A critical examination of African American history from the pivotal 1896 Homer Plessy U.S. Supreme Court decision to the present.
This course explores migration and health in global perspective, focusing on the sociocultural, political, and economic factors contributing to health disparities for refugees, asylum seekers, and undocumented migrants.
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline.
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 and Concurrent Prerequisite
APCE 607 with a minimum grade of C) or (
APCE 650 and Concurrent Prerequisite
APCE 607 with a minimum grade of C) or (Concurrent Prerequisite
APCE 701 and Concurrent Prerequisite
APCE 707 with a minimum grade of C)
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.
Provides an opportunity to participate in a group experience. S/U graded.
(Concurrent Prerequisite
APCE 606 or Concurrent Prerequisite
APCE 662 with a 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.
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.
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.
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.
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.
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
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.
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.
Must be taken at site of admission. Course features an examination of theoretical bases of group counseling including group types, group development, leadership styles and skills, and application to various populations. Ethical group leadership is emphasized.
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.
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.
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.
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.
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.
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.
Receive supervised experiential training in counseling with families. Develop diagnostic and therapeutic skills in systemic approaches. S/U graded.
Study of interventions utilized within the major approaches to couple and marital therapy. Covers current issues and research in family therapy.
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.
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.
Doctoral candidates receive experience in supervising child psychotherapy training through working with a staff member.
Students gain experience with a faculty member in supervising counseling practice.
Study problems involved in training individuals to engage in the therapeutic process.
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.
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.
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.
Receive supervised experience in the role of group facilitator, including feedback on group process, leadership and intervention skills and problem areas. S/U graded.
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.
Learn conceptual basis for comparing projective with traditional psychometric procedures and begin skills in administration and scoring of Rorschach test.
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. S/U graded.
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.
This course offers the opportunity to refine assessment and therapeutic skills with children, adolescents and adults, couples or families. S/U graded.
This course offers students the opportunity to refine their assessment skills with clients in various community based organizations. S/U graded.
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.
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.
Learn appropriate art, art historical and art education research methodology and procedures for inquiry. Present research according to approved style guidelines.
Research plans developed and implemented.
Complete research projects. Submit final reports to graduate committees.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Examination of foundational aspects of Athletic Training including its role within health care. Focus on the Core Competencies for Health Care Professionals and their applicability to Athletic Training.
Continued examination of foundational aspects of the contemporary practice of Athletic Training including its role within health care. Focus on prevention, health promotion, wellness, risk mitigation and biometric monitoring.
AT 500 with a minimum grade of C
(1 lecture, 2 laboratory) Exploration of techniques essential to the contemporary practice of Athletic Training. Focus on acute/emergency care and prophylactic taping, bracing & protective equipment.
(2 lecture, 2 laboratory) Continued exploration of techniques essential to the contemporary practice of Athletic Training. Focus on advanced acute/emergency care and durable medical equipment.
AT 510 with a minimum grade of C
(2 lecture, 2 laboratory) Introduction to physical examination related to the contemporary practice of Athletic Training, including typical exam components and their role in developing a patient-centered care plan. Focus on the lower extremity.
(1 lecture, 2 laboratory) Continued exploration of physical examination related to the contemporary practice of Athletic Training, including typical components and their role in providing patient-centered care. Focus on the trunk and upper extremity.
AT 520 with a minimum grade of C
(1 lecture, 2 laboratory) Introduction to the development and implementation of a patient-centered plan of care. Focus on care plan components and common therapeutic exercise techniques and modalities used in contemporary athletic training practice.
(1 lecture, 2 laboratory) Continued investigation of the development and implementation of patient-centered care plans. Focus on body region-specific techniques of common therapeutic exercise techniques and modalities used in contemporary athletic training practice.
AT 530 with a minimum grade of C
Exploration of practical skills and techniques required to diagnose and manage non-musculoskeletal conditions commonly seen in contemporary athletic training practice.
AT 521 with a minimum grade of C
Management and administrative concepts in Athletic Training. Topics include management of physical, human, and financial resources, ethical considerations and other current topics.
AT 540 with a minimum grade of C
Promoting health and wellness and enhancing the performance of the physically active including the investigation of the role of the athletic trainer as a component of an interprofessional care team.
AT 550 with a minimum grade of C
Invited speakers including faculty, students, and guests, present contemporary topics in Athletic Training in a seminar format. S/U graded.
Full-time, broad-based and immersive clinical experience in Athletic Training exposing the student to the totality of care in contemporary Athletic Training settings. S/U graded.
AT 594 with a minimum grade of S
Initial clinical experiences in Athletic Training to allow for application of didactic and simulated learning in the live clinical setting. Focus on acute care, physical examination and care plan development. S/U graded.
Intermediate clinical experiences in Athletic Training to allow for application of didactic and simulated learning in the live clinical setting. Continued focus on acute care, physical examination and therapeutic intervention. S/U graded.
AT 593 with a minimum grade of S
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 course is designed to help students obtain the skills necessary to work in the oil and gas industry or in public accounting working with oil and gas clients. It is also useful for those with a general interest in the oil and gas industry.
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.
Research methods and advanced topics in data analytics and research methods in accounting systems. 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.
Special Notes
Maximum concurrent enrollment is two times.
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 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.
Examination of protein synthesis, DNA replication, gene expression, gene structure, and regulation of gene expression.
(3 lecture, 3 laboratory) Study of the identification, properties, uses, and distribution of plants used by people in the past, present, and future.
Exploration of animal development. Emphasis on the genetic basis of cell organization and identity during embryogenesis and differentiation. Topics include fertilization, gastrulation, axis specification, patterning, organogenesis, stem cells.
(3 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.
(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.
(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.
(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.
Introduction to the mechanisms of epigenetic control of gene expression, including methods used in epigenetic research, interactions between epigenetics and the environment, and the role of epigenetics in human disease.
(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.
(3 lecture, 3 laboratory) Study of the evolution, general biology, diversity, ecology and behaviors of birds. Laboratory emphasis will be on identification. Field trips required.
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.
(3 Laboratory) Laboratory to accompany
BIO 539. Study of the techniques used to collect molecular data for ecological and evolutionary studies.
(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.
(4 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 a minimum grade of C) and (Concurrent Prerequisite
BIO 525 or Concurrent Prerequisite
BIO 550 with a 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.
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.
(3 laboratory) Students will learn techniques for the isolation, propagation and identification of pathogenic microorganisms.
Explore the cause of disease in animals with a detailed emphasis on functions of the immune system that provide resistance to disease.
Study of the principles of virology, including biochemistry, structure, taxonomy, transmission, isolation and identification strategies.
(3 laboratory) Study and development of laboratory skills in animal virology, including virus propagation, quantification, and detection assays.
Study of the structural and functional relationships among biological macromolecules, cell organelles and cellular processes.
Advanced systemic physiology, with an emphasis on humans. Essential and advanced topics in systemic physiology, focusing on homeostatic systems.
In-depth examination of the physiological control systems in the human.
(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.
Examination of the anatomy, physiology and mechanisms of reproduction with an emphasis on mammals.
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.
Study of the principles of behavioral ecology, including the evolutionary basis of behavior, economic models of behavior, interspecific interactions, and social behavior.
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.
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).
Study of the principles of animal communication, including signal modalities, signal design and signal evolution.
(3 laboratory) 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.
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.
Study of animal function and how environmental conditions influence the physiology of animals. Emphasis will be on vertebrate systems but invertebrates will be included.
Study of natural and anthropogenic disturbances (fire, flood, insect outbreaks) effects on populations, communities and ecosystem function.
Survey of contemporary primary literature on coevolution and ecology, including symbiosis, mutualism, competition, pollination, mimicry, parasitism, seed dispersal, etc.
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.
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.
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.
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.
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.
Explores use of scientific "controversies" as a teaching strategy to understand the nature of science. Empirical evidences supporting major scientific concepts are integrated with pedagogical strategies.
Survey of endocrinology including neuroendocrine physiology, mechanisms of action, regulation of homeostasis, endocrine dysfunction, quantifying hormones.
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.
Study the principles of cancer biology including the mechanisms involved in its progression; the roles of DNA damage, heredity, and the environment; and treatment and prevention.
Examine current topics in biological education research. Focus on teaching, learning, and assessment of biology as well as school policy and curriculum development.
After preparatory work, study biology in the field on a state, national or international basis.
Advanced exploration of humoral, cellular, and innate immunology; reproductive, transplant, and cancer immunology; allergies, hypersensitivities, and autoimmunity.
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.
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.)
Special Notes
Maximum concurrent enrollment is two times.
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-practice 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.
(1 lecture, 6 laboratory) Students must be 21+ years old (photo ID required at first class session). Detailed investigations brewing with focus on the QA/QC applications to beer production. Key analyses include analysis of water, malt, hops, wort and beer. Detailed evaluation of beer via experimentation and sensory evaluation will be conducted. A project-based component is required.
(1 lecture, 6 laboratory) Students must be 21+ years old (photo ID required at first class session). Application of brewing laboratory science methods of malt, wort, and beer analysis during the production of microbrewery scale quantities of beer. A project-based component involving the creation of a quality assurance program for the operation of a microbrewery is required.
Students must be 21+ years old (photo ID required at first class session). Analysis/design of brewery operations from malt intake to product distribution. A project-based course exploring beer production, facility design, and quality control. Focus on employee safety, HACCP, and FSMA principles.
Individualized investigation under the direct supervision of a faculty member. Minimum of 37.5 clock hours required per credit hour.
Special Notes
Maximum concurrent enrollment is two times.
On-the-job experience in the brewing industry under the supervision of an area specialist. S/U graded.
Special Notes
Consent of instructor required.
Study of special topics in brewing and brewing laboratory science. Variable topics.
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.
Review theories of behavior and behavior change as they relate to current health issues. Health behavior change models will be examined and applied.
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.
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 a 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.
A study of social, economic, political, and cultural influences that impact the health of individuals and families in rural communities. This course focuses on improving health status and developing culturally appropriate and effective interventions and services in rural settings.
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 a 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 a 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 a minimum grade of C
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
Concurrent Prerequisite
CH 693 with a 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. S/U graded.
CH 610 with a minimum grade of C
Optional for Master of Public Health candidates in Health 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.
Advanced topics in analytical chemistry, including sampling, statistics, multiple equilibria and current literature.
Theory and application of IR, NMR, UV visible and mass spectroscopy.
(3 lecture, 3 laboratory) Application of statistics and chemistry to the analysis of evidence gathered in criminal investigations such as drugs, fibers, gunshot residue, explosives, and accelerants.
An advanced treatment of synthesis and stereochemistry in organic chemistry.
An advanced treatment of organic reaction mechanisms and molecular orbital chemistry.
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.
Chemical kinetics, quantum theory of atoms and molecules and statistical thermodynamics.
The properties of matter, thermodynamics, thermochemistry and kinetic molecular theory.
(1 lecture, 2 laboratory) The effect of chemicals on the environment.
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.
A continuation of
CHEM 581. Bioenergetics, electron transport systems, metabolism of carbohydrates, lipids, nucleotides and amino acids.
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.)
Special Notes
Maximum concurrent enrollment is two times.
Problems encountered in teaching chemistry and approaches to their resolutions will be considered. The formal nature of concepts, management of laboratories, safety, demonstrations are illustrative of areas of discussion.
Develop, complete, and defend master's level research project in chemistry. S/U graded.
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.
Systematic review of the major contributions of rhetorical theorists for their probable impact on communication.
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.
Investigate the relationship between communication and the law and legal argumentation and persuasion within courtroom advocacy. Analyze communication within the legal profession.
Theory and practice of advanced speech composition, presentational decisions and techniques in a variety of contexts.
Investigate issues of current concern, for COMM professionals with subject varied according to faculty expertise.
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.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
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.
Application of the scientific method to the study of crime with an emphasis on questions inherent to understanding and examining contemporary issues in criminology and criminal justice.
Application of statistical methods for identifying, classifying and analyzing data; determine appropriate statistical techniques for particular data and report and interpret statistical output.
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.
Individualized investigation under the direct supervision of a faculty member (minimum of 37.5 clock hours required per credit hour).
Special Notes
Maximum concurrent enrollment is two times.
Students complete an advisor approved research project with practical implications relevant to the student's professional interests. S/U graded.
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.
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.
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.
Principles of evidence-based practice in speech-language pathology. Students will engage in systematic inquiry of treatment and assessment research studies in speech-language pathology. This will include forming answerable clinical questions, conducting thorough literature searches, critically appraising scientific evidence, and synthesizing findings to come to clinical decisions.
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 loss.
(3 lecture, 2 laboratory) 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.
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.
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.
Students improve their clinical skills and learn about issues related to clinical practice, including continuing education, conflict resolution, counseling, data keeping methods, technology, and clinical research.
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, mentoring, advanced counseling skills, and demonstrating clinical effectiveness.
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.
The study of bioacoustics and comparative anatomy and physiology of vocal and auditory mechanisms for various taxonomic classes.
Study of audiological evaluation of animals with a focus on canines. Anatomy, pathology, restraint, conditioning, and behavior will be explored.
Students will engage in systematic inquiry in audiology. 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.
In-depth study of normal and disordered deglutition in adult and pediatric populations and dysphagia diagnosis and management.
Etiologies and characteristics of motor speech disorders. Differential diagnosis and treatment of the disorders will be explored with pediatric and adult populations.
Describes assistive technology (AT) applications for individuals with limited/restricted verbal communication. Emphasis on multidisciplinary assessment selection and use of low and high assistive technologies for communication and learning.
Disorders of speech production in pediatric populations. Biological, cognitive, linguistic, and 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.
This course will provide a strong clinical foundation in tinnitus and hyperacusis. Theories of origin, assessment and intervention will be taught through lectures, readings and hands-on applications.
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.
Supervised full-time clinical experience in diagnosis/treatment of persons with speech, language and/or hearing disorders in medical settings. S/U graded.
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.
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.
This course is designed as an advanced continuation of the CSD 615 sequence. It is a seminar to engage students in a doctoral scholarly research project. Students will explore multiple avenues for the presentation of professional quality scholarship.
Emphasis on teaching techniques and methods for college and university instruction. S/U graded.
Concepts of loudness, adaptation, auditory fatigue, masking and the critical band, pitch perception, localization, temporal order and perceptual organization.
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.
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.
This course will focus on the application of audiological practices such as screening, assessment, rehabilitation, counseling, and instrumentation to manage children with varying hearing abilities in educational settings.
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.
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.
Pharmacology and ototoxicity as applied to clinical audiology. Basic mechanisms of pharmacodynamics, pharmacokinetics and pharmacotherapeutics and classes of drugs relative to otologic 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.
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.
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.
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.
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 and basic movements from yoga. Work on teaching progressions, pedagogical tips and 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.
This course is designed to provide on-site mentoring and supervision to world language teacher candidates in K-12 schools. The candidates in this course will be required to observe, participate, analyze and reflect on teaching and learning in their placement settings. Mentoring and supervision will be aligned with the national and state standards for world language education. S/U graded.
Concurrent Prerequisite ECLD 541 with a minimum grade of C
This course provides students with the opportunity to observe and participate in instructional strategies for culturally linguistically diverse (CLD) and bilingual learners. Students will examine instructional practices that facilitate language development and academic learning for CLD and bilingual students. At the same time, students will explore and critically reflect upon aspects of teaching practice involving culturally linguistically diverse and bilingual learners. With the help of the instructor and classmates, students will identify personal teaching strengths and challenges, and work to design and implement changes in teaching that will increase the chances for academic success among emergent bilinguals, bilinguals, and English language learners. 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.
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.
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 is designed to provide participants, as future elementary teachers of diverse learners, with special attention to ELL population, with an introduction to the language of academic disciplines and the literacy development of students' use of content and disciplinary discourse. Pertinent Scientifically Based Reading Research (SBRR) is reinforced, emphasizing vocabulary and reading comprehension at the discourse level for academic language/literacy development. The course participants examine strategies to integrate reading, writing, listening, and speaking within and across curriculums.
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.
Prerequisite to student teaching. Informed by theories and supported by research, emphasize standards-based teaching and learning methods, curriculum and classroom organization and design, assessment and evaluation, procedures and materials, in relationship to world language and bilingual education in a K-12 setting.
Completion of Appl for Grad Lic Adm to PTEP
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.
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.
From the perspective of sociocultural theory and a functional view of language, the course examines language as a meaning making tool for learners in the process of learning language and using language to learn. The course deepens the knowledge of systemic functional linguistics in L2 teaching and learning. Focusing on critical analysis of the use of language in a variety of teaching contexts, the course examines the interrelatedness between language and education, which serves to guide analysis and development of language-based curriculum.
This course provides a comprehensive introduction to the education of linguistically and culturally diverse (CLD) and bilingual learners. Content knowledge covers the fields of ESL, bilingual, and multicultural education and provides examples of effective practices and their underlying research knowledge base. Students are encouraged to engage in critical reflection on classroom practices related to linguistic and cultural diversity and bilingualism, and to apply what they have learned to their own teaching contexts.
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.
21 hours required
This course prepares teachers to integrate language and content instruction for CLD students, and to adopt culturally and linguistically responsive approaches to teaching diverse learners. Coursework is designed to enhance teachers' foundational knowledge of equitable and effective methods and assessment, including projects that provide opportunities for hands-on experience in implementing effective instructional strategies and assessment for CLD learners.
This course focuses on the practical application of instructional strategies and assessment that support academic language and content learning among emergent bilingual learners. Students learn how to determine an emergent bilingual's language proficiencies in the four language domains, design lessons and assessments to address language development needs, and conduct practice progress monitoring. Students also practice leadership in professional collaboration, family outreach, and advocacy for CLD students. The goals and programming of dual language immersion programs are examined, along with strategies that utilize students' heritage language to support literacy and content areas in English.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Foundational study of reading assessment, based on principles for matching reading assessment data to instructional decisions; policy provisions on assessment in a multi-tiered system of support; effective and ethical assessment in aspects of reading-such as phonological/phoneme awareness, phonics and word identification, fluency, vocabulary, and comprehension; assessment informing instruction for dyslexia and other persistent reading difficulties; knowledge of language structures necessary for interpreting assessment.
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.
Includes sixteen weeks of continuous field experience in an elementary (K-6) school setting with supervision by university and school faculty. Contributes to the fulfillment of field hour requirements for Colorado state licensure.
(GPA-GR-3.0) and (Passed Required Praxis and Completion of Application for Student Tching)
The Elementary Student Teaching Seminar and Capstone provides MAT:EEL student teachers with opportunities to extend and reflect on their experiences in their student teaching classroom and to collaborate with their university supervisors, school faculty, and colleagues to improve teaching skills, plan to apply for Colorado licensure (K-6), and prepare to enter the education work force. S/U graded.
(GPA-GR-3.0) and (Passed Required Praxis and Completion of Application for Student Tching)
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.
Instructional application of foundational skills of reading development, based on consensus science in effective reading instruction; effective instruction in components of reading and writing-phonological/phonemic awareness, phonics and word identification, fluency, vocabulary, text comprehension; instruction with dyslexia and other persistent reading difficulties.
The purpose of this Practicum is to provide prospective elementary-school teachers with opportunities to work with children and experienced teachers. Teacher candidates observe, discuss, and reflect on classroom routines and procedures with their cooperating teachers, as well as gain practice instructing and assessing children’s learning. Practicum experiences are designed to develop teacher candidates’ competence relative to the Colorado Teacher Quality Standards and to help children meet or exceed expectations for learning as specified in the Colorado Academic Standards.
Completion of Appl for Grad Lic Adm to PTEP
The purpose of the Elementary Practicum Seminar is to provide prospective elementary-school teachers an opportunity to grow their teaching skills and reflect on their teaching practices. Teacher candidates discuss and reflect on classroom routines and procedures and instructional and assessment strategies, methodologies, and best practices. Seminar experiences are designed to develop teacher candidates’ competence relative to the Colorado Teacher Quality Standards and to help children meet or exceed expectations for learning as specified in the Colorado Academic Standards. S/U graded.
Completion of Appl for Grad Lic Adm to PTEP
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
Investigation of social contributions of schools. Determination of what the public expects from local schools, assessing how accurately present systems meet public's expectations and individual implications for teaching.
A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline.
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.
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. S/U graded.
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.)
Special Notes
Maximum concurrent enrollment is two times.
Exploration and analysis of possible range of assumptions about nature of human activity (thinking, behaving, feeling) and implications of those assumptions relative to educational enterprise.
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.
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.
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.
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.
Completion of Applic for Initial Adm to PTEP
The purpose of this Practicum is to provide prospective secondary-school teachers with opportunities to work with children and experienced teachers. Teacher candidates will observe, participate in, analyze, and reflect on teaching and learning in secondary school and classroom settings, as well as gain practice instructing and assessing children’s learning. Practicum experiences are designed to develop teacher candidates’ competence relative to the Colorado Teacher Quality Standards and to help children meet or exceed expectations for learning as specified in the Colorado Academic Standards.
(GPA-GR-3.0) and (Completion of Appl for Grad Lic Adm to PTEP)
The purpose of the Secondary Practicum Seminar is to provide prospective secondary-school teachers an opportunity to grow their teaching skills and reflect on their teaching practices. Teacher candidates discuss and reflect on classroom routines and procedures and instructional and assessment strategies, methodologies, and best practices. Seminar experiences are designed to develop teacher candidates’ competence relative to the Colorado Teacher Quality Standards and to help children meet or exceed expectations for learning as specified in the Colorado Academic Standards. S/U graded.
(GPA-GR-3.0) and (Completion of Appl for Grad Lic Adm to PTEP)
The course provides teacher candidates with opportunities to observe, participate in, analyze, and reflect on teaching and learning in secondary school and classroom settings.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
Meets student teaching requirement for certification. S/U graded.
(
EDFE 130 with a minimum grade of S or (Completion of Appl for Grad Lic Adm to PTEP and Passed Required Praxis))
Sixteen-week student teaching field experience emphasizing planning, methods, assessment, classroom management, content, literacy, individualized instruction, diversity, human relations, and professionalism. To pass, students must meet all requirements and Satisfactorily pass EDFE 557.
(GPA-GR-3.0) and (Completion of Appl for Grad Lic Adm to PTEP and Passed Required Praxis)
Student Teaching Seminars that require students to reflect on student teaching; collaborate with supervisors, school faculty, and colleagues; and plan, teach, assess, and evaluate a unit of instruction. To pass, students must meet all requirements and earn a B- or better in EDFE 556.
(GPA-GR-3.0) and (Completion of Appl for Grad Lic Adm to PTEP) and (Passed Required Praxis)
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.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
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.
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.
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). S/U graded.
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 culturally linguistically different exceptional learners and their families.
This course is designed to provide the historical and legal foundations of special education and the educational implications for educators of students with exceptionalities.
This course addresses culturally responsive theories, concepts, and research related to effective instructional planning and skill development for students with disabilities including those from culturally and linguistically diverse backgrounds and who are English language learners.
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.
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.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP) and (
EDSE 546 with a 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.
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.
This course is designed to provide special educators with researched-based assessment and intervention strategies for working with individuals who have behavioral needs.
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).
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.
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.
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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 the philosophical assumptions underlying the science of ABA, descriptions and explanations of behavior, the experimental analysis of behavior, and professional practice guided by the science of behavior analysis. This course is based upon the BACB® 5th edition Task List.
This course covers functional behavior assessment, functional assessment of academics, and selecting and prioritizing target behaviors.
This course covers individual and systematic behavioral interventions, including antecedent interventions, contingency contracting, group contingencies, consequence-based strategies, and token economies.
This course covers professional and ethical compliance for behavior analysis.
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.
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.
(
EDSE 541 with a minimum grade of C or
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP) and (
EDSE 548 with a 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.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
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.
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.
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.
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.
(
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
Theoretical, practical, and cultural considerations regarding current issues and trends for infants, children and youth who are deaf or hard of hearing and their families.
Integration of theoretical and practical considerations involved in collaborating with families, service providers, and agencies.
(
EDSE 550 with a minimum grade of C or
EDFE 125 with a minimum grade of S or Completion of Appl for Grad Lic Adm to PTEP)
Develop the knowledge and skills to assess and to facilitate listening and spoken language to individuals who are deaf or hard of hearing. Field experience required.
Develop knowledge and skills to assess and facilitate the development of language skills of individuals who are deaf or hard of hearing. Field experience required.
Develop knowledge and skills to assess and facilitate the development of literacy in individuals who are deaf or hard of hearing. Field experience required.
Develop the knowledge and skills to assess and to teach academic content to individuals who are deaf or hard of hearing. Field experience required.
(
EDFE 120 with a minimum grade of S or
EDFE 125 with a minimum grade of S or Completion of Applic for Full Adm to PTEP)
Individual observation and supervised practice in the education of individuals who are deaf or hard of hearing.
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.
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.
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.
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.
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.
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.
Emphasize actual teaching and facilitation of learners who are gifted, talented, creative in actual supervised teaching experiences.
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.
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.
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.
Addresses the diverse nature of the 21st century classroom and evolving notions language and literacy and pedagogies designed to meet the needs of contemporary learners.
Special Notes
Consent of instructor 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.
Explores the underlying principles, theories, and methods associated with the teaching of English language arts in the secondary classroom.
Special Notes
Consent of instructor required.
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.
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.
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.
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.
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.
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.
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.
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.
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.
A case study approach to identifying costs, calculating cost ratios, and translating the findings into recommendations for decision-making. S/U graded.
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
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. 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.
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.)
Special Notes
Maximum concurrent enrollment is two times.
Examines economics and politics of education, revenues for school systems, principles of taxation, conflicts between equality and efficient goals and local state and federal policies for education.
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.
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.
Classic and contemporary published quantitative and qualitative studies on organizations, leadership and policy studies are used to analyze research strategies and tactics.
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.
Complete research of a major problem in educational leadership and policy. Must earn total of 12 hours of credit. 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.
This course examines approaches to addressing social and emotional learning and its competencies through literature.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
This course offers an introduction to the discipline of rhetoric and composition, emphasizing disciplinary identity and evolution, as well as theoretical perspectives on discourse, rhetoric, and writing pedagogy.
Graduate-level focus on a critical and/or literary problem, discourse, theme, genre or individual author.
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.
This course offers in-depth study of literature from a particular literary period and its movements. Works chosen suit the variable title of the course and represent writers from or based in the United States of America.
This course offers in-depth study of literature from a particular literary period and its movements. Works chosen suit the variable title of the course and represent writers from the British Isles and/or from former colonies.
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.
This course examines current and emerging issues and trends in the English studies including composition, literature, and pedagogy with and emphasis on assessment and the 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.
This course provides an overview of educational research with an emphasis on literacy in secondary and post-secondary settings and guides teachers to develop systematic inquiries into effective teaching and learning. Participants will learn about methods for conducting teacher action research through analysis and application of classroom-based research.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Students will study the language and literature of Anglo-Saxon England, translating important historical and literary documents in prose and poetry, including works by Alfred, Aelfirc, and others.
An introduction to Middle English literature. Authors considered may include Chaucer, Langland, Kempe, and the Pearl poet. Readings may include drama, narrative poetry, lyric poetry, narrative prose and devotional literature.
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.
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.
Graduate 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.
This course will focus on the knowledge, skills and practice needed to enter the editing profession.
This course explores professional writing theories and puts them to use in a community engagement project. Students will work with a non-profit organization to develop a grant package, build a social media presence, and design/compose various public-facing deliverables.
This course introduces students to both theory and technological tools prevalent in the digital humanities. While the specific theoretical foundations, technologies, and projects will vary based on instructor expertise, students can expect to work with video production, textual annotation/qualitative data analysis, web design and coding, and/or e-editing tools and/or technologies.
This course offers extensive theory and historical background on as well as typical practice in directing a writing center.
Select MA project, a journal-appropriate research paper, 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.
Provides students with the skills and knowledge to design and implement effective adaptive management of conservation projects and to generate clear evidence of their progress toward achieving conservation results. This course applies the Open Standards for Conservation, a common structure in many conservation organizations.
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.
Study for undergraduate and graduate students in various topics of sustainability.
Explores use of scientific "controversies" as a teaching strategy to understand the nature of science. Empirical evidences supporting major scientific concepts are integrated with pedagogical strategies.
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).
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 and geologic cycles, including surface and groundwater hydrologic processes. The course will consist of lectures, laboratories, field projects, and presentations. Two field trips are required.
Concurrent Prerequisite
MATH 131 with a 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).
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.
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 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.
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.
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 a minimum grade of C
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.)
Special Notes
Maximum concurrent enrollment is two times.
Investigation of the theory and use of multimedia in educational and training environments. Current tools and related concepts are also examined.
(ET 503 and ET 524 with a minimum grade of C)
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).
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.
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.
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.
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 ET 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.
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.
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.
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.
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.
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline.
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. S/U graded.
An overview with case practice of medical nutrition therapy for dietetic interns. Several topics are covered with an emphasis on clinical skills. 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.
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 biochemical molecules 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.
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.
Provide students with effective oral and written communication skills in order to provide science-based nutrition information to various audiences.
Analyze, critique, and communicate current topics in nutrition. Compare and contrast headline news to evidence based research.
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.)
Special Notes
Maximum concurrent enrollment is two times.
Advanced study of pre-conception, pregnancy, lactation, infancy, and child nutrition including nutrient requirements, mealtime behaviors, and common nutrition related conditions incorporating evidence-based research in maternal and child nutrition.
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.
Provide an overview of the roles that nutrient selection, metabolism and timing play in supporting and improving human physical performance. Course includes thorough review of current literature in Sports Nutrition.
Study of clinical pediatric nutrition related to diseases and illnesses that affect children from birth through 18 years of age. Students will analyze, critique, and discuss current topics in evidence-based literature and on the news.
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. S/U or letter graded.
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. S/U or letter 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.
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.
Learn theory, methods, and tools to understand and analyze the landscapes we live in and to solve landscape-related environmental problems.
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.
Explores the fundamentals of grant writing and culminates in the creation of a proposal for submission to a federal agency or nonprofit.
Students will gain in-depth knowledge on various urban topics, and evaluate critically economic, social, environmental and health problems in urban areas using GIS.
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.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
(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.
(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.
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.
(3 lecture, 3 laboratory) Origin and evolution of landforms emphasizing processes of their formation, including tectonic, glacial, fluvial and hillslope processes.
(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.
(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.
(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.
(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.
Overview of the processes driving and resulting from plate tectonics. Detailed study of some of the earth's past and present mountain belts.
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.
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.)
Special Notes
Maximum concurrent enrollment is two times.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.)
Special Notes
Maximum concurrent enrollment is two times.
Later life issues are explored using an ecological approach that highlights the benefits and consequences of aging for the individual, family and society.
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. There shall be 40 contact hours per credit hour. S/U graded.
Make application to the department before registration.
Thesis 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.)
Special Notes
Maximum concurrent enrollment is two times.
Examines foundational and life span theories of college student development and applies them to students' lives and higher education and student affairs practice.
Philosophies of education and epistemology. History of U.S. higher education. Origin/history of student affairs. Emphasizes cultural perspective of ethnic minorities, women and other cultural subgroups in higher education.
Examines and reviews the history, purposes, functions, organization and administration of Admissions, Financial Aid, Records and Registration, Advising and Orientation.
Exploration of meaning making from individual cultural lenses to the application of theory to practice in higher education settings. Assessment of multicultural competence within HESAL.
Exploration of intervention models and helping relationships for professionals working with diverse college students including: student needs assessment, intervention strategies, conflict coaching, restorative models of accountability.
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.
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.
Seminar focusing on scholarly writing skills and examination of the macro perspective of leadership.
Continued doctoral study in higher education and student affairs leadership focusing on collaborative research. Explores research framework and design through a collaborative research project.
This course focuses on three themes, data analysis and representation of findings, writing for publication, and navigating the comprehensive exam and dissertation processes.
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.
Examines the nature of history, historical research, and the writing of history.
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.
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.
Students will examine a specific topic and write a critical essay incorporating research, historical methodology, analysis, and expository skills at the graduate level.
A consideration in depth of European historical development focusing on key issues in European history.
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Focuses on the writing of an article-length research paper of publication quality grounded in primary sources. History M.A. students are required to take six credits of
HIST 690 and earn at least a B on the research project to pass the course.
Optional for Master of Arts programs on recommendation of the major advisor. S/U graded.
An intensive, graduate-level study of one particular cultural phenomenon from a variety of critical perspectives.
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.
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.)
Special Notes
Maximum concurrent enrollment is two times.
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.)
Special Notes
Maximum concurrent enrollment is two times.
Vector spaces, linear transformations, matrices, eigenvalues, canonical forms, quadratic forms and other selected topics.
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.
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.
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 conduct research into a mathematical problem relevant to their own teaching, implement a related innovation in their own classroom, and write about their findings.
4 Courses of MATH 500-799 with a minimum grade of C
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
Surveys topics from fields of mathematics not included in existing courses, reflecting specific interests of students and instructors.
Explores role of structures in abstract algebra through an historical lens. Role of symmetry in the development of groups. Role of solving equations in the development of rings and fields
Polynomial Noetherian rings and ideals. Fields and Galois theory. Structure of fields. History and applications.
Survey of enumerative combinatorics motivated by discrete structures of historical and practical importance, including relations, functions, graphs, and groups. Explore connections between counting and the mathematical structure of finite sets.
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.
Rigorous approach to real numbers and functions, with a historical perspective. Foundations of calculus and analytic geometry, including integration and measure. Elements of complex analysis and its applications.
Introduction to the process of mathematical modeling and, in particular, topics in modeling that have relevance to secondary school mathematics. This project-based course emphasizes development and communication of models.
Neutral, Euclidean, spherical, hyperbolic, and other geometries. Intuitive and axiomatic viewpoints. Connections to analysis, abstract algebra, and history of mathematics. Prepares students to research geometry education and teach undergraduate geometry.
The notion of proof, first order logic, set theory, ordinals, cardinals and an overview of the most important recent results in the field.
Surveys topics from fields of mathematics not included in existing courses, reflecting specific interests of students and instructors.
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
This course examines the concepts, applications, and uses of managerial accounting in managerial decision-making for managers and other internal users.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
Covers analytic techniques for decision making in accounting.
Completion of MBA Foundation Modules
Special Notes
MBA 611 cannot be retaken for credit if
MBA 695 "Fund of Accounting Analytics" title was taken in Spring 2023.
This course is for Certified Public Accountant examination preparation.
Completion of MBA Foundation Modules
This course covers the analysis and interpretation of financial disclosure data using data analytic techniques.
Completion of MBA Foundation Modules
This course covers the detection and prevention of financial fraud using data analytic techniques.
Completion of MBA Foundation Modules
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Letter graded.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
Special Notes
Maximum concurrent enrollment is two times.
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
Examines organizational behavior topics such as motivation, team dynamics, perception, power, politics, conflict, and culture, with an in-depth view of ethical leadership.
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.
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
Expand on fundamental concepts of marketing in relation to service industry settings. A second theme of the course focuses on the role of service in manufacturing businesses. Currently, many firms in the manufactured goods sector see service as the basis for attaining a sustained competitive advantage.
Course is patterned after the Project Management Institute concepts of project initiation, planning, execution, monitoring and controlling, and closure. This course also prepares students to take the Project Management Professional certification from the Project Management Institute.
Concurrent Prerequisite
MBA 654 with a 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.
Concurrent Prerequisite
MBA 654 with a 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.
Concurrent Prerequisite
MBA 654 with a minimum grade of C
This course focuses on the improvement of supply chain processes and performance. This course focuses on four foundation perspectives: purchasing, operations, logistics and process integration.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
This course examines healthcare systems, their history and evolution.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
A seminar course in various business content areas as need and opportunity arise.
(Concurrent Prerequisite
MBA 654 with a minimum grade of C) and (Completion of MBA Foundation Modules)
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.
A mathematics education course for current middle school teachers. Content includes mathematics education topics appropriate for teachers of middle level mathematics.
The course focuses on current research and practices of teaching, learning, and assessing algebra in secondary schools, including ways to support student thinking and teaching for understanding.
The course focuses on current research and practices of teaching, learning, and assessing geometry in secondary schools, including ways to support student thinking and teaching for understanding.
The course focuses on current research and practices of teaching, learning, and assessing probability and statistics in secondary schools, including ways to support student thinking and teaching for understanding.
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.
The course focuses on current research and practices of teaching, learning, and assessing advanced topics in secondary schools.
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.
(
MED 600 with a minimum grade of C) and (1 Course of MED 500-799 with a minimum grade of C)
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.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
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.
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.
Analyze research concerning cognitive science in mathematics education. Conduct case study on cognition in mathematics.
Learn advanced research concepts and methods that are unique in the study of educational mathematics. Includes data analysis and advanced statistical techniques.
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.
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.
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.
Examines the research and practice of learning theories in mathematics education (grades 6-14), including their historical and contemporary significance in research and practice.
Examines the research and practice of curriculum development in mathematics education (grades 6-14), including educational philosophy, contemporary problems of curriculum design, and the role of mathematics teacher educators in curriculum decision-making processes.
Examines the research and practice of teaching models in mathematics education (grades 6-14), including theory-based and research-based practices of mathematics teaching in relation to historical and contemporary contexts.
Examines the research and practice of equity, inclusion, and diversity in mathematics education (grades 6-14), including the underlying theories of such research and practice in relation to historical and contemporary contexts.
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.
Under the mentorship of mathematical science faculty, participants will participate in the administration and facilitation of an undergraduate or master’s level course in the mathematics sciences.
Under the mentorship of a mathematics educator, participants will investigate a research question relevant to their degree goals, and actively engage in mathematics education research practices to answer a research question.
Under the mentorship of mathematical sciences faculty, participants will work on a problem relevant to their degree goals, and investigate possible solution paths and their relevance to mathematics education.
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. S/U graded.
The physical laws governing planetary and synoptic-scale atmospheric motions are developed mathematically based on conversion of mass, momentum, and energy.
(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.
(3 lecture, 2 laboratory) 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 a minimum grade of C)
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.
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.)
Special Notes
Maximum concurrent enrollment is two times.
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. S/U or letter graded.
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. S/U or letter graded.
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. S/U or letter graded.
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.
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. S/U or letter graded.
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. S/U or letter graded.
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.
Discussion of common techniques used by great arrangers. Prepares students to write arrangements for large jazz ensemble and studio orchestra.
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.
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.
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.
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.
Special Notes
Prerequisites - Graduate students must have a passing grade on the Graduate Music Theory and Aural Skills Placement Exams, or have successfully completed
MUS 401 and/or
MUS 402. Undergraduate students eligible to take 500-level courses must have successfully completed
MUS 302 Form and Analysis and have instructor approval.
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 linear and graphic analysis to music, 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.
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.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
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.
In depth study of teaching material and techniques related to the flute, clarinet, saxophone, oboe, or bassoon.
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.
Special Notes
Instructor consent required
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.
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
Involves comprehensive investigation and analysis of health care systems, health policy, organizational theory 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. S/U or letter 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 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.
Examine clinical pharmacokinetics and pharmacotherapeutics. Focus on selected drug groups and their safe and appropriate utilization in primary care practice.
(3 lecture, 2 laboratory) Emphasis is in health history taking, physical assessment and interviewing of individuals across the lifespan.
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.
(3 Lecture, 3 Practicum) 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.)
Special Notes
Maximum concurrent enrollment is two times.
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.
(3 Lecture, 3 Practicum) 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.
(2 Lecture, 3 Practicum) 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.
Introduction and overview of the integrative concepts of pathophysiology, pharmacology, and health assessment within the context of individual, family, and populations.
(2.5 lecture, 1 laboratory) Application of theoretical and research based developmental approaches to primary care of adults with acute episodic conditions.
(2.5 lecture, 1 laboratory) Application of theoretical and research based developmental approaches to primary health care of adults with chronic illness.
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.
Develops the foundation for advanced practice management of patients across the lifespan with acute (urgent and emergent) health problems.
Critical skills intensive focusing on advanced practice skills for the emergency care environment including: airway management, chest tube insertion, central line insertion and management, ultrasound, lumbar puncture, and suturing. S/U graded.
The focus of this first clinical course is the beginning application of didactic and simulated learning to the live clinical setting. S/U graded.
(Concurrent Prerequisite
NURS 662 with a minimum grade of B) and (Concurrent Prerequisite
NURS 663 with a minimum grade of S)
Examines perspectives of population based health care across the life span from a community and global perspective.
This course continues the development of advanced practice management of patients across the lifespan with acute (urgent and emergent) health problems.
Critical skills intensive focusing on advanced practice skills for the emergency care environment including: airway management, intraosseous access management, ultrasound and simulation with standardized patients. S/U graded.
This course provides for intermediate application of didactic and simulated learning in the live emergency care. S/U graded.
(2 lecture, 2 laboratory) 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.
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.
Application of theoretical and research based developmental approaches to complex, advanced clinical topics seen in the primary care setting.
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.
(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.
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.
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. S/U graded.
Advanced practice role development in health maintenance and illness management is examined from several perspectives.
The focus of this final clinical course is advanced application of didactic, simulated, and clinical learning to the live emergency care setting. S/U graded.
(
NURS 662 with a minimum grade of B) and (
NURS 663 with a minimum grade of S) and (
NURS 664 with a minimum grade of S) and (
NURS 671 with a minimum grade of B) and (
NURS 672 with a minimum grade of S) and (
NURS 673 with a minimum grade of S)
Focuses on developing knowledge about faculty, leader and administrator roles in academic nursing education.
Content emphasizes the application of the integrated skills of critical analysis and synthesis of evidence related to clinical practice. S/U graded.
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.
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.
Introduction to the DNP Scholarly Project emphasizing the application of the integrated principles of proposal development, research design and the measurement of clinical outcomes.
Provides advanced in-depth study, emphasizing the intensive development and defense of the DNP Scholarly Project Proposal.
This course is designed to prepare the learner for scholarship in nursing education, publication, presentation and grant writing activities.
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.
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.
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.
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. S/U graded.
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.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
Human growth and development from conception through senescence, focusing on cognitive, affective, social and psychomotor development throughout the life span.
This course will introduce students to social emotional learning in educational settings. Topics include definitions, theories, frameworks, and educational programming for social emotional learning, as well as applications and strategies for using social emotional learning in the K-12 classroom.
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.
This course provides an overview of the psychological sciences underlying creativity and teaching for creativity. Topics will include the definition and assessments of creativity, creative thinking strategies, the roles of motivation and environment in creativity, and classroom applications of creativity theories.
An examination of research and theory associated with current hot topics. Hot topics may include debates about such things as direct instruction vs. discovery learning, the value of moral education, the importance of creativity, or theories of intelligence. Students help select topics for study and debate.
Overview of the fundamentals for creating experiments and data analysis for experiments in psychology.
Special Notes
Previous coursework in statistics; Consent of instructor required.
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 hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Physical, social and emotional development of children from conception through puberty, stressing normal development and major development theories.
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.
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.
Item response theory and methods. Topics include item analysis, logistic models, and individual prediction and classification.
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.
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. 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. S/U graded.
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.
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.
Special Notes
Maximum concurrent enrollment is two times.
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 a minimum grade of C) and (
RCS 694 with a 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.
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.
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. S/U graded.
Experiences in observation and supervised practice in teaching at college or university level.
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.
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 evidence supporting major science concepts are integrated with pedagogical strategies.
(2 lecture, 2 laboratory) Develop a knowledge of objectives, methods and materials needed for teaching a functional elementary science program. Laboratory activities included.
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.
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.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
Special Notes
Equivalent research course approved by advisor may be substituted for
SRM 600.
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.
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.
For majors in the Graduate Interdisciplinary Degree Program M.A. Science Education Concentration and wish to complete a thesis. S/U graded.
Special Notes
Equivalent research course approved by advisor may be substituted for
SRM 600.
Project-oriented utilization of written and oral skills specific to communication science to a non-science audience. Students will work in groups to develop several communication projects, using several forums.
This course will prepare individuals to design and conduct exercise intervention programs for cancer patients. The physiological alterations from cancer therapy and the exercise effects will be presented.
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.
This course provides the foundation of sales and revenue generation through theoretical fundamentals and practical application of sales while providing students with the essential skills to become successful sales executives in the sport industry.
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.
Presentation of data, measures of central tendency and variability, inference, correlation, regression, comparisons of means, and specific statistical approaches used in the movement sciences will be presented and applied.
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.
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.
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.
Make an advanced study of the structural components of human movement, with special attention to the analysis of movement problems.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Doctoral students gain comprehensive knowledge by conducting experimental design research, critiquing academic research, having discussions to gain insights into the research process, and learn expectations of market research in the domain of sport administration.
Doctoral students will undertake an in-depth study of current topics, and research, related to being a sport administration professor in higher education in America.
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.
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.
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.
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.
Study entrepreneurship and innovation sociologically. Discuss how inequality, capital and globalization affect entrepreneurial success and failure and discover the social sources of innovation.
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.)
Special Notes
Maximum concurrent enrollment is two times.
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-GR-3.0
Optional for Master of Arts students upon recommendation of major advisor. S/U graded.
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.
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.
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.
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.
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.
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 Concentration, 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.)
Special Notes
Maximum concurrent enrollment is two times.
A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline.
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 of methodologies.
Supervised experience providing interventions to children, adolescents, and their families; includes counseling and play techniques, review of digital recordings, group and individual supervision, and course seminars. S/U graded.
Special Notes
Consent of instructor required
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
Addresses the 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 multielement designs are covered.
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.
Supervised experience using a problem-solving approach to assess, plan, and monitor child, adolescent, and adult functioning in the areas of cognitive processing and academic achievement in school and community settings.
Concurrent Prerequisite
SPSY 670 with a minimum grade of C
Application of major strategies and techniques for behavior and personality assessment of children (K-12) and young adults, with an emphasis on integrating behavioral, cognitive and academic assessment results for effective intervention.
Special Notes
Consent of instructor required.
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.
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.
Build research skills and knowledge serving under the mentorship (research apprentice) of a faculty member. Must complete three credit hours over three semesters.
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.
Understanding psychological testing through an overview of measurement principles, the psychological assessment process, data management, test construction and development and use of test results in individual psychoeducational evaluations and intervention planning.
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.
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.
Acquire understanding of developmental and behavioral disorders of childhood through adulthood. Students will develop a thorough knowledge of specific pathologies and conditions through intensive reading, research, or practical experience.
Professional issues and problems concerning the school psychologist, including certification and licensure requirements, confidentiality, legal and ethical issues, roles and responsibilities.
Provides an overview of the theories and practice of school psychology supervision. Additionally, under faculty supervision, students participate and apply their skills in in the instruction and supervision of students in testing courses.
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 under the supervision from a licensed psychologist. Must complete a total of 2 credits. S/U graded.
Supervised practice in administering and interpreting neuropsychological tests and qualitative procedures for children, adolescents, and adults. Emphasizes case conceptualization and intervention development from a neuropsychological perspective.
Supervised experience in the provision of comprehensive psychological services to children/adolescents within a school setting. Must complete 6 credits over the academic year.
Learn the theory and practice of psychological program evaluation. Use technology and measurement skills to promote systems change by evaluating the effectiveness of consultation, therapy, guidance, academic interventions, and placement.
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 a complete description.)
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.
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.
Concurrent Prerequisite
SRM 602 with a 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.
The goal of this course is to familiarize students with the use of the Mplus software (Muthen and Muthen, 1998-2017). Students will become acquainted with the basics of Mplus. The course will focus on using Mplus for latent variable modeling.
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.
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.
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.
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.
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.
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.
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.
Additional multiple regression topics. Introduction to MANOVA designs, discriminant analysis, factor analysis, cluster analysis, and path analysis.
This course is intended to provide students with the tools to perform analyses that go beyond traditional methods such as multiple regression, multiple ANOVA, and classical repeated-measures ANOVA, including data situations in which these modeling techniques have failed assumptions. General topics include diagnostics and remedies for failed traditional linear modeling assumptions, missing data techniques, power and sample size calculations and simulations, and other modern data methods.
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.
This course is intended to provide students with the tools to perform appropriate and informative longitudinal data analyses. The level of the topics and discussions are intended to appeal to both established researchers with experience working with longitudinal data as well as new researchers with no background in longitudinal data.
Introduces advanced programming tools using the SAS System. Designed to better qualify students for jobs in statistical data analysis.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
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.
Acquaint students with the major applications and issues related to multilevel modeling. Gain the skills necessary for conducting and interpreting studies involving multilevel modeling.
Covers the uses of surveys, the process involved in designing and implementing a survey study, and general issues related to survey research.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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. S/U graded.
Advanced research designs, concepts and methods. Required of all specialist and doctoral candidates.
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.
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.
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 and Concurrent Prerequisite
SRM 700 with a 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.
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.
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.
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.
This course involves a comprehensive review of current sign language linguistics research with emphasis on how it shapes ASL education, and guides educators to develop appropriate curriculum materials that address different needs of language competence.
Advanced topics in Teaching American Sign Language. Specific topics will be determined by the instructor and by current student needs. S/U or letter graded.
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.
Students will gain the necessary knowledge and skills to understand, evaluate, and conduct quantitative and qualitative approaches to research surrounding the teaching and learning of ASL as a first or second language.
Individualized investigation under the direct supervision of a faculty member. Minimum of 37.5 clock hours required per credit hour. S/U graded.
Special Notes
Maximum concurrent enrollment is two times.
A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline.
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.)
Special Notes
Maximum concurrent enrollment is two times.
In this first course in the MA in Theatre Education program, students will learn the fundamentals of writing expectations for graduate level work.
Students will gain a solid working overview in design, including but not limited to the following: costuming, stage make-up, scenery, sound, and lighting.
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.
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.
This course will explore the tasks of acting in, directing, choreographing, and mounting a musical theatre production.
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.
In this course, students will begin an action research plan developed and approved in
THED 680: Theatre Education Curriculum Development.
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.
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. 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. S/U or letter 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.
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.