United States. The course requires the development of the following: methodology, research question, research outline, literature review, and a research paper.
This course prepares instructors/educators to teach about current research and knowledge concerning the Mexican origin population in the United States. The course provides strategies for instruction of Mexican American Studies. Emphasis is placed on instruction, creation of lesson plans and delivery modes.
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.
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.
Polynomial equations including DeMoivre's Theorem, the Fundamental Theorem of Algebra, methods of root extraction (e.g. Newton, Graffe) multiplicities, symmetric functions, matrices and determinants. Elementary computer applications.
Individualized investigation under the direct supervision of faculty member. (Minimum of 37.5 clock hours required per credit hour.)
A study of groups, rings and fields with a special emphasis on groups and fields.
Vector spaces, linear transformations, matrices, eigenvalues, canonical forms, quadratic forms and other selected topics.
MATH 321: with minimum grade of C
A broad, deep survey of topics in enumerative combinatorics, with a focus on mathematical reasoning and problem solving.
Techniques in problem solving applied to algebra, number theory, geometry, probability, discrete mathematics, logic and calculus. A study of Polya's heuristic rules of mathematical discovery.
Sequence of two courses to extend studies of calculus and analysis into the mathematical rigor and logic of analysis. Includes: real numbers, sequences, topology, limits, continuity, differentiation, series and integration.
MATH 233: with minimum grade of C
MATH 531: with minimum grade of C
An exploration of select topics in real analysis providing a deeper understanding of real numbers, continuous functions, and the theoretical underpinnings of calculus.
Introduction to the process of mathematical modeling using a wide selection of mathematical tools, with an emphasis on development, verification and interpretation of models and communication of results.
Point-set topology and the foundations of real analysis.
A survey of both traditional Euclidean geometry and contemporary geometries, in which applications of geometry are integrated into the study of the mathematical structure of geometrical systems.
Methods related to descriptive and inferential statistics and the concept of probability are investigated in depth.
First course in complex variables, especially for potential calculus teachers. After preliminaries, proceed directly to power series, Laurent's series, contour integration, residue theory, polynomials and rational functions.
MATH 432: with minimum grade of C
Survey of mathematical conceptual development and the people involved from antiquity to the present, including content connections and use of primary and secondary sources.
A problem solving approach to a survey of core abstract algebra topics including groups, rings, integral domains, fields and number theory related results.
Topics from various fields of mathematics which reflect specific interests of instructors and students.
Students research a mathematical problem relevant to their own teaching and write an expository paper on that topic.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
The course focuses on statistical inference problems, applied linear models including multiple regression, ANOVA, linear mixed models and categorical data analysis including generalized linear models.
Topics from various fields of mathematics, for example, algebraic topology, functional analysis, Lie groups and algebras or nonlinear analysis.
Groups and rings and their structure. Sylow theorems. Modules. History and applications.
MATH 523: with minimum grade of C
Polynomial Noetherian rings and ideals. Fields and Galois theory. Structure of fields. History and applications.
MATH 709: with minimum grade of C
A broad yet deep survey of current topics in combinatorics and graph theory essential for teachers K-16, including applications to probability, coding theory, sorting and matching algorithms and optimization.
Analytic and meromorphic functions in the complex plane. Integration, conformal mapping and advanced topics.
Analysis of functions of several variables, unifying and extending ideas from calculus and linear algebra. Includes the implicit function theorem and Stokes' Theorem.
MATH 525: with minimum grade of C
Abstract spaces, Lebasque measure, continuity, integration and differentiation theorems, Baire category.
The notion of proof, first order logic, set theory, ordinals, cardinals and an overview of the most important recent results in the field.
A survey of topics in arithmetic and analytic number theory, such as Eulers' function, quadratic reciprocity, continued fractions and the distribution of prime numbers.
MATH 732: with minimum grade of C
Topics from various fields of mathematics, for example, algebraic topology, functional analysis, Lie groups and algebras or nonlinear analysis.
Four hours of credit for doctoral dissertation proposal research must be earned in partial fulfillment of requirements before admission to candidacy.
Doctoral Dissertation. S/U graded.
Data analytics considers methods for structuring and manipulating large databases, extracting usable datasets and performing statistical and textual analysis to support decision-making. Exploratory, confirmatory and predictive analytics will be examined. Data visualization considers techniques to communicate statistical and operations information efficiently through graphical techniques. This includes dashboards, charting, plotting and mapping methods.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
This course examines the concepts, applications, and uses of managerial accounting in managerial decision-making for managers and other internal users.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
This course provides an understanding of financial accounting fundamentals for prospective consumers of corporate financial information, such as managers, stockholders, financial analysts, and creditors. The course focuses on understanding how economic events are recorded in the three main financial statements (i.e., the income statement, balance sheet, and statement of cash flows).
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
Course topics include business entity selection; business law; financial accounting; tax law (IRS Code, Regulations, Cases), business ethics.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
This course examines how to analyze and interpret financial statements and how to use this information to value a firm based on different valuation approaches. Course topics include asset and liability measurement and income recognition, a comparison of income vs. cash flows, analysis of profitability and risk, forecasting financial statements and estimation of risk-adjusted rates of return, valuation using dividends, cash flows, earnings, or market-based approaches.
MBA 611: with minimum grade of C
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Letter graded.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
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.
Examines application of microeconomic analysis used in managerial decision-making. Topics include demand analysis, cost and production functions, and behavior of competitive and non-competitive markets with applications to various business decisions.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
Examines organizational behavior topics such as motivation, team dynamics, perception, power, politics, conflict, and culture, with an in-depth view of ethical leadership.
Successful completion of MBA foundation modules.
This course provides a capstone experience through techniques and tools needed for effective strategy. Students integrate concepts, theories, and tools to develop comprehensive strategies in a variety of business environments.
MBA 650: with minimum grade of C and MBA 654: with minimum grade of C and MBA 660: with minimum grade of C and MBA 670: with minimum grade of C
This course focuses on the mechanics of globalization and the mastery of business strategy, operation and practices from a global perspective. It explores national differences in political economy, culture, ethics, and their implications in international management and how to integrate such differences into a global strategy.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
This course examines concepts involved in planning, implementing and evaluating the marketing strategies of various organizations. Topics include marketing strategy tools, positioning, brands, price, place, promotion, market research, and marketing plan.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
In this class, we discuss why consumers behave the way they do. Using these theories developed primarily in psychology, behavioral economics, and marketing, we will try to predict how consumers will respond in different settings. This course uses readings (both books and articles) to drive insights and generate discussion.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
The Internet and advances in technologies for e-commerce, web design, mobile marketing, social media marketing, content marketing, search engine marketing, and web analytics/measurement are transforming how companies, brands, and individuals plan and practice strategic marketing. This course provides students with an understanding of how marketing is adapting and integrating these changes for the digital age.
MBA 660: with minimum grade of C
Course is patterned after the Project Management Institute concepts of project initiation, planning, execution, monitoring & controlling, and closure. This course also prepares students to take the Project Management Professional certification from the Project Management Institute
May concurrently take MBA 654: with minimum grade of C
This course explores six sigma – one of the most popular improvement methodologies leveraged by all types of organizations. The course will provide you the knowledge and hands-on experience with the most powerful tools used for six sigma projects. An optional benefit is the opportunity to take a certification exam and earn the Certified Six Sigma Green Belt designation.
May concurrently take MBA 654: with minimum grade of C
This course explores lean transformation – the number one improvement methodology designed for creating and maintaining a sustainable organization. The course will provide you the knowledge and hands-on experience with the most powerful tools used for lean transformations. An optional benefit is the opportunity to take a certification exam and earn the Certified Six Sigma Green Belt designation.
May concurrently take MBA 654: with minimum grade of C
This course focuses on the improvement of supply chain processes and performance, explores important supply chain metrics, makes clear primary tradeoffs in making supply chain decisions, and presents tools for effective and efficient supply chain management, transportation, warehousing and inventory control, order fulfillment and supply chain coordination.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
Course topics include time value of money, risk and return, capital budgeting, financial analysis and modeling, capital structure, working capital management, and international corporate finance. Advanced topics make use of case studies and/or simulation.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
This course examines healthcare systems, their history and evolution.
May concurrently take MBA 654: with minimum grade of C
The goal of this course is to provide non-financial healthcare managers with the practical knowledge of healthcare finance, budgeting and reimbursement models and how to utilize this information in executive decision-making.
MBA 610: with minimum grade of C and MBA 654: with minimum grade of C
This course will provide students with an overview of the healthcare related managerial issues leaders face. Topics will include ethics, technological trends, role of the generalist vs. specialist and strategic management in healthcare organizations.
MBA 654: with minimum grade of C
Focuses on the creation of a competitive advantage through strategic human resources planning and staffing. Topics include job analysis, recruiting, assessment, succession planning, and retention. Also covers laws and regulations relative to the recruiting process.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
Focuses on the effective design of an organization's compensation, total rewards, and performance management systems. Topics include total compensation systems that attract and retain talent, employee benefits and performance management.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
Introduces students to the major approaches used for managing both planned and unplanned organizational change. Reviews diagnostic techniques for identifying organizational problems and examines how strategic organizational change can achieve increased quality, productivity, and employee engagement.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
A seminar course in various business content areas as need and opportunity arise.
May concurrently take MBA 654: with minimum grade of C and (MBAM-MBA Foundation Modules: with minimum score of 70)
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.
Update skills and knowledge of professionals inthe 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.
A mathematics education course for current middle school teachers. Content includes mathematics education topics appropriate for teachers of middle level mathematics.
Methods of teaching discrete mathematics including using technology, projects, cooperative groups and the development of curriculum materials. Topics will include the teaching of existence problems, counting problems and optimization problems.
Current search on instruction in algebra/trigonometry; current curricular issues. Approach teaching of Algebra and Trigonometry from a conceptual and problem solving point of view.
Students will develop teaching modules and models based on current theories of cognition and recommendations of professional societies.
Methods of teaching topics of probability and statistics including hands-on experience in collecting and analyzing data. Topics include descriptive techniques, random variables, curve fitting and use of technology.
This course explores the knowledge and skills to elicit, understand, build on, and respond to student thinking. It provides expertise to support student learning and teach secondary mathematics for understanding.
This course examines ways to integrate knowledge of the role of culture in mathematics teaching and learning into mathematics instruction with the goal of developing students' internal motivation.
We will analyze the mathematical and conceptual structure of quantities and relationships between quantities in secondary mathematics courses and explore pedagogy for teaching quantitative reasoning.
Methods of teaching advanced mathematics topics in high school mathematics with emphasis on pedagogy, working cooperatively and developing curriculum materials for teaching such topics as vectors, fractals and transformations.
Students research a current problem in secondary mathematics education relevant to their teaching situation, developing goals, reviewing relevant literature and planning the project as they progress through the program.
Examination and critique of current research in mathematics education. A focus on research design, analysis and reporting of both qualitative and quantitative research.
The goals of this course are to synthesize and re-conceptualize past research, suggest areas of research most useful to advancing the field and provide implications for classroom practice.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Students will develop knowledge and skills needed to be effective in providing interventions in mathematics for students with learning disabilities and in helping other teachers and paraprofessionals do the same.
Improvement of undergraduate mathematics teaching via active student-based learning and implementation of a learning cycle of informed practice and information gathering, reflection and analysis, and planning and modified practice. S/U graded.
To prepare elementary/middle school mathematics specialists. Includes mathematics review of number theory, geometry and other content, NCTM curriculum, professional and assessment standards, use of technology and manipulatives and research.
Address and evaluate specific problems in mathematics education. Allow students to examine curricular concerns, evaluation, teaching special populations and cognitive issues relating specifically to the secondary level.
MED 610: with minimum grade of C
Address community college and undergraduate level mathematics education issues. Focus on current curriculum reform and research into learning and teaching on the post-secondary level.
MED 610: with minimum grade of C
No more than six hours may be applied to any one graduate degree. Prerequisites and topics announced in Schedule of Classes.
Must be an in-service math teacher or math teacher leader. Classroom and teacher leadership issues related to 1) variation in beliefs and practices underlying teaching math for understanding and 2) motivation, status, and affect in the mathematics classroom
Must be an in-service math teacher or math teacher leader. Classroom and teacher leadership issues related to 1) using assessment to support teaching math for understanding and 2) providing all students with the opportunity to learn mathematics with understanding
A course for developing the knowledge and skills needed to be an effective mathematics teacher leader with an emphasis on implementing a high-quality mathematics curriculum.
Addresses cultural issues related to generating equity in K-12 mathematics. Each seminar focuses on a particular cultural issue, such as gender, ethnicity, race, and class. S/U graded.
Must be an in-service teacher or math teacher leader. Develop the knowledge and skills needed to be an effective mathematics coach.
Must be an in-service math teacher or math teacher leader. Knowledge and skills for mathematics teacher leadership including: leading change initiatives, managing conflict, designing math professional development, supporting cultural responsible teaching, and deepening pedagogical content knowledge for teaching mathematics.
Must be an in-service math teacher or teacher leader. This course focuses on the knowledge and skills to be an effective mathematics teacher leader by building and expanding on the content of
MED 685.
MED 685: with minimum grade of C
Knowledge and skills for mathematics teacher leadership including: exploring general leadership, working with teachers, analyzing the interactions among culture, mathematics, teaching and learning, and deepening mathematics knowledge for teaching.
This course focuses on the knowledge and skills to be an effective mathematics teacher leader by building on the content of
MED 687.
MED 687: with minimum grade of C
Analyze research concerning cognitive science in mathematics education. Conduct case study on cognition in mathematics.
MED 610: with minimum grade of C
Learn advanced research concepts and methods that are unique in the study of educational mathematics. Includes data analysis and advanced statistical techniques.
MED 610: with minimum grade of C and MATH 651: with minimum grade of C
A focus on paradigms, issues and methods of qualitative research in mathematics education. This includes critical analysis of literature and of data collected from mathematics learning environments.
MED 610: with minimum grade of C
A focus on issues relevant to working with pre-service and in service K-12 mathematics teachers, and in promoting standards-based content, curriculum, pedagogy and assessment.
MED 610: with minimum grade of C
Curricular, pedagogical and ethical issues in college mathematics teaching. Students and faculty reflect on and discuss ways to improve and reform teaching. S/U graded.
An exploration of the underpinnings of current K-16 mathematics education by examining the historical development, perspectives and schools of thought that have influenced the teaching of mathematics.
MED 700: with minimum grade of C
The course focuses on concrete issues of developing and conducting mathematics education research: picking a topic, developing problem statement, purpose, research questions, and relevant literature review.
The physical laws governing planetary and synoptic-scale atmospheric motions are developed mathematically based on conversion of mass, momentum, and energy.
MATH 233: with minimum grade of C and MET 315: with minimum grade of C and MET 320: with minimum grade of C and PHYS 240: with minimum grade of C
(3 lecture, 2 laboratory) Use of weather data, manual analyses, and meteorological software tools in weather forecasting and case studies. Practice includes review of theory, student weather briefing, daily forecast, and statistical forecast verification.
MET 501: with minimum grade of C
(3 lecture, 2 lab) Describes the principles of numerical weather prediction, modern forecast models, and their uses. Emphasis is placed on weather analysis, the advantages and limitations of numerical models, and advanced forecasting applications.
CS 101: with minimum grade of C and MET 502: with minimum grade of C
Prerequisite: MET 205. Relationships between living organisms and atmospheric environment. Effects of weather on human health, agriculture and animals. Soil and air temperature, radiation and energy budgets, water cycle, heat units, comfort indices.
Factors affecting climate; analytical methods used to study climatology, general circulation of the atmosphere, oceans, and the global energy balance. Introduction to global climate models, projects of climate change.
Survey of climate history and methods of interpreting geological, paleontological, and paleobotanical climate proxies. Introduction to modeling, utility of using models to reconstruct past climate, and current research in paleoclimate.
MET 205: with minimum grade of C
Principles of extreme weather over complex terrain, Rocky Mountains, and Colorado Front Range. Fire weather, windstorms, air pollution, blizzards and snow avalanches, monsoon circulations, and forecast applications.
Explore topics in Meteorology beyond existing departmental offerings. Specific topics determined by student interest and instructor.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) R
A combined mathematics/mathematics education course for current middle school teachers. Content includes measurement, symmetry, properties of figures, proof, and pedagogical content knowledge for teaching geometry at the middle grades.
A combined mathematics/mathematics education course for current middle school teachers. Content includes topics in number theory, arithmetic operations and their representations (algebraic and geometric), problem-solving, numerical patterns and formulas, and pedagogical content knowledge for teaching these topics in the middle grades, with particular emphasis on preparing students to enter algebra.
A combined mathematics/mathematics education course for current middle school teachers. Content includes algebraic representations of patterns, numbers, and functions and pedagogical content knowledge for teaching algebra at the middle grades.
A combined mathematics/mathematics education course for current middle school teachers. Content includes introductory notions of probability and basic descriptive statistics appropriate for teachers of middle level mathematics.
Students must be professional teachers who have taught either elementary or secondary school mathematics. Combined mathematics/mathematics education course for current middle school teachers. Content includes proportional reasoning; conceptual understanding of fractions, ratios, percents; structure of real numbers; pedagogical content knowledge for teaching these topics.
A mathematics course for current middle school teachers. Content includes history and development of various aspects of mathematics from a problem-solving perspective. Course provides breadth in mathematics while connecting the topics covered to the middle school curriculum. Topics are chosen from: fractals, cardinality of sets, ethnomathematics, number theory, abstract algebra, combinatorics, and graph theory.
A combined mathematics/mathematics education course for current middle school teachers. Content includes mathematics topics appropriate for teachers of middle level mathematics.
A mathematics course for current middle school teachers. Content includes history and development of various aspects of analytic geometry and calculus from a problem-solving perspective. Topics include: functions, basic concepts of trigonometry and basic concepts of calculus (rates of change, limits, finding area under curves). Topics will be approached from multiple perspectives and their connections to the middle school curriculum will be highlighted.
Mathematics content course for current middle school teachers focusing on using mathematics to model real world problems using algebra content from the middle grades and technology.
Study through analysis and composition of counterpoint as found in the invention, canon, fugue and choral prelude.
MUS 401: with minimum grade of C and MUS 402: with minimum grade of C
Study 18th and early 19th century harmonic practice and tonality concepts.
An overview of compositional approaches found in post-tonal music after 1900, and a survey of the standard analytical tools used for that body of music.
Become familiar with methods and materials available for teaching AP and undergraduate music theory. Receive practical experience through observation and practice teaching under the guidance of qualified instructors.
Study the style of 16th century polyphonic music, emphasizing actual period music as well as theoretical concepts. Compose two-, three- and four voice motets.
A historical study of the background and development of musical instruments, with emphasis on the related performance practices.
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.
Describe materials used in electronic music and the techniques and equipment employed to transform and organize these into compositions. Students learn to use the synthesizer.
An introduction to the science and teaching of singing. Study of the skeletal system, muscles involved in breathing and phonation, vocal acoustics, and learning theories, past and present.
A survey of the origins, development and historical significance of the wind band, including an overview of its literature, instrumentation and specific considerations for conducting this repertoire.
Historical overview of the symphony, opera, and ballet orchestras and their literature. Addresses questions of style, performance practice, and programming. Includes specific study of conducting considerations for this repertoire and a unit of study on music for younger orchestras.
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.
Surveys the extensive range of string chamber music from Haydn to the present day, focusing on the canon. It is designed to inform string graduate students of the wealth of repertoire available, its technical and musical challenges, styles of performance, and programming considerations. Includes specific study of technical considerations for this repertoire and programming for college and pre-college chamber music programs.
Sight reading at Level III or above required. The study of keyboard music from its earliest beginnings through the works of Frederic Chopin and Robert Schumann. Offered every other year.
Sight reading at Level III or above required. Concentrate on keyboard works from Franz Liszt and Johannes Brahms through the twentieth century. Offered every other year.
Pedagogy and practical application of technical literature from beginning through college preparatory for bowed stringed instruments (violin, viola, cello and bass). Teaching practicum is an integral part of the course.
This is a seminar-based course examining leadership theory and research, and emphasizing the development of leadership and interpersonal skills through self-assessment case analysis, and experiential exercises.
Study historical, philosophical and psychological issues and principles that provide the context for contemporary music education.
This course covers diatonic and chromatic common-practice harmony, form, and 20th-century topics relevant to repertoire typically encountered by K–12 certified music teachers. Includes a unit on incorporating music theory pedagogy into the K–12 classroom.
This course will cover health maintenance and injury prevention among musicians. Healthy movement, as well as vocal, auditory, and mental health will be studied through reading and written assignments, as well as awareness and practical application in class.
This course is a focus on the art of improvisation and how to effectively teach it.
Designed to help participants correct and refine their body map in order to sing and play music with healthy, efficient movement. This course will not provide information about technique but will give students the information they need to put their technique on a firm somatic foundation.
This course will explore the role of digital technologies in creating, performing, and responding to music. An emphasis of the course will be the development of the students’ Musical Technological Pedagogical and Content Knowledge (M-TPACK). The course is primarily designed for music teachers who wish to become more comfortable with technology and/or find technologies that are well-suited to the music classroom, through hands-on "play time." The technological focus of the class will include music notation software, MIDI and digital audio, instructional computer programs, Internet resources for music learning, social media, mobile apps, and productivity tools.
This course illustrates ways music teachers can incorporate a humanities-based approach into their classroom teaching, ensembles, and private lessons for any age group. Lectures include demonstrations of humanities-based presentations as well as discussion. Assignments and Exams are designed to include practical application of the materials being presented.
A listening workshop in jazz and commercial music for all instrumentalists. Topics will include important players, group communication, performance styles and classic rhythm sections.
Advanced harmonic concepts in jazz including non-functional harmony, multi-tonic systems, advanced modal concepts, chord-scale relationships, and other aspects of contemporary harmonic practice in jazz music.
This course will help prepare students for their professional careers by familiarizing them with a broad skill set necessary to succeed in the fast-changing music profession. Students will be guided to acquire the essential skills beyond musicianship by covering relevant topics through lectures, required reading, guest presentations, and the final project.
Study curriculum trends in music education, including methods of teaching, curriculum development and aesthetic education.
Instruction in the special needs of the singer/actor: staging of arias, improvisation, freeing the voice through movement.
An introduction to the origins of the art song form with in-depth study of the German art song from its historical beginnings through the present day.
Course in the performance of 19th and 20th century French and Italian Art Song with particular emphasis upon style, technical requirements and diction.
In-depth study of British and American art song. Emphasis will be on research and performance of 20th century materials.
Acquaint piano students with musical style, performance practice, and interpretations appropriate to song literature, oratorio and opera.
This course will acquaint students with literature for keyboard with other instruments, both in duos and larger ensembles.
Takes a pedagogical approach to the analysis of jazz ensemble scores, rehearsal techniques and rhythm sections. Looks at concert planning and audience building.
Deal with public relations, grant writing, promotion, programming, recruiting and other aspects of the development of a Jazz Studies Program. Learn planning and follow-through of the annual Jazz Festival.
An in-depth study of the history, historiography, and literature of jazz from its precursors to the present. Research, listening, and critical writing skills are stressed.
Fundamental considerations in arranging music for small instrumental jazz ensembles and vocal jazz groups. Stylistic elements of melody, harmony, rhythm, texture, and form. Details of notation, score preparation and layout.
MUS 218: with minimum grade of C
Discussion of common techniques used by great arrangers. Prepares students to write arrangements for large jazz ensemble and studio orchestra.
MUS 546: with minimum grade of C
Acquaint students with necessary skills for collaborative performance through the study of listening, rhythm, sight reading, technique and 4-hand repertoire. Class performances required.
Acquaint students with skills needed for collaborative performance through score reduction and discussion, listening and performance of song and instrumental literature. Class performances required.
MUS 548: with minimum grade of C
Analysis of wind/orchestral/choral literature. Relates analysis techniques to preparation and performance. Literature studied varies from semester to semester.
Study of advanced problems in instrumental conducting. Regular conducting experience with University ensembles is an integral part of the course.
A one semester course concentrating on beginning piano and elementary musicianship. The course will provide a thorough introduction to methods, materials, resources, and techniques for teaching at the elementary level. Students will also survey a substantial amount of elementary to early intermediate piano repertoire.
A one semester course focusing on the intermediate to early advanced piano student curriculum. The course will provide a thorough overview of the technical and musical requirements needed to develop students at the intermediate to early advanced level. Students will also survey a substantial amount of intermediate to early advanced piano repertoire.
MUS 552: with minimum grade of C
Evaluate various approaches to the study of keyboard literature through student participation in teaching and performing.
Examination of compositional techniques in jazz styles. Analysis of works by important representative songwriters and composers.
Examines selected choral orchestral works from the Baroque to the present. Includes specific study of conducting considerations for this repertoire.
Examine the historical significance and literature of the opera form from its precursors through the present time.
Study repertoire, floor plans, stage properties, hand properties, costume needs, make-up needs, and staging.
Instruction for graduate voice students in a studio class setting to deepen their understanding of the many elements that combine to make a successful performance of vocal music from a vocal coach's perspective: musical style, performance practice, language and interpretation appropriate to song literature, oratorio and opera.
Emphasis is placed upon practical aspects of vocal pedagogy: repertoire selection, program building, learning theories and teaching concepts. Advanced studies in vocal acoustics and anatomy and vocal problems are included.
MUS 510: with minimum grade of C
Examine various tuning temperaments, emphasizing concepts of 'just intonation' and its application to all flexible pitched ensembles. Employ electronic tuning devices with practical experience gained through small ensemble participation.
The conductor will acquire the necessary skills to make musical and technical decisions based on a thorough understanding of orchestral string techniques.
Study advanced jazz theory principles and apply to keyboard and other instrumental and vocal disciplines. Course content will change each semester.
Graduate level seminar on a specified topic in music theory.
Examines attitudes and aims of the music scholar, studies in bibliography reference materials, sources, and editions. Required of all Master's of Music candidates. Must be taken as early as possible.
Mastery of traditional harmony required. Students analyze the structure of music.
A study of the application of the ideas of Heinrich Schenker to music analysis, performance and music theory.
Designed to increase proficiency in singing in English (British and American). Review the International Phonetic Alphabet (IPA), its rules and applications, and to strengthen the performance of choral, art song, oratorio and operatic repertoire. This course will focus on an intensified, systematic study of phonetics as it applies to singing and will increase the student’s clarity of expression in those languages.
This course is designed for the graduate level, pre-professional singer who is ready to fine-tune their performance of operatic and art song repertoire by acquiring additional tools for correctly using the articulators, the International Phonetic Alphabet and the speech sounds of the different vowels and consonants.
This course is designed for the graduate level, pre-professional singer who is ready to fine-tune their performance of operatic and art song repertoire by acquiring additional tools for correctly using the articulators, the International Phonetic Alphabet and the speech sounds of the different vowels and consonants.
Designed to increase proficiency in singing in Italian using the International Phonetic Alphabet (IPA), its rules and applications, and to strengthen the performance of Italian repertoire. This course will focus on an intensified, systematic study of phonetics as it applies to singing and will increase the student’s clarity of expression in those languages. Repertoire will be assigned by the instructor from the 26 Italian Art Songs text and from Italian operas to be determined.
Develop concepts and skills for understanding and evaluating research in music education. Study the design and techniques of empirical research in music education. Complete research study to submit for publication.
Introduces concepts of psychology in the acquisition and development of musical cognition, affect, and physiological response. Combines study of empirical research and practical approaches for use in the classroom.
Audition required. The Latin Jazz Ensemble studies and performs music exclusively from the Latin Jazz tradition. The repertoire reflects both Afro-Cuban and Brazilian influences fused with jazz performance practices.
Auditions required. Comprised of several guitarists and a rhythm section, the jazz Guitar Ensemble studies and performs music from diverse jazz styles arranged for this specific combination of instruments.
Open to any student by audition. Groups consist of rhythm section plus 3 or 4 horns. Groups are listed in Music degree section of this Catalog.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Designed according to candidate's primary emphasis and satisfies the Seminar in Teaching (discipline) required of all D.A. candidates in Music.
Audition required.Each ensemble limited to 20 voices: 4 sopranos, 4 altos, 4 tenors, 4 baritones, 4 basses, plus rhythm section and horns.
Audition required. Instrumentation is brass, woodwind and rhythm. Concentrate on jazz idiom music: show and dance music and concert jazz. Receive thorough preparation for teaching at both secondary and college levels.
Emphasis is on professional level performance of standard orchestral literature at the graduate level.
NC Early Music Ensemble performs pre-Classical Era music in a historically informed style, on period instruments whenever possible. Repeatable, no limitations.
The UNC Contemporary Music Ensemble performs music of our time, including modern masterpieces as well as commissioned works, in collaboration with composers whenever possible.
Small chamber groups that rehearse regularly and are coached by a faculty member.
Individual instruction on technique, performance practice, and literature.
Individual instruction in music composition.
UNC Tablet and Laptop Band composes, rehearses, and performs music on electronic devices including tablets and laptops.
Private instruction in performance practice, technical study, and literature relevant to jazz.
Individual instruction in jazz composition.
Students will become familiar with the large body of compositions that comprise the standard jazz repertoire. Course will include the study of composers, melodies, lyrics, chord progressions and recordings. Students will also learn techniques for song memorization.
A study of musical style in its historical, theoretical and practical aspects during the Middle Ages.
A cultural and historical examination of music and musical style during the 15th and 16th centuries. Flemish composers, the Madrigal, the Venetian School and similar subjects will receive special attention.
Music from 1600 to 1750. Investigates opera from Florentine beginnings through Venetian, Neapolitan and French styles to 1750; growth of chamber, orchestral and solo instrumental music, and religious vocal music.
Historical and cultural influences bearing upon emergence of 18th century classicism in music. The composers, representative works, forms, styles and media of the Classic era.
Representative composers, musical styles, works, related literary movements, aesthetic theories and musical criticism of the period will be researched and discussed.
Surveys philosophical approaches and methods to the teaching of Music Appreciation, Music History, and more specialized courses.
A seminar to allow discussion of a variety of subjects related to choral literature. Individual projects will be assigned, calling for creative research.
This course studies the major trends in music from Debussy to 1945, accompanied by investigations into their social and cultural bases. Particular attention is devoted to the technical aspects of this music.
This course is presented in three simultaneous components—history, analysis, and literature—and explores styles and development of a variety of movement that led directly to today’s concert music. Surveys of serialism, minimalism, neo-Romanticism, and the influence of pop on music of today are included in this course emphasizing history, analysis, and literature.
A study of the stylistic, aesthetic and repertorial aspects of vocal music, including opera and choral music, through the various historical periods in music.
The UNC Alternative Styles Ensemble will explore non-classical styles and performance techniques through regular rehearsals and performances.
This seminar will sensitize students to issues of health pertinent to piano pedagogy. Students will learn to teach in ways that support the long-term physical and psychological health of their piano students. Topics such as anatomy for the pianist, injury avoidance, and motivation will be considered.
Audition Required. Practical experience in the production and performance of a complete operatic works in professional productions in Europe. Techniques of acting, singing, character analysis and stage direction will be studied.
A study of the stylistic, aesthetic and repertorial aspects of instrumental music, including orchestral and chamber music, through the various historical periods in music.
In-depth study of brass materials and performance techniques. Examines brass teaching problems encountered by teachers at the K-12 and college levels.
MUS 364: with minimum grade of C
This seminar will prepare students to teach applied piano at the college level. It will be concerned primarily with pedagogical approaches to advanced repertoire typical for the undergraduate piano major. In-class teaching opportunities with real undergraduates will assist in honing teaching skills and gaining confidence teaching at the college level.
Explore advanced techniques, methods and materials related to all the percussion instruments.
MUS 364: with minimum grade of C
In depth study of teaching material and techniques related to the flute, clarinet, saxophone, oboe and bassoon.
MUS 361: with minimum grade of C and MUS 362: with minimum grade of C
In depth study of literature and pedagogical techniques as related to the trumpet.
This seminar will explore the many intersections of language, culture and piano teaching to enhance students’ ability to teach effectively both within their native cultural context and outside it. The class is conceived for both native English speakers and students for whom English is a foreign language. No foreign language skills are required.
In depth study of repertoire and refinement of skills for the collaborative pianist.
MUS 348: with minimum grade of C and MUS 349: with minimum grade of C and MUS 465: with minimum grade of C
Audition Required. The UNC Chamber Choir is a highly select auditioned vocal ensemble typically comprised of 16 to 32 performers. The group performs a wide variety of choral chamber works in concerts throughout the year and may tour regularly.
Audition required. Comprised of the best string, wind, brass, and percussion players. Reads and performs standard orchestra repertoire. Performs on and off campus.
This course is open to all Graduate bowed string instrument players on campus (violin, viola, cello, bass). Players are expected to have several years of experience in order to be successful with the required repertoire. Each semester the Orchestra will rehearse and prepare for concerts on campus and/or in the community. **String majors are expected to audition for the UNC Symphony Orchestra each year before enrolling in Campus Orchestra (on their primary instrument).
Individual instruction on technique, performance practice and literature.
Individual instruction on technique, performance practice and literature. .
Individual instruction on technique, performance practice, and literature for performance majors.
Individual instruction on technique, performance practice and literature.
Individual instruction on technique, performance practice and literature.
Individual instruction on technique, performance practice and literature.
Individual instruction in music composition.
Audition required. Limited to approximately 60-65 singers. Open to all students. The Choir performs a wide range of literature: classics to contemporary works. Widely recognized for its excellence, the Concert Choir performs concerts on campus and tours annually.
Audition required. Open to all female students. Performs on campus and joins with the Concert Choir in large masterworks with orchestra.
The University Singers is open to all the university community and performs a wide variety of choral repertoire, from Renaissance motets to contemporary works.
Audition required. Open to all male students. Performs on campus and in the community. Sings a wide variety of literature.
Audition required. Practical experience in the production and performance of a complete operatic work. Techniques of acting, singing, character analysis and stage direction will be studied.
Audition required. Studying techniques of acting, singing, character analysis and stage deportment through the staging and performing of selected opera scenes and arias.
Audition required. Comprised of music majors and students from other disciplines. Members perform a wide variety of interesting literature selected from standard and current repertoire.
Audition required. Performs literature drawn from contemporary and traditional repertoire.
Audition required. Comprised of the most outstanding wind and percussion majors in the School of Music. The ensemble performs a repertoire of works requiring from 8 to 35 performers.
Supervised professional activity in the major field, approximately two hours per day. Two copies of a well-written paper must be filed with instructor before credit is given.
Student will prepare and present a public recital of suitable repertoire under the guidance of the applied studio professor.
A seminar covering areas in performance, research, education, history and theory that are of concern to the contemporary graduate student. Topics will vary according to student interest and needs.
Consult respective area for specific requirements. S/U graded.
Analytical studies in music writing and research techniques for dissertation and field studies; survey critical problems in music; prepare research and proposal outlines.
Observe and practice college teaching under supervision and as a basis for analysis of learning experiences.
Doctoral Proposal Research - Required of all doctoral students.
Doctoral Dissertation - Required of all doctoral candidates.
(2 lecture, 1 field instruction) This interdisciplinary study abroad course will explore concepts in global health and disaster preparedness using St. Kitts and Nevis as a microcosm to explore these concepts.
Application of quality of care and patient safety standards, performance measures, improvement methods and tools, and culture of safety principles within a healthcare organization/system
Comprehensive investigation and analysis of health care issues and policy, organizational and leadership theory and skills which are imperative in today's health care environment.
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.
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 knowledge or methodologies. S/U or letter grades.
Introduction to interdisciplinary theoretical foundations for advanced nursing practice. Emphasis on the development, application, and critique of theories from nursing, social science, business and health care.
Development of knowledge and skills for reviewing and ethically generating evidence as a basis for evidence-based clinical practice, nursing research, and quality improvement.
Application of quality and patient safety standards, performance measures, use of informatics, collaborative/interdisciplinary care, improvement methods and tools, health care finance and culture of safety within a healthcare organization.
This course examines the historical and conceptual basis of public health, key issues, advancements and the core functions of the public health system to advance the public’s health.
Emphasis in health history taking, physical assessment and interviewing of individuals across the life span. 45 practicum hours required.
Examine clinical pharmacokinetics and pharmacotherapeutics. Focus on selected drug groups and their safe and appropriate utilization in primary care practice.
(3 lecture, 1 laboratory) Emphasis is in health history taking, physical assessment and interviewing of individuals across the lifespan.
NURS 612: with minimum grade of C and NURS 614: with minimum grade of C
Focus on pathophysiology, symptomology and etiology of commonly encountered acute and chronic clinical entities of children and adults.
Introduction to the measurement, interpretation and presentation of healthcare outcomes with focus on quality, effectiveness, and organizational performance. Integrates the application and integration of statistical tools to identify relevant outcomes.
Principles of epidemiology and understanding of biostatistics will be applied to population management of disease and intervention strategies.
Introduction to the management and improvement of clinical outcomes for individuals, families and populations within the care delivery system.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Prepares the APN student to plan and implement health promotion and disease prevention strategies to assist in maintaining and improving the health of patients, families and communities.
Introduction to the management and improvement of the care environment for individuals, families and populations within the care delivery system.
Use and application of computerized systems to clinical decision strategies for advanced practice nurses in the areas of quality management.
Development of knowledge about teaching students, staff and clients in academic and practice settings.
Development of theoretical and practical knowledge to support successful transition from a clinical expert role to that of a clinical instructor/preceptor.
Emphasis is on the systematic evaluation and use of current best evidence to make decisions about clinical practice and health care systems.
(2 lecture, 6 practicum) 90 practicum hours. Application of theoretical and research based developmental approaches to primary health care of families with particular emphasis on care of obstetrical patients and families through childhood/adolescence.
(2 lecture, 6 practicum) 90 hours applied practicum arranged. Application of theoretical and research based developmental approaches to primary health care of families with particular emphasis on women's health and adult episodic care.
Introduction and overview of the integrative concepts of pathophysiology, pharmacology, and health assessment within the context of individual, family, and populations.
(2 lecture, 6 practicum) 90 hours applied practicum arranged.Application of theoretical and research based developmental approaches to primary health care of families with particular emphasis on chronically ill and older adults and psychosocial adjustment disorders.
Develops the foundation for advanced nursing practice including management of adults with acute and chronic health problems through the lifespan focusing on cardiovascular, pulmonary, gastrointestinal and neurological systems.
Develops the foundation for advanced nursing practice including management of adults with acute and chronic health problems through the lifespan including genitourinary, endocrine, musculoskeletal, hematological, immunological, an integumentary systems.
NURS 651: with minimum grade of C
Prepares students to assess, diagnose, and manage adult patients with complex-acute and complex-critical health care alterations. Diagnostic test interpretation, including EKG and radiologic evaluation, is integrated to enhance clinical decision-making.
NURS 652: with minimum grade of C
Application of theoretical and research based developmental approaches to primary care of adults with acute episodic conditions.
NURS 613: with minimum grade of C
Application of theoretical and research based developmental approaches to primary health care of adults with chronic illness.
(NURS 610: with minimum grade of C or NURS 613: with minimum grade of C)
A genomics focus on concepts of prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness for individuals and aggregates within cultural and ethical care contexts.
Focus on development of education programs in health care settings and academic nursing. Includes evaluation of teaching and learning.
Examines perspectives of population based health care across the life span from a community and global perspective.
This seminar course explores advanced topics in nursing. Special topics will be listed by the instructor.
Application of theoretical and research-based developmental approaches to primary health care of families with particular emphasis on care of women, obstetric, and pediatric populations.
NURS 654: with minimum grade of C and NURS 656: with minimum grade of C
The focus of this course is application of didactic and simulated learning in FNP diagnosis and management courses to the live clinical setting. S/U graded.
NURS 654: with minimum grade of C and NURS 656: with minimum grade of C
Application of theoretical and research based developmental approaches to complex, advanced clinical topics seen in the primary care setting.
NURS 654: with minimum grade of C and NURS 656: with minimum grade of C
The focus of this course is application of didactic and simulated learning FNP diagnosis and management courses to the live clinical setting. S/U graded.
NURS 654: with minimum grade of C and NURS 656: with minimum grade of C and NURS 674: with minimum grade of C
(2 lecture, 3 practicum) Forty-five hours applied practicum arranged. Comprehensive economic investigation of health planning, organization, personnel, payment systems and care cost effectiveness in health care delivery systems.
Course is designed for graduate students who will function in a healthcare educator role. Use of virtual, distance/online, simulation and emerging technologies, in education of healthcare professionals will be examined.
Final clinical experience provides students an opportunity to practice advanced roles intervention in underserved and/or rural areas. S/U graded.
Clinical experience focusing on assessment, diagnosis, and management of illness/injury states in adult healthcare settings integrating evidence-based practice to improve quality of care and health outcomes.
NURS 651: with minimum grade of C
Clinical experience focusing on management of patients through transitions of care with an emphasis on under served, rural, vulnerable and elder populations.
NURS 652: with minimum grade of C and NURS 682: with minimum grade of C
Critical skills intensive focusing on advanced practice skills for the acute care environment including: airway management, chest tube insertion, central line insertion and management, ultrasound, lumbar puncture, and suturing.
NURS 652: with minimum grade of C and NURS 682: with minimum grade of C
Applied practicum arranged (45 hours = 1 credit). Practicum in hospital, community, and primary care settings focusing on clinical prevention and population based health care. S/U graded.
Clinical experience designed to enhance clinical decision making in the management of unstable chronic, complex acute, and critical conditions in adults across the lifespan.
NURS 653: with minimum grade of C and NURS 683: with minimum grade of C and NURS 684: with minimum grade of C
Clinical experiences and capstone project provide the student the opportunity to translate and integrate scholarship into best practice and begin evidence based advanced nursing practice.
45 hours applied practicum arranged. Analyzes the structure and organization of health care delivery systems including population-based, acute and ambulatory health care. The roles of the DNP in organizational and systems policy are addressed.
Application of didactic and simulated learning of FNP coursework to the live clinical setting. Repeatable, maximum of 6 credits. S/U graded.
NURS 654: with minimum grade of C and NURS 656: with minimum grade of C and NURS 674: with minimum grade of C and NURS 675: with minimum grade of C and NURS 676: with minimum grade of C and NURS 677: with minimum grade of C and May concurrently take NURS 690: with minimum grade of C
Advanced practice role development in health maintenance and illness management is examined from several perspectives.
Culminating synthesis practicum emphasizing the role of the AGACNP in an inter-professional environment selected with the student’s clinical expertise and career goals in mind.
NURS 653: with minimum grade of C and NURS 686: with minimum grade of C
Focuses on developing knowledge about faculty, leader and administrator roles in academic nursing education.
Terminal program course. All other courses should be taken before or concurrently. Guided research project that demonstrates evidence of original thought as well as advanced knowledge of the research process. S/U graded.
The focus of this course is nursing knowledge development and the underpinnings of nursing science, practice and education.
Examines contextual contributors to development of vulnerable populations and public response. Implications for nursing research and practice are explored.
This course provides a history of philosophical and scientific thinking and its impact on the discipline of nursing, knowledge development in nursing and nursing science.
Integrates theory and empirical research about leadership and health policy. Participates in the policy development process.
Emphasis on needs assessment, instrument analysis, measurement, analysis and evaluation of student outcomes in nursing education.
This course explores theoretical elements and their impact on nursing knowledge development and the translation of nursing research to pedagogy and practice.
Introduction to doctoral level in-depth study of the integrated principles of design, methods and analysis in the conduct of quantitative health care research.
Provides in-depth study of the integrated principles of design, methods and analysis in the conduct of quantitative health care research.
NURS 723: with minimum grade of C
In-depth application of the integrated principles of both quantitative and qualitative design, methods and analysis as they relate to the translation of evidence into practice.
NURS 723: with minimum grade of C and NURS 724: with minimum grade of C
This course is designed to prepare the learner for scholarship in nursing education, publication, presentation and grant writing activities.
Discussion and guided experiences in teaching of nursing, including planning, developing, implementing and evaluating classroom and clinical instruction.
Builds knowledge and skill with instructional planning, development, delivery, and evaluation in classroom and clinical settings. Focus on existing and developing evidence for teaching strategies.
Examines a range of contextual and professional influences on curriculum development and program evaluation in nursing education.
Involves comprehensive investigation of the academic nursing role in higher education relative to administration, student issues, program requirements and faculty expectations
Exploring the nature of doctoral research in nursing and nursing scholarship. Examination of phenomena of interest for dissertation proposals begins.
Engage students in discussion surrounding DNP essential concepts, development of research knowledge and trajectory, and acculturation to the DNP role with special emphasis on developing the concept of interest.
NURS 703
Engage students in discussion surrounding DNP essential concepts, development of research knowledge and trajectory, and acculturation to the DNP role with special emphasis on developing evidence for practice change.
NURS 791: with minimum grade of C
Engage students in discussion surrounding DNP essential concepts, development of research knowledge and trajectory, and acculturation to the DNP role with special emphasis on research design and methods.
NURS 792: with minimum grade of C
The Capstone project reflects synthesis and application of evidence-based practice in advanced nursing practice and health care. The course facilitates the development of the Capstone and launches the project.
For a total of 180 contact hours. The Capstone project reflects synthesis and application of evidence-based practice in advanced nursing practice and health care. The Capstone project must be approved by and defended to the capstone committee.
All doctoral students must earn 4 hours as partial fulfillment of requirements for the doctorate. Supports development of dissertation research proposal. S/U graded.
The DNP project reflects synthesis and application of evidence-based practice and translational research.
NURS 793: with minimum grade of C
All doctoral students must earn 12 hours as partial fulfillment of requirements for the doctorate. Dissertation must be approved by and defended to the dissertation committee. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
A physics subject matter workshop course designed to improve the physics content background of teachers.
This course is designed to be an in-depth overview of research and theory on learning and cognition, social and personal development, individual differences, motivation and assessment of student learning. Particular attention will be given to the application of these topics to classroom settings.
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. .
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 and knowledge or methodologies. S/U or letter graded.
Human growth and development from conception through senescence, focusing on cognitive, affective, social and psychomotor development throughout the life span.
A survey of classical and contemporary theory and research related to human cognition. Topics include the study of learning processes, memory and higher cognitive functions.
The course will provide educators with the skills needed to evaluate, explain, and apply assessment and testing data to inform classroom instruction and education decisions.
Intended to educate clinicians about the various medications that are often used in the treatment of mental illness and the mechanisms that allow them to work.
This course offers an overview of neuroscience research targeted at educators. Topics covered will include background on brain structure and function, neural communication and drug effects, attention, emotion, motivation, learning, language. Disorders commonly found in the classroom will be highlighted throughout.
This course is designed to conduct an in-depth introduction into the scientific literature across a range of contemporary subtopics in the field of addiction. It is intended to give students a broad, yet comprehensive, overview of the research and theoretical perspectives on drug and alcohol addiction. Students will have an opportunity to learn about the diagnostic criteria used to classify substance disorders, and will apply this information to journal article readings and projects. The course is taught as a seminar, with interactive dialogue, presentations, mini-lectures, and videos.
Social cognitive neuroscience (SCN) studies the implicit and explicit cognitive and emotional processes and their underlying brain mechanisms that contribute to our understanding of others' mental states (and our own as well). This course will examine a set of core Social Cognitive Neuroscience subtopics in order to gain a graduate level introduction to this burgeoning field.
Philosophical perspectives and major theories and systems are reviewed as they contributed to the development of contemporary psychology. Course required for state psychology board licensing eligibility.
Scheduled on an irregular basis to explore special areas in psychology and carries a subtitle for each offering. Check department office for topics currently planned.
Introduction to basic concepts in psychology research, including experimental design, non-experimental methods, statistical analysis and researchers' ethical responsibilities.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hourse required per credit hour.)
Survey of functional neuroanatomy and neurophysiology related to human psychological processes. Discussion of theories of neuropsychology and their experimental and clinical applications. Introduction to neuropsychological disorders and their assessment/ treatment.
Physical, social and emotional development of children from conception through puberty, stressing normal development and major development theories.
PSY 530: with minimum grade of C
This course covers research and theory on culture and its relationships with and applications to areas of educational psychology including development, cognition, assessment and school achievement, motivation, and individual differences.
(PSY 500: with minimum grade of C or PSY 540: with minimum grade of C or PSY 681: with minimum grade of C)
Students will investigate what it means to be properly motivated, why individuals often develop problematic motivational patterns, and how proper motivation can be fostered.
Practices, issues and research in college teaching. Instructional models and methods, course planning, cognition, testing and grading, student-teacher interaction and ethics.
Examines professional, philosophical, theoretical issues and trends across the discipline. Students practice and receive feedback regarding written and oral communication skills.
Work with faculty member on professional endeavors such as research, writing, course planning or public service. Requires 3 hours per week for each credit. S/U graded.
Examine major areas of social psychology e.g., aggression, altruism, cooperation, attitude change, and impression management; learn about observation and other data-collection techniques. Possible laboratory observations.
Classical measurement theory and methods. Topics include instrument development and analysis, derivations of reliability and validity formulae, test fairness, standards, and norming.
SRM 600: with minimum grade of C
Item response theory and methods. Topics include item analysis, logistic models, and individual prediction and classification.
PSY 674: with minimum grade of C and SRM 603: with minimum grade of C
An applied perspective on learning sciences and instruction, including behavioral, information-processing, cognitive load, situated, meaningful, motivational, constructivist, and social cognitive learning views and their relation to instructional design.
Assumes basic knowledge of cognitive and instructional theory. Focuses on research in development, cognition and instruction, subject matter, and social and cultural contexts of learning.
(PSY 540: with minimum grade of C or PSY 681: with minimum grade of C)
For Graduate students wishing to develop advanced competency. Periodically, seminar may focus on topic reflecting instructor's interest area or on developing a student's inquiry.
PSY 530: with minimum grade of C
Pursue original research into learning and cognitive processes under the guidance of a faculty member. Arranged to reflect faculty and students' interests.
PSY 540: with minimum grade of C
For graduate students wishing to develop a competency in psychological and educational measurement. The seminar will focus on an advanced topic in contemporary measurement and assessment.
Full-or part-time assignment in a field-based setting under supervision. Students work a minimum of 3 hours per week for each hour of credit. S/U graded.
Each student will collaborate in research with a psychology professor. The research topic and nature of involvement are determined by consultation between student and professor. Maximum of 6 credits. S/U graded.
Supervised experience in diagnostics of neuropsychological deficits. Individual and group supervision emphasizing behavioral interview and psychometric data. S/U graded.
Specialized topics or contemporary issues. Topics vary.
For Master's students in psychology as an approved alternative to the written comprehensive examination. Students will enroll with major advisor to develop research proposal, conduct project and report results. S/U graded.
Recommended in place of M.A. project, especially for students applying to doctoral programs. S/U graded.
Introduction to doctoral study. Students will be taught foundational skills in research, writing, participation in professional communities, and other areas. Students will study faculty research and "big ideas" associated with such research.
Covers topics and skills regarding professional development related to navigating career paths in academia and industries. Students practice and receive feedback regarding job applications and interview skills.
PSY 705: with minimum grade of C
Doctoral students must earn 4 hours as partial fulfillment of requirements for the doctorate. Check with the Graduate School regarding appropriate procedures and formats. S/U graded.
Must earn 12 hours as partial fulfillment of requirements for the doctorate. Dissertation must be approved by and defended before the dissertation committee. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.
Introduction to comprehensive rehabilitation history, philosophy, legislation and process. Details role and functions of case management and coordination with community, government and industry.
Basic principles in vocational evaluation and assessment of persons with disabilities. Skills development in use of various testing instruments, methods and effective interpretation of results.
Presents theories of career counseling and use of labor market information. Identifies job analysis, development and placement practices for successful transitions of client to gainful employment.
Course designed to investigate a specific aspect of rehabilitation.
This course will provide advanced work in the area of substance abuse treatment and counseling. Instruction in treatment modalities, explore research topics and build counseling techniques appropriate for this population.
Supervised professional activity in student's major field; approximately 37 clock hours of work per credit. Two copies of well written paper must be filed before credit is given.
Develop an understanding of and sensitivity to the psychological, social, interpersonal, family and cultural aspects of and adjustments to disability, including successful vocational outcomes.
Appraises medical implications in rehabilitation: nature, cause, treatment, limitation, progress, social and occupational aspects of injury, medical terminology and the role of medical specialist.
Understanding of applications of appropriate statistical techniques and necessary skills for interpretation and evaluation of research in human services. Emphasizes basic concepts, design and utilization of behavioral research.
Individualized investigation under the direct supervision of a faculty member. Minimum of 37.5 clock hours required per credit hour.
Analyze counseling theories as they are applied to rehabilitation. Develop basic counseling skills.
An integrated perspective of the stages of groups, basic concepts and goals of groups with rehabilitation clients.
Addresses leadership issues in human resource planning, management and development necessary for achieving responsible change. Examines various organizational components and their interrelationship and interdependence with other organization systems.
An investigation of the major approaches to counseling supervision intended to increase the student's understanding of clinical supervision as it relates to rehabilitation counselor training.
Field experience for qualified Rehabilitation Counseling majors at approved locations. Written application to faculty internship supervisor at least one semester before registration. S/U graded.
RCS 630: with minimum grade of C and RCS 694: with minimum grade of S
Meets minimum of 12 hours per week. Qualified human services majors engage in counseling interviews and activities under the supervision of one or more university staff members. S/U graded.
RCS 630: with minimum grade of C
This graduate seminar will focus on core issues confronting the field of rehabilitation. Issues will be examined from a historical, theoretical and research perspective.
Major counseling theories are comprehensively reviewed in terms of their utility with individuals who have disabilities and in order to enhance student preparation for rehabilitation counselor education and supervision.
RCS 630: with minimum grade of C
Theoretical and conceptual frameworks of adjustment of various disabling conditions are comprehensively investigated. A thorough review of the research literature regarding psychosocial aspects of disability will be undertaken.
Experiences in observation and supervised practice in teaching at college or university level.
Students will receive supervised experience in administration, program planning, evaluation and grant writing. Approximately 150 clock hours per semester are required for three credits.
Supervised experience in conducting collaborative research in human sciences. Students gain experience in research methods, design, statistical analyses and submit their research paper to an academic journal of their choice.
Students receive supervised experience in studying problems in training rehabilitation counselors. Approximately 150 clock hours per semester required for three credits.
Students must earn 4 hours of credit towards doctoral degrees before candidacy. S/U graded.
Students must earn 12 hours of dissertation credit for doctoral requirements. S/U graded.
To permit a graduate student to continue making progress in a degree 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.
Apply and use physics concepts and laws to understand modern medical techniques. Develop lessons to integrate physics, as it relates to medicine, into other courses.
Emphasizes formation of a "safety culture" in science and/or art. Federal and state regulations are covered. Course product is a safety manual for the laboratory or studio.
Understanding of general chemistry is highly recommended. Examination of chemistry topics with real-world applications. Methods for the use of skills and themes in chemistry to encourage higher-level thinking in students in the high-school setting.
Consider curriculum and classroom organization, testing and evaluation, procedures and materials, relationship of subject area to total secondary program, emphasizing teaching techniques and of technology use. Students will lead discussions and teaching situations.
Students will explore historical and theoretical aspects of environmental education which creates a context to inform their development as practicing environmental educators.
Prepares students to use best practices in planning and designing environmental education programs and curricula. Students revise and/or develop an environmental education program for their final project.
Explores use of scientific "controversies" as a teaching strategy to understand the nature of science. Empirical evidences supporting major biological concepts are integrated with pedagogical strategies.
BIO 110: with minimum grade of C
Teachers understand evidence that supports ecology and evolution as unifying concepts in biology. Biological concepts are integrated with pedagogical strategies appropriate for teaching at secondary level.
(BIO 100: with minimum grade of C or BIO 110: with minimum grade of C)
(2 lecture, 2 laboratory) Develop a knowledge of objectives, methods and materials needed for teaching a functional elementary science program. Laboratory activities included.
(GAPP-Appl for Grad Lic Adm to PTEP: with minimum score of 9 or EDFE 125: with minimum grade of S)
Students will explore and define the elements of inquiry in P-16 science education from the perspective of teaching with inquiry, ability to do inquiry, and as part of science content.
An online course focusing on Colorado water resources and environmental issues in an Earth Systems context. Applications to societal issues and inquiry learning are emphasized.
This course will provide practicing teachers an introduction to science education research with a focus on research design development, qualitative and quantitative research and data analysis techniques.
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Investigate current science education research, report on topics of interest in recent literature, discuss individual research problems.
An introduction to research in discipline based science education, providing background and experience in the major activities associated with current practice in both field-based and quantitative studies.
SRM 502: with minimum grade of C
Research a problem in K-12 science education relevant to students' teaching situations. Develop goals, review literature, and plan an action research project. This course is the first of three courses.
SCED 600: with minimum grade of C
Conduct the action research plan developed and approved in
SCED 695. An approved Action Research Plan Project is required to take this course. Second of three course series.
SCED 695: with minimum grade of C
Complete the action research project by developing a summary and discussion. The final project must be presented to the action research committee. Final of a three course series.
SCED 696: with minimum grade of C
For majors in the Graduate Interdisciplinary Degree Program M.A. Natural Science K-12 Teaching Emphasis. and wish to complete a thesis. S/U Graded.
SCED 600: with minimum grade of C
Investigation of basic principles of energy related to thermodynamics and wave motion with technological applications. For certified teachers interested in improving understanding and pedagogic delivery of physics concepts.
Designed to provide outdoor practitioners with the knowledge needed to deal with emergencies in remote settings. 80-hour curriculum. Successful completion provides Wilderness First Responder certification.
This course will prepare individuals to design and conduct exercise intervention programs for cancer patients.
SES 322: with minimum grade of D-
This course will review the basics of cancer rehabilitation principles, followed by instruction on the clinical skills necessary for students to work directly with cancer patients in an exercise setting.
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.
Study basic electrocardiography and ECG interpretation. Emphasis is placed on interpretation of resting and exercise ECG's along with monitoring procedures, interpretation of abnormalities and drugs that may affect ECG interpretation.
An examination of clinical exercise physiology concepts pertaining to the evaluation and treatment of the cardiac patient. Emphasis is placed on cardiovascular pathophysiology, exercise testing and prescription, and patient education.
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.
Advanced study of neurological influences to movement. Learn terminology, structures of the human nervous system, cellular and macroscopic neurophysiology, and clinical applications associated with reflexive and voluntary movements and posture.
Provide a supervised college teaching experience of a basic activity course for qualified graduate students. S/U graded.
An exploration of major issues, ethical theories, moral reasoning and their impact on the operation of programs in sport, physical education, fitness, athletics and recreation.
This class is meant to provide students with a description of theories and practices that are relevant to sport organizations and their employees–including environmental, macro, and micro concerns.
Develop skill and understanding in the marketing process relating to the sport industry, athletics and commercial sport operations. Primary focus: application of marketing principles to specific sport scenarios.
Course emphasizes the introduction, understanding, and application of the long-term athlete development model (LTAD) and incorporation of the concepts, perspectives, and principles of "developmentally appropriate practice" related to sport coaching.
Understanding and applying psychological principles as they relate to sport coaching and athletic performance.
Examine international perspectives of sport coaching. Emphasis is placed on developing and enhancing students' knowledge and understanding of international coaching perspectives.
Develop an understanding of theories and principles involved in the management of sport and athletics from a coaching perspective.
Exploration of the physiological aspects of designing and implementing a sport program that minimizes physical risk and effectively enhances performance.
Provide a comprehensive introduction to the coaching profession. Emphasis is placed on developing and enhancing students' knowledge and understanding of concepts, principles and techniques of coaching.
Emphasis is placed on the use of technology to evaluate skill, tactics, and technical components of coaching. Evaluation of effective coaching in game and practice settings are incorporated.
Examination of theoretical and applied concepts of sport coaching. Emphasis is placed on practical experience of coaching sport that concentrates on coach education theory and effective coaching practices.
A field based, advanced course in wilderness-based teaching and leadership. Students develop skills and knowledge in group development, planning, and safe leadership of ethical and effective wilderness travel.
Receive an introduction and some application of strategy and methods of research to problem solving in physical education, sport management and exercise science.
This seminar will provide a cross disciplinary knowledge of the sport and exercise science field while simultaneously preparing students to disseminate scholarly work.
Provides introduction to self-inquiry and pedagogical reflection through action research. Focuses on historical background, purpose, instruction and guidance for teachers and coaches to conduct action research.
The intent of this course is to critically examine scholarly efforts concerning programs and issues in youth development.
Disseminate knowledge that contributes to quality professional practice. Students will experience new ways of thinking about assessment. Alternative ways of determining student learning, evaluation, grading and reporting will be explored.
Present and analyze systems used in evaluating student behavior, teacher behavior and student-teacher interaction. Study strategies for planning and implementing effective teaching and supervising in physical education.
The epistemological and practical underpinning of qualitative research as an alternative or complement to quantitative research will be studied in this course through readings, class discussions, and a practical project.
SRM 680: with minimum grade of C
By exploring research literature, collecting and analyzing gait data, students will be introduced to one of the largest research areas in biomechanics: the study of locomotion.
Make an advanced study of the mechanical components of human movement, stressing the analysis of movement problems.
SES 331: with minimum grade of D-
Make an advanced study of the structural components of human movement, with special attention to the analysis of movement problems.
SES 220: with minimum grade of D-
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Advanced study of the influence of developmental and aging processes upon movement across the lifespan.
Titles: Laboratory Techniques in Biomechanics; Laboratory Techniques in Exercise Physiology; and Laboratory Techniques in Social Psychology of Sport and Physical Activity.
Advanced study of energy metabolism and exercise nutrition involved with human movement.
Advanced study of the muscular and endocrine systems involved with human movement.
Planning and implementing adventure activities that provide challenge, choice, and opportunities for personal and group growth. Emphasis on program development, facilitation techniques, and direct application of adventure activities and principles.
Experiences provided are: Biomechanics of Locomotion, Cardiopulmonary Physiology and Motivation. Repeatable, under different subtitles.
Advanced study of the cardiovascular system as it relates to human movement.
Application of psychological concepts, principles and empirical findings to exercise programs and organized sport settings.
Examination and application of motivational theories and concepts relevant to sport, physical activity, and exercise behavior.
Consider the principles underlying curriculum instruction, various curriculum elements and build a curriculum in physical education.
Study of research and advanced techniques in teaching elementary physical education. Emphasis on teacher instruction and management, student skill learning time and current program planning.
Study of research and advanced techniques in teaching secondary physical education. Emphasis on understanding the role of the secondary teacher and secondary student needs in teaching physical education.
Exploration, participation, and analysis of a broad-based variety of physical activities, appropriate curriculum, and teaching skills that contribute to quality K-12 physical education.
To provide a functional understanding and critique of the nature and scope of teacher supervision in physical education.
This course examines principles and evidence-based practices associated with comprehensive school physical activity programming. Emphasis placed on strategies for developing, implementing, and evaluating school programs to make a health impact.
This course explores current perspectives and trends in policy, advocacy, and leadership development that influence the implementation of successful comprehensive school physical activity programs.
Examination and application of theories and concepts of health behavior relevant to comprehensive school physical activity programming.
Introduction to the topics incorporated in children's wellness including nutrition, health, and safety as they relate to the school-based context.
Develop an understanding of and skill in financial resource management for the operation of programs in sport, physical education, fitness, athletics and recreation.
Develop advanced understanding and skill in management of sport sponsorships. Emphasis will be on the application of marketing principles and exchange theory relating to managing sport sponsorship in specific scenarios
Advanced study of the application of sociological concepts and theories to current issues in kinesiology.
Identification and examination of the contemporary issues and problems in sport in American higher education, their historical foundation, and propose methods for their resolution.
This class will explore current problems, trends, and research in the field of Fundraising and Development. This class will provide students the opportunity to gain experience in the fundraising industry.
Advanced study of employment law, intellectual property, labor law, antitrust, and contract law in sport business.
SES 688: with minimum grade of C
This course is designed to provide students information and knowledge on the operation and management of sports facilities and events.
Presentation of principles, standards and guidelines in sport public relations and information systems involved in sport information management.
Focus is on sport consumers’ actions in the marketplace. A broad and contemporary view of consumer behavior and its relationship to marketing action in the sport sector is used.
Philosophical perspectives of issues in physical education and sport, which are influenced by contemporary trends in American education.
Examines the empirical and conceptual scholarship related to the teaching process, teachers experiences and professional preparation and development of teachers in physical activity contexts.
The course will explore research associated with program design and evaluation across a variety of physical activity settings within schools and the community.
Students will examine critical pedagogical philosophies and strategies while analyzing Socialization process in schools. Also, students will learn how to develop critical awareness and take transformative action in schools.
Study the law and implications relative to physical education and sport. Emphasis on legal theory and responsibilities and risk management.
Examine professional and scholarly issues in exercise science, physical education and sport administration through readings, discussions, laboratory tutorials and presentations of current research topics. S/U graded.
Supervised experience structured to the special focus and functions of the student's graduate program. S/U graded.
Engage in a course of study designed to investigate a special topic.
Students will make an in-depth study of contemporary topics under guidance of qualified graduate faculty and consultants.
Examines instructional models, issues and practices specific to teaching at the college level. Presentation modes such as lecture, discussion, questioning and small group procedures will be included.
Optional for Master of Science students on recommendation of major advisor. S/U graded.
This seminar is designed to provide students with an advanced overview of research methods and techniques that are used in the sport setting.
SES 602: with minimum grade of C
For doctoral candidates planning to conduct research in Physical Education or allied areas. Learn techniques and procedures of research and receive aids in development of required research outline for degree.
Student will undertake an in-depth study of current topics related to the administration and management of sport, physical education, fitness and athletic programs.
This seminar is designed to provide students with a deep understanding of organizational behavior theories that are used in the sport setting.
This seminar is designed to improve students’ synthesis of theory into academic writing. Additionally, broad organizational concepts will be utilized as a theoretical background for writing exercises.
This seminar is designed to provide students with a deep understanding of sport finance theories that are used in the sport setting.
SES 650: with minimum grade of C
Provide a supervised college teaching experience. S/U graded.
This course is designed for doctoral students in sport administration. The objective of the course is to provide students with a research background in Sport Consumer Behavior.
Doctoral students must earn a minimum-maximum of 4 hours credit in partial fulfillment of degree requirements. S/U graded.
Doctoral students must earn at least 12 hours of credit for the dissertation as a requirement of the student's doctoral program. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.
A sociological analysis not just of men, but of masculinities. We will address debates about meanings of masculinity, historical variations, and how these definitions involve both male and female bodies.
Analysis of complex organizations in education, health, criminal justice, business and media. Application of theories in structures of organizations, behaviors of individuals within organizations and interorganizational relationships.
Evaluate how group processes enhance, limit and define social interaction. Study the major theories of group dynamics. Analyze and discuss issues, trends, paradigms and applications.
Examine important issues and activities related to practicing sociology, survey research methods and intervention techniques used by sociologists, consider ethics of sociology, emphasize critical thinking, research and writing.
Study of the social origins, functions and administration of law in society. Focus on the social organization of law, inequality in the legal system, and how civil and criminal law structure society.
Course examines theories of family development, interaction and change. Students apply theoretical frameworks to current research, and consider the explanatory value of theory for research methods and real-world application.
Provide understanding of the role of theory in the social sciences, provide knowledge of major paradigms utilized in contemporary social science theory, assess applied explanatory strengths and weaknesses of paradigms.
Introduce applied statistics in social science research. Levels of measurement; measures of central tendency and variability, probability; estimation and hypothesis testing; measures of association - chi square.
Epistemological foundations of qualitative research: field observation, ethnography, interviews, focus groups; project design, research ethics, site selection, interviewing and observation techniques, coding and analysis, and interpretation/presentation of findings.
Survey theories and research on the social aspects of aging with emphasis on later maturity and old age.
Introduction to the sociological study of sport. Focusing on sports as social and cultural phenomena, we use sociological concepts and critical thinking to examine the impact of sports on social structure and institutions.
This course focuses on local, national and international communities. Major theories and empirical evidence will guide understanding of how communities work, their impact on individuals, and how they are constructed.
Examines social policy and society. Socio-cultural historical conditions, social institutions which affect policy formation. Social change and social policy and utilization of sociological concepts and methods are examined.
Students contact the Sociology department and fill out an application to take the course. As part of the coursework, students assist instructors in a sociology course and will receive experience in observation and supervised practice. A-F Graded. Application required.
Scheduled on an irregular basis to explore special areas in sociology and carries a subtitle for each offering. Check department office for topics currently planned.
Scheduled on a semi-regular basis as an experiential approach to studying special areas in sociology and carries a subtitle for each offering. Check department office for topics currently planned.
Students will examine a specific topic developed by the faculty member teaching the course. This course will examine inequality and its implications for various contemporary issues.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Students will learn the basics of sociological study design and data collection techniques and employ the applied sociological approach toward development of an approved research project.
Put classroom learning into practice with research in an organizational setting. S/U graded.
GPA-3.0
Optional for Master of Arts students upon recommendation of major advisor. S/U graded.
To permit a graduate student to continue making progress in a degree program. S/U graded.
Required of Master of Arts Candidates in Sociology on recommendation of major advisor. S/U graded.
Designed to increase the student's composition skills in Spanish through the use of original essays, descriptions, compositions, research papers and translations.
A course designed to develop a high level of proficiency in spoken Spanish. Language functions are practiced in the context of practical everyday situations.
The study of the major semantic, syntactic and phonological aspects of the Spanish language dialects and the standard Latin American Spanish found in the Americas.
Students will be introduced to techniques, theory and history of translation in understanding the complexities involved in the translation of English to Spanish or Spanish to English. Variable credit functions as follows: Summer course is offered for 2 credits; Academic Year is for 3 credits.
A course designed to develop oral proficiency by exposing students to advanced and superior linguistic functions.
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.
A course designed to provide content and pedagogical information related to the teaching of grammar and literature in the secondary school Spanish advanced placement program. S/U graded.
Designed to acquaint students with general trends of Spanish civilization and culture. Includes historical, economic, political and artistic developments of Spain from prehistoric times to the present.
Designed to examine the historical and cultural development of the Latin American countries. Surveys the major historical events from the pre- Colombian period to the present.
Chronological study of Spanish literary movements, schools and their literary masterpieces from Middle Ages to XXI Century. Celestina, 'el picaro', Don Juan, and Don Quijote will be presented.
SPAN 521: with minimum grade of C
Chronological study of Spanish American literary movements, schools and their literary masterpieces from Pre- Colombian texts to XXI Century authors. Includes poetry, novel, essay and drama.
SPAN 550: with minimum grade of C
A study of award-winning works of literature. Emphasis on multi-cultural books for children and adolescent literature of acculturation and assimilation.
Interpretation of the civilization and culture of Spain from its earliest beginnings to the present. Includes an analysis of the artistic, political and economic currents that have shaped modern Spain.
Designed to examine the cultural heritage of Latin America and its current state of political, economic and social development. Forces affecting the everyday life of the people are emphasized.
The course examines the history and cultural heritage of the contemporary Mexican and of the Hispanics (Chicano, Cuban, Puerto Rican) living in the United States.
Selected readings and discussion of a variety of cultural topics that manifest themselves in the everyday life of the Hispanic people. Customs and traditions will be emphasized.
Designed to cover literature in English or Spanish by United States Hispanics: Mexican, Cuban or Puerto Rican Americans. Readings in narrative, theatre, poetry. Content is variable and determined by instructor.
Thorough coverage of topics such as any period of Spanish literature, especially the Golden Age, the generation of 1898 and post-Civil War novel.
Designed to cover selected readings in Latin American literature. Course may be designed by author, themes or genre. Content is variable and will be determined by instructor.
A study of the most representative Masterpieces of 20th century Latin American literature. Representative topics might include the modern novel, the essay, contemporary theatre and poetry and fantastic literature.
Provides a basic understanding of Mexican literature, its general trends and some of the most important authors in each of the four genres: poetry, novel, theatre and short story.
An in-depth study of difficult Selected structures of the language, which traditionally present problems; such as: the subjunctive mood, ser and estar, preterite vs. imperfect and others.
An intensive study of the more complex theories and forms of Spanish grammar, with emphasis in mood, tense and voice.
A course designed to develop oral proficiency by exposing students to superior linguistic functions.
Designed to enable students to speak and write extensively in Spanish, using description, narrations and exposition. Emphasis will be on fluency, accuracy and organization.
Orientation to graduate study in the MA in Foreign Languages: Spanish Teaching Emphasis, presents principles of design, analysis, and methodology of graduate-level research and writing the areas of pedagogy, linguistics, literature and cultural studies.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Hypothesis formulation and testing; estimation and confidence limits; one and two-sample tests; and statistical decision theory. Study inferences arising from distribution functions: t, F, chi-square, binomial, normal.
An overview and basic understanding of qualitative analysis software including preparation of data files, managing text and images, creating codes, memos, queries models and reports.
The course is designed to familiarize students with the use of statistical packages on both the mainframe and microcomputer platforms. Students will learn to organize, input, and analyze data.
Course will acquaint students with the data management, data transformation and statistical analysis procedures available in SPSS for Windows.
May concurrently take SRM 602: with minimum grade of C
The R programming language is an important and current research tool for statisticians. Students will receive an introduction to data manipulation, graphical techniques, model building and some programming using R.
This course provides an introduction to the Structured Query Language (SQL). Students will learn to write retrieval queries and manage data in a relational database.
This course is intended to present an introduction to the concepts and issues surrounding statistical consulting. Students will learn and practice the process of consulting and communicating with clients.
Study of probability, random variables, distributions, moments, expected values and standard probability laws, probability bounds and point estimation.
Continuation of
SRM 551. Sampling distributions, estimation techniques, maximum likelihood, tests of hypothesis, confidence intervals, regression and chi-square tests.
SRM 551: with minimum grade of C
Specialized topics or contemporary issues. Topics vary.
Principles of research, design and analysis. Read and critique published research. Required of all first year graduate students except in those departments with substitutes. Taught every semester.
Brief review of descriptive statistics. Covers probability, inference and sampling, correlation, hypothesis testing one-way ANOVA and an introduction to computer statistics packages.
SRM 600: with minimum grade of C
Continuation of
SRM 602. Review of one-way ANOVA. Covers multiple comparisons, factorial designs, nested and mixed models, repeated measures, analysis of covariance and use of computer statistics packages.
SRM 602: with minimum grade of C
Matrix approach to continuous and categorical variables, polynomial Selected non-linear models; formulation of ANOVA and ANCOVA designs and collinearity; regression methods; backward elimination, forward selection, stepwise regression.
(SRM 502: with minimum grade of C or SRM 603: with minimum grade of C)
Study non-parametric tests; the rationale underlying the tests; examples of application of the tests in behavioral research; and comparison of the tests with their parametric equivalents.
SRM 502: with minimum grade of C
Topics include factorial designs, crossed/nested designs, repeated measurements, blocking, analysis of covariance, pre- and post-multiple comparisons, trend analysis, power and use of computer software.
(SRM 502: with minimum grade of C or SRM 603: with minimum grade of C)
Learn methods of survey sampling, including such topics as simple and stratified random sampling, ratio estimation, cluster sampling, systematic sampling, questionnaire design, problems of non-response and non-sampling errors.
SRM 502: with minimum grade of C
Additional multiple regression topics. Introduction to MANOVA designs, discriminant analysis, factor analysis, cluster analysis, and path analysis.
(SRM 502: with minimum grade of C or SRM 603: with minimum grade of C)
Student deals with large data sets and problems and issues that arise when working with such sets such as missing data, "dirty data", rounding errors, storage issues, and the like.
SRM 610: with minimum grade of C
Advanced topics in matrix algebra with applications to statistics. Development of the theory of linear models as a structure for handling problems in regression, analysis of variance, and experimental design.
SRM 502: with minimum grade of C and SRM 551: with minimum grade of C
Students will gain an understanding of biostatistical methods. This course enables students to develop the skills and knowledge necessary to manage and analyze health care and biomedical data.
SRM 600: with minimum grade of C
Introduces advanced programming tools using the SAS System. Designed to better qualify students for jobs in statistical data analysis.
(SRM 502: with minimum grade of C or SRM 520: with minimum grade of C or SRM 603: with minimum grade of C)
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Acquaint students with the major applications of and issues related to multiple regression analysis. Gain the skills necessary for conducting and interpreting studies involving multiple regression analysis.
SRM 602: with minimum grade of C and SRM 603: with minimum grade of C
Acquaint students with the major applications and issues related to multilevel modeling. Gain the skills necessary for conducting and interpreting studies involving multilevel modeling.
SRM 602: with minimum grade of C and SRM 603: with minimum grade of C and SRM 625: with minimum grade of C
Covers the uses of surveys, the process involved in designing and implementing a survey study, and general issues related to survey research.
PSY 674: with minimum grade of C and SRM 600: with minimum grade of C and SRM 602: with minimum grade of C
Applications of and issues related to covariance structure modeling. Students will gain skills needed for designing, conducting, and interpreting studies involving confirmatory factor analysis and latent variable path modeling.
SRM 625: with minimum grade of C and SRM 610: with minimum grade of C
Principles of Categorical Data Analysis. Emphasis on log-linear and logic modeling techniques, which parallel many features of the general linear model in the continuous case. Taught alternate years.
This course provides an introduction to Bayesian statistical methods for inference. Topics include prior, likelihood, posterior, and predictive distributions, Bayesian analysis of single parameter models and simple multi-parameter models using conjugate, non-informative and informative priors, hierarchical modeling, and simulation of posterior distributions and posterior summaries using statistical packages.
SRM 502: with minimum grade of C
Covers, the principles of analyzing time series data; descriptive techniques, time series models; ARIMA, SARIMA, fitting time series models in time domain, forecasting, model selection and diagnostic checking.
(SRM 606: with minimum grade of C or SRM 625: with minimum grade of C)
Advanced topics in applied statistics, measurement theory and research. Specific topics will be determined by the instructor and by current student needs.
Introduction to the use of statistical methods for quality improvement. Provides a comprehensive coverage of material from basic principles to state-of-the-art concepts and applications to both product and non-product situations.
SRM 502: with minimum grade of C
Required of all Master's and doctoral students. Students present the results of their own research and critique and discuss the presentations of other students and faculty. S/U graded.
Topics will include the historical background, 'paradigm wars', design, theory, advantages/disadvantages, writing and defending proposals, validity/reliability and data analysis of mixed methods or complimentary research.
SRM 680: with minimum grade of C and SRM 602: with minimum grade of C and May concurrently take SRM 603: with minimum grade of C
Decision-making inquiry for addressing real-world problems in education, health, and social science settings. Students will gain skills needed to design, analyze, and communicate findings to support data-informed decision-making.
SRM 600: with minimum grade of C and SRM 602: with minimum grade of C
Theories and methods of program evaluation, models of evaluation and the social context of evaluation. Nature and types of evaluation, planning, proposal writing and measurements.
SRM 600: with minimum grade of C
Emphasis on application of advanced skills in research and evaluation to the pre-proposal, proposal and post-proposal phases of the grant writing process. Students will develop an applied project with stakeholders.
SRM 670: with minimum grade of C
Advanced methodological techniques for program evaluation. Topics include tailoring evaluations to the needs of clients and stakeholders, diagnostic procedures and needs assessments, program monitoring and judging the impact of programs.
SRM 670: with minimum grade of C
This course introduces qualitative research. Students will explore the foundations, methods and processes of qualitative research and will learn to evaluate published research.
Students will explore research topics in visual and virtual inquiry including: history, contemporary relationship to critical research, ethical dilemmas, and current use in their own discipline. Visual and virtual products will be developed as demonstrations of students’ increased methodological understandings.
SRM 680: with minimum grade of C
Study of ethics in human research including history, theory, disciplines' codes, IRB, distinctive respondents. Students receive an IRB training certificate, learn to prepare IRB application, and develop an ethical stance.
Provides in-depth study of ethnography as related to educational research including issues of ethics, politics, diversity, and the researcher's role. Students will propose and conduct a mini-educational ethnography.
In depth examination of qualitative case study research. Characteristics of general case studies along with specific types of case studies will be covered. Students will propose and conduct a mini-case study.
In depth study of narrative research including life history, oral history, biography, and auto-ethnography. Group and individual narrative inquiries will be conducted. Interviewing, ethics and research benefiting participants will be emphasized.
SRM 680: with minimum grade of C
An in-depth study of the role writing plays in quantitative research data collection, analysis and representation. Students will use data they collected in a variety of analysis and writing activities.
SRM 680: with minimum grade of C and (SRM 685: with minimum grade of C or SRM 686: with minimum grade of C or SRM 687: with minimum grade of C)
Experiential learning in an on-campus setting, such as the Research Consulting Lab. Students work a minimum of 3 hours per week for each hour of credit. S/U graded.
Experiential learning in an on-campus setting, such as the Research Consulting Lab, in conjunction with supervision by a faculty member. Students work a minimum of 3 hours per week for each hour of credit. S/U graded.
This course is intended to facilitate a capstone project at or near the completion of all other required courses for the MS Applied Statistics and Research Methods degrees.
SRM 502: with minimum grade of C and SRM 600: with minimum grade of C
Advanced research designs, concepts and methods. Required of all specialist and doctoral candidates.
(SRM 502: with minimum grade of C or SRM 602: with minimum grade of C)
Seminar is designed to acquaint advanced doctoral students with selected current issues in the field of research methodology. Topics will vary based on instructor and student interest.
PSY 674: with minimum grade of C and SRM 602: with minimum grade of C and SRM 603: with minimum grade of C and SRM 610: with minimum grade of C
Introduces multivariate data structures including geometrical properties and interpretations, the multivariate normal distribution, multivariate one- and two-sample tests on mean vectors and covariance matrices, MANOVA, and profile analysis.
SRM 551: with minimum grade of C and SRM 614: with minimum grade of C
Skills and strategies for effective consulting in research, statistics, and evaluation. Students will learn about good consulting practice and will gain hands-on experience in oral and written communication with clients.
SRM 502: with minimum grade of C and May concurrently take SRM 700: with minimum grade of C
The theoretical fundamentals of mathematical statistics and inference including: limiting distributions, statistics and sampling distributions, point estimation, sufficiency and completeness, interval estimation, and tests of hypotheses.
SRM 551: with minimum grade of C
Work with faculty member on professional endeavors such as research, writing, course planning or public service. Requires 3 hours per week for each credit. S/U graded.
Required of all doctoral students. Doctoral students must earn 4 hours as partial fulfillment of requirements for the doctorate. Check with the Graduate School regarding appropriate procedures and formats. S/U graded.
Required of all doctoral candidates. Must earn 12 hours as partial fulfillment of requirements for the doctorate. Dissertation must be approved by and defended before the dissertation committee. S/U graded.
Introduces methods of teaching secondary school mathematics and science while incorporating elements of computer science, engineering, and technology. Course aims to develop future STEM professionals who are reflective practitioners.
EDFE 501
Refines methods of teaching secondary school mathematics and science while incorporating elements of computer science, engineering, and technology. Course aims to develop future STEM professionals who are reflective practitioners.
STEM 540: with minimum grade of C
EDFE 554
The course will introduce major theories of acquisition, and similarities and differences between first language and second language acquisition and learning for teaching ASL as L1 and L2.
This course will introduce theories and methods for teaching ASL as L1 and L2 across multiple instructional settings: elementary, secondary and post-secondary.
The course will discuss classroom assessment tools and evaluation techniques to assess L1 and L2 ASL students' receptive, expressive and conversational skills and socio-cultural knowledge across multiple instruction settings.
This course will examine curriculum development in ASL education across multiple educational settings. Development and models of syllabi, including instructional technology and materials, along with lesson plans will be explored.
The course will focus on methods of teaching Deaf community and culture, and ASL literature in ASL classes. Appropriate cultural, community and literature contents will be explored.
The course will explore and address the contemporary issues in the profession of teaching ASL including language policy, state and national credentialing issues.
The purposes, values, designs and methods of research in educational setting will be introduced. The students will conduct research on a topic related to ASL teaching.
Students will have observational learning experiences with other ASL teachers in ASL as first language or second language instruction in various education settings.
Students will have in-depth teaching and learning experiences in teaching ASL as a first language or second language in an educational setting.
TASL 593: with minimum grade of C
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Assist teachers in exploring their professional context (socially, politically and organizationally) and their role in enhancing, general schooling conditions, learning processes and outcomes.
Prerequisites: SRM 600. This course is designed to be a capstone experience. Synthesize and integrate what has been learned in the content and pedagogy coursework with classroom teaching and other work related experiences.
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.
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.
This specialized, supervised fieldwork course involves theory and methodology in practice. Copies of written evaluation must be filed with instructor and department.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Students will gain a solid working overview in design, including but not limited to the following: costuming, stage make-up, scenery, sound, and lighting.
THED 600: with minimum grade of C and THED 670: with minimum grade of C
This course is a continuation of the ideals and concepts offered in
THED 530 with emphasis placed upon those areas not addressed in Technical Production I.
THED 600: with minimum grade of C and THED 670: with minimum grade of C and THED 530: with minimum grade of C and THED 540: with minimum grade of C and THED 560: with minimum grade of C and THED 680: with minimum grade of C and (THED 690: with minimum grade of C or THED 696: with minimum grade of C)
This course will include advanced studies in the approaches and techniques of directing and acting in realism, as well as explore the styles and theatrical periods of non-realism.
THED 600: with minimum grade of C and THED 670: with minimum grade of C
This course will explore the tasks of acting in, directing, choreographing, and mounting a musical theatre production.
THED 600: with minimum grade of C and THED 670: with minimum grade of C and THED 530: with minimum grade of C and THED 540: with minimum grade of C and THED 560: with minimum grade of C and THED 680: with minimum grade of C and (THED 690: with minimum grade of C or THED 696: with minimum grade of C)
Students will research theatre education strategies practiced in the US and internationally. Focus will be paid to investigating methods which break the mold of traditional practices in most secondary school settings.
This course is designed to provide an advanced working knowledge of the voice using fundamental through advanced exercises. The movement section of this course will provide working knowledge of the actor's body and its connection to vocal work.
Students learn effective research strategies for the field of theatre arts. Students will produce a dramaturgical protocol, requiring detailed preparatory research, testing of ideas, and public presentation of theory and concepts in practice.
This course will explore the history and philosophy of theatre education in the U.S. Participants will investigate the guiding question: why is theatre education essential for every school?
The purpose of this course is for students to apply the techniques and strategies acquired from previous courses into creating actual curriculum for their classrooms. Students will conduct interviews with experienced teachers in the field, research national theatre curriculum, and analyze and
develop new curriculum.
In this course, students will prepare a prospectus proposal and a portion of the prompt book for their Master's thesis project.
THED 530: with minimum grade of C and THED 540: with minimum grade of C and THED 560: with minimum grade of C
In this course, students will begin an action research plan developed and approved in
THED 680: Theatre Education Curriculum Development.
THED 530: with minimum grade of C and THED 540: with minimum grade of C and THED 560: with minimum grade of C and THED 600: with minimum grade of C and THED 670: with minimum grade of C and THED 680: with minimum grade of C
In this course, students will complete an action research project begun in
THED 696 by drawing conclusions and discussing implications. They will submit final reports to graduate committees.
THED 530: with minimum grade of C and THED 531: with minimum grade of C and THED 540: with minimum grade of C and THED 541: with minimum grade of C and THED 560: with minimum grade of C and THED 561: with minimum grade of C and THED 600: with minimum grade of C and THED 670: with minimum grade of C and THED 680: with minimum grade of C and (THED 690: with minimum grade of C or THED 696: with minimum grade of C)
In this course, students will finish the dramaturgical protocol and promptbook for their Master's thesis project and produce the show that accompanies them both.
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. S/U or letter graded. R
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.
Explore paradigms establishing educational innovations that challenge traditional norms in pedagogical and assessment practices. Investigate theories and practice of creativity and change in the processes of innovating teaching and learning.
Examine, critically assess and develop curriculum that aims to build students’ creativity, collaboration, critical thinking, and communication skills to prepare them for an increasingly complex, demanding, and competitive workplace.
Explore social justice concepts, issues and reforms particularly associated with digital/global contexts. Develop necessary analytical tools and knowledge to assess inequity and injustice in ever-changing global communities.
The purpose of this course is to discover the creative process that uses instructional design frameworks (analysis, design, development, implementation, and evaluation) to create effective, efficient, and appealing instruction.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Letter graded.
The purpose of this course is to provide an overview of the field of instructional design and technology and its impact on education and training. Current trends and issues in the application of instructional design and technology will be explored.
The purpose of this course is to provide an overview of distance education foundations (design and development), application and implementation (interactivity and interactions), and management issues (policy and evaluation).
This course enables participants to apply research findings in a systematic instructional design process, with emphasis on applied learning theories, practical instructional strategies, and appropriate use of educational technologies.
Investigate research and best practices related to the development of instructional activities and materials for online instruction. Develop materials to work within a learning management system environment.
Explore theoretical perspectives of the changing ways society communicates in digital and live contexts. Create and apply multimodal communication in our evolving social contexts.
Explore opportunities for creating, designing, tinkering and making in learning contexts. Develop an understanding of theory and practice for creating environments for learners to design using available resources and modes.
Investigate options for implementing alternative methodologies in the classroom. This course will explore Flipped Learning/Flipped Classrooms, Gamification, Blended Learning, BYOD, 1:1 environments and other emerging instructional strategies.
Develop foundational knowledge about trans-disciplinary approaches to learning where rigorous academic concepts are coupled with real-world problem-based and performance-based lessons. Engage in and develop integrated STEM learning activities across disciplines.
Explore innovative practices in learning and explore processes for transforming ideas into practical applications. Critically consider how social contexts share educational experiences through reviewing research and practices.
May concurrently take SRM 600: with minimum grade of C
Explore special topics in Technology, Innovation and Pedagogy. An appropriate subtitle will explain each course.
Investigate research methodologies for the fields of instructional design and educational technology including theoretical and practical approaches. Explore current research problems and directions for future research.
Extends content of
TIP 700. Investigate research methodologies for fields of instructional design and educational technology including theoretical and practical approaches. Explore current research problems and directions for future research.
Orients students to doctoral program by exploring topics related to research, teaching in higher education, and professional engagement. Engage in readings and discussions and field related projects.
Review established learning theory, adult learning theory, educational identity, and philosophy; investigate theoretical substructures in technology-rich teaching and learning and explore their impact on educational change.
Explore implementations and implications of educational technology in a global context. Examine promises and challenges of technology integration in both developed and developing countries as impacted by different socioeconomic contexts.
Establish foundational knowledge about critical theory; examine key texts, issues, and methodologies within critical educational research from cultural studies, action research, critical ethnography, narrative inquiry, critical pedagogy, and feminist research.
Explore concepts about performance technology and conduct performance evaluations and assessments in K12, higher education, and business settings. Focus on identifying gaps in employee performance and select appropriate intervention strategies.
Investigate various theoretical positions recognized as instrumental in shaping instructional design practice. Explore underlying philosophical positions that contribute to the application of these theories in a variety of design settings.
Establish foundational knowledge about human performance technology. Examine instructional uses of case studies for analysis, design, and evaluation of performance and educational environments.
Study distance-learning concepts: design, assessment, application, implementation, and management issues (copyright, CMS, policy). Explore theoretical principles, models, and trends for future research and application in administration of distance education contexts.
Prepare as educational administrators to address theoretical and practical considerations for planning/implementing technology. Build foundational knowledge for leadership and technology project management; explore research shaping educational technology at institutional levels.
Explore what it means to be innovative. Critically examine trends and issues in educational technology as well the processes that enabled them. Study emerging and open source technology applications.
Contextualize and analyze designs and systems for learning. Apply methodologies of design to envision, explain, and evaluate solutions to a wide range of human problems involving learning, information and interaction.
Explore multimedia concepts and applications utilizing text, graphics, animation, sound, video, and various multimedia applications in the design of multimedia presentations and products within an interactive environment.
Unpack ways of understanding visual images in multiple modes and genres. Study aesthetics and production of visual images for education, analyze visual communications, and review and apply visual learning research.
Compose and communicate in all forms, media, modes, and genres. Employ rhetorical strategies from placement of texts to consideration of audience to the media used to write and present meaning.
Critically assess and develop curriculum and simulations that aim to build students’ creativity, collaboration, critical thinking, and communication skills to prepare them for an increasingly complex, demanding, and competitive workplace.
Design and develop computer-based games and mobile applications for educational contexts. Explore various design tools and examine research and implementation issues related to gaming in various educational settings.
Engage with visual methods in digital contexts: 1) incorporating them for data gathering/analysis, 2) studying visual products of culture (production, consumption, meaning), and 3) communicating meaning through multimodal presentation.
Selection of an appropriate research topic in the field of instructional design and technology. Summarize related literature, identify a researchable problem within that topic, and develop appropriate methodology. Develop an approved research proposal. S/U graded.
After receiving approval for the proposal, the doctoral candidate must register for dissertation hours while conducting the research and writing the final report in the form of a dissertation. Doctoral candidates must earn 12 hours of dissertation credit towards the doctoral degree. S/U graded.