Graduates only. A critical examination of African American history from the pivotal 1896 Homer Plessy U.S. Supreme Court decision to the 2016 U.S. presidential election.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Prerequisites: APCE 558, APCE 607, APCE 602 or APCE 650, and PSY 530; co-requisite APCE 657; and consent of coordinator. 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. Repeatable, maximum of 10 credits. Course fee required.

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

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. Assessment fee required.

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

Prerequisite: APCE 607 or APCE 707 and consent of instructor. Supervised experience in interventions with children, adolescents, and families; including counseling and interview analysis, the use of audio and video tapes, client and supervisor feedback, and twice weekly seminars. S/U graded. Repeatable, maximum of 10 credits. Course fee required.

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

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

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

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

Prerequisite: Undergraduate or graduate level course in developmental psychology. Addresses dynamic nature of individual and family functioning and the interaction of biology and environments. Emphasis on integration of theory and research in developing programs that foster healthy development.

Concepts within the field of applied behavior analysis are covered. Respondent and operant conditioning, including response class, antecedents, consequences, stimulus control, motivating operations, contingencies, functional relationships, and extinction are addressed.

This course covers assessment of behavior, including all dimensions of behavior and structured observation. Single-case research methods, including reversal, multiple baseline, changing criterion, alternating treatment, and multi-element designs are covered.

Prerequisite: APCE 628. This course covers individual and systematic behavioral interventions, including antecedent interventions, contingency contracting, group contingencies, consequence-based strategies, and token economies.

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

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

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

Prerequisite: APCE 644 or a course in cognitive and academic assessment (to be approved by the course instructor), and consent of instructor. Develop major strategies and techniques for individual behavior and personality assessment of children (K-12) and young adults. Integrate projective assessments with cognitive and behavioral measurements.

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

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

This course provides an advanced understanding of theory, research, and interventions, as applied to individuals, families, schools, and social systems.

This course prepares students to design and implement programs that promote children’s mental health, academic success, and social competence. Students will become familiar with implementation science, systems theory and models of service delivery.

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

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

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

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

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

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

Examination of theories of trauma and crisis for use in school settings. Emphasis is given to developing systems that support individuals who have experienced trauma and on strategies for preventing, responding to, and recovering from crisis.

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

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

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

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

Co-requisite: APCE 677. Consent of instructor. 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. Assessment fee required.

Consent of instructor. 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.

Prerequisites: APCE 674 and consent of instructor. 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.

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

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

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

Majors only. 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.

Prerequisite: APCE 694 and consent of coordinator. Refer to program handbook. Majors only. 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. Repeatable, maximum 18 credits. Supervision fee required.

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

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

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

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

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

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

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

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

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

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

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

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

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

Prerequisite: APCE 623. Majors only. 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.

Consent of instructor. Majors only. 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.

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

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

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

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

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

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

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

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

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

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

Prerequisites: APCE 644, APCE 646, and consent of instructor. Majors only. This course provides students the opportunity to refine their skills (e.g., assessment, counseling) through supervised experience in a hospital, clinic, and/or school setting in which supervision is provided by a licensed psychologist. Must complete a total of 2 credits. Repeatable, maximum of six credits.

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

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

Prerequisites: APCE 607 or APCE 707, APCE 628, APCE 640, APCE 646, APCE 747, and consent of the instructor. Supervised experience in the provision of comprehensive psychological services to children/adolescents within a school setting. Must complete 6 credits over the academic year. Repeatable, maximum of six credits. Supervision fee required.

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

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

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. Repeatable, no limits.

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

Consent of instructor. Majors only. 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). Repeatable, maximum 18 credits. S/U graded.

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

Prerequisites: APCE 702, APCE 712, and consent of practicum coordinator. Majors only. 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. Assessment fee required.

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

Prerequisites: APCE 702, APCE 712 and consent of practicum coordinator. Majors only. This course offers students the opportunity to refine their assessment skills with clients in various community based organizations. S/U graded. Repeatable, maximum of 15 credits.

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

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

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

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

Prerequisite: ART 410. Design and assembly of hand-built ceramic forms at an advanced level. An exploration of stoneware, raku and sodium vapor firing processes. Repeatable, maximum of six credits. Course fee required.

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

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

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

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

Majors only. Arts Critique artwork produced, presentations on and discussion of contemporary artists, ideas and theory in art. Repeatable, maximum of 9 credit hours.

Students will learn about the history, philosophy, and current issues of Museum Leadership and arts administration.

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

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

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

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

Majors/Minors only. Seniors or above. Consent of instructor. Students investigate thematic interpretation of ideas and express them in a variety of systems. Through conceptual thought & formatting, students will explore an integration of 2D/3D projects. Repeatable, maximum of 9 credit hours.

A critical review and analysis of cultural, social, philosophical, and theoretical art issues. Educational, museum, gallery and visual culture contexts including studio and post-studio practices are interpreted and evaluated.

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

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

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

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

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

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

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

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

Study the history and arts of Africa, South Seas and Mesoamerica.

Students will learn about the arts traditions of East Asia and the aesthetic underpinnings of traditional East Asian culture.

Study in detail the humanistic aspects of the renaissance art 1250-1600, including the evolutionary developments of Mannerism and the beginnings of Baroque Art.

In depth study of postmodern art to the present.

In depth study of art in Europe and the Americas from 1900 through post-modernism.

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

This course is an introduction to graduate inquiry in the precepts and practices of Collaborative Learning and Arts Based Inquiry including arts based studio, educational and heuristic research.

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

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

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

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

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

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

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

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

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

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

Study concepts, theories and issues in art and art educational research based practices. Analyze content, studio and post studio processes, instructional and assessment methods through arts-based and action research lenses.

In depth study of art practices, processes, and adaptations for the exceptional learner. Involvement in the review of literature and research field in the development characteristics, needs and instructional adaptation suitable for teaching visual arts to the exceptional learner.

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

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

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

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

Advanced study of Japanese Art.

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

Advanced study of Greek Art from Aegean civilizations through the Hellenistic Period.

Advanced study of Roman Art from Etruscan civilization through the Late Roman Empire.

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

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

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

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

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

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

Masters only. Professional issues in speech-language pathology as they relate to public schools, medical settings and private practice. Topics include the legislative issues, business practices, ethics, third party reimbursement procedures and laws.

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

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

Masters only. 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. Repeatable, maximum of 8 credits. Course fee required.

Masters only. 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. Repeatable, maximum of 8 credits. Course fee required.

Masters only. Diagnostic principles, procedures, and materials used in criterion-referenced assessment of individuals with communication disorders in a medical setting. Repeatable, up to four credits. Course fee required.

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

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

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

Habilitation/rehabilitation of individuals who are deaf or hard of hearing. Includes hearing aid and/or cochlear implant management. Repeatable, maximum of six credits. Course fee required.

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

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

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

Prerequisite: ASLS 583. Students improve clinical skills and learn about issues related to clinical practice, including ethics, counseling, self evaluation, treatment notes, efficacy, outcome measures, sharing information verbally and relating to diverse populations. Repeatable, maximum of eight credits. Course fee required.

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

Theory and practice of advanced techniques of audiometric assessment.

Prerequisites: ASLS 586. Students improve their clinical skills and learn about issues related to clinical practice in medical settings, including interviewing, professional liability, clinical fellowship year, leadership, and demonstrating clinical effectiveness. Course fee required.

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

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

The study of bioacoustics and comparative anatomy and physiology of vocal and auditory mechanisms for various taxonomic classes.

Students will engage in systematic inquiry in audiology and speech-language pathology. This may include evaluating current research, posing research questions, formulating research designs, and developing formal research proposals. Repeatable, maximum of 8 credits.

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

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

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

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

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

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

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

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

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

Language disorders and prelinguistic communication, infancy through preschool. Application of contemporary theory and legislative assessment/treatment for infants and children demonstrating or at-risk for social-communicative-linguistic impairments.

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

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

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

Study of audiologic evaluation of animals with a focus on canines. Anatomy, pathology, restraint, conditioning, and behavior will be explored.

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

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

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

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

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

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

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

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

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

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

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

Study of the medical correlates of hearing impairment including pathogenesis of auditory pathologies, medical/surgical intervention, congenital/genetic syndromes, and related radiology/imaging/surgical techniques.

Prerequisites: ASLS 711 and ASLS 742. Advanced study of vestibular physiology, assessment and rehabilitation. Course fee required.

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

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

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

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

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

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

Exploration of the unique aspects of working with animal owners and professionals in animal care and veterinary settings.

Exploration of the unique aspects of working with animal owners and professionals in animal care and veterinary settings.

Prerequisite: ASLS 696. Perform brainstem auditory evoked response screening and diagnostic testing with canines and equines. S/U graded. Repeatable, maximum of four credits.

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

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

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

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

Prerequisites: Master of Accounting students or consent of instructor. This course emphasizes professional accounting research and the communication of the research findings to a variety of audiences. Students will use a variety of accounting research tools and databases. Research projects will be conducted in a variety of accounting situations. Also, the course is designed to raise students' level of awareness of interpersonal and global communication skills. Additionally, the course will address the ethical issues related to accurately communicating accounting and business information.

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

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

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

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

Prerequisites: Master of Accounting students or consent of instructor. 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.

Prerequisites: Master of Accounting students or consent of instructor. This seminar course explores advanced topics in international accounting and reporting. The instructor will specify topics.

Prerequisite: Master of Accounting students and consent of instructor. Practical work experience allowing the intern the opportunity to utilize the material learned in accounting courses. S/U graded.

Prerequisites: Master of Accounting students or consent of instructor. This seminar course explores advanced topics in accounting. Special topics will be specified by the instructor. S/U or letter graded. Repeatable, under different subtitles.

Prerequisite: Master of Accounting students and consent of instructor. 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. Repeatable.

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

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

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

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

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

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

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

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

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

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

Prerequisites: BIO 220 and CHEM 481 or CHEM 381 Examination of protein synthesis, DNA replication, gene expression, gene structure, and regulation of gene expression.

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

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

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

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

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

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

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

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

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

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

Prerequisite: BIO 220. Co-requisite: BIO 539L. 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) Prerequisite: BIO 220. Co-requisite: BIO 539. Laboratory to accompany BIO 539. Study of the techniques used to collect molecular data for ecological and evolutionary studies. Course fee required.

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

(1 lecture, 6 laboratory) Prerequisites: BIO 341 and BIO 350. 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.

(2 Laboratory) Prerequisites: BIO 220 (Genetics) and concurrent or previous enrollment in either BIO 525 (Molecular Genetics) or BIO 550 (Cell Physiology) 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. Course fee required.

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

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

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

Prerequisites: BIO 220. BIO 350 and BIO 351 recommended. Explore the cause of disease in animals with a detailed emphasis on functions of the immune system that provide resistance to disease.

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

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

Prerequisite: BIO 220 and CHEM 231 or CHEM 331, recommended CHEM 481 or CHEM 381. Study of the structural and functional relationships among biological macromolecules, cell organelles and cellular processes.

Prerequisites: BIO 210 and CHEM 381 or CHEM 481. Advanced systemic physiology, with an emphasis on humans. Essential and advanced topics in systemic physiology, focusing on homeostatic systems.

Prerequisites: BIO 210 and CHEM 381 or CHEM 481. In-depth examination of the physiological control systems in the human.

(3 lecture, 3 laboratory) Prerequisites: BIO 111; CHEM 231 or CHEM 281 and CHEM 281L or CHEM 331 and CHEM 331L. 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. Course fee required.

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

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

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

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

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

Prerequisite: BIO 362. Study of the principles of behavioral ecology, including the evolutionary basis of behavior, economic models of behavior, interspecific interactions, and social behavior.

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

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

Prerequisite: BIO 362. Study of the principles of animal communication, including signal modalities, signal design and signal evolution.

Prerequisites: BIO 110, BIO 360. 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.

Prerequisites: BIO 111, BIO 360 and BIO 465. 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. Repeatable, maximum of 6 credits.

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

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

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

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

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

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

Prerequisite: BIO 362. Co-requisite: BIO 563. Laboratory to accompany BIO 563 Animal Communication. Study and application of research techniques in the field of Animal Communication. Students will plan and conduct research.

Prerequisite: BIO 362. Co-requisite: BIO 560. Laboratory to accompany BIO 560 Behavioral Ecology. Study and application of research techniques in the field of Behavioral Ecology. Students will plan and conduct research.

Prerequisite: BIO 246 or BIO 350 or BIO 552. 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.

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

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

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

Prerequisite: None. Examine current topics in biological education research. Focus on teaching, learning, and assessment of biology as well as school policy and curriculum development. Repeatable, maximum of 6 credits.

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

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

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

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

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

Prerequisite: Must be enrolled in the Masters in Biomedical Science program. Required for students completing a Master's in Biomedical Science degree. This course examines the components of clinical research including design, conduct, analysis of trials, and dissemination of results.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable under different subtitles, 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-practices teaching strategies.

This course prepares students to effectively design college biology course curriculum using backwards design to develop learning objectives, syllabi, student assessments, and evaluation of course effectiveness.

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

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

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

S/U graded. Repeatable, no limitations.

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

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

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

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

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

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

Review theories of behavior and behavior change as they relate to current health issues. Health behavior change models will be examined and applied.

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

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

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.

No prerequisite. This course examines the relationship between child/adolescent health and their school experience. The course will be organized around the eight components of the Coordinated School Health Program Model. Current issues and approaches to school health will also be presented.

This course examines the effectiveness of a wide range of community strategies used in health promotion/disease prevention programs.

An examination of physical activity and the public health implications of physical inactivity. Emphasis will be placed on epidemiologic evidence of physical activity benefits and chronic disease prevention.

This course is designed to acquaint students with theory-based interventions to increase participation in physical activity. Interventions discussed will include evidence-based approaches targeting various sub-populations and settings within the community.

Prerequisite: CH 530 or consent of instructor. This course will identify and apply strategies needed to effectivelyengage in communities.

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

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

No prerequisite. An extensive comprehensive elective designed to expose graduate students to the importance of reproductive health and the impact it has on public health issues.

Prerequisite: CH 509 or consent of instructor. Theories and practices of program planning and evaluation including needs assessment, planning approaches, election of strategies, data collection and analysis, evaluation design, program implementation and utilization of evaluation data.

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.

Prerequisite: CH 612. 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.

Prerequisite: CH612. 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.

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

Prerequisite: PUBH 6600 or consent of instructor. Health policy, advocacy, leadership and management is a multidisciplinary field of public health concerned with the delivery, quality and costs of public health services.

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

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

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

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

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

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

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

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

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

(3 lecture, 3 laboratory) Prerequisite: Graduate standing or permission of instructor. Application of statistics and chemistry to the analysis of evidence gathered in criminal investigations such as drugs, fibers, gun shot residue, explosives, and accelerants. Course fee required.

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

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

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

Prerequisite: CHEM 442. 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.

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

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

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

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

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

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

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

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

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

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

Develop, complete, and defend master's level research project in chemistry. S/U graded. Repeatable, no limitations.

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. Repeatable, maximum of 6 credits.

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

Consent of advisor. Provides experience in the development and implementation of research techniques, the development of experimental design and the analysis of research data. S/U graded. Repeatable, no limitations.

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

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

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

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

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

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

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

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

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

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

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

Full admittance to PTEP required. Focus of the course is on curriculum and classroom organization, testing and evaluation, procedures and materials specific to secondary speech communication instruction.

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

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

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

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

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

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

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

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

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.) Repeatable, maximum concurrent enrollment is two times.

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

Detailed overview and critical analysis of the three main components of the criminal justice system: police, courts, and corrections. Both historical development of the system and contemporary issues are discussed.

Overview of the threats and risks of drugs, patterns of use, treatment and prevention, and drug policy in the U.S. Also investigates U.S. influence on policies in some foreign countries.

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

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

As the number of individuals leaving prison increased dramatically, prisoner re-entry became a focus for practitioners and policy makers. This course will critically evaluate strategies designed to improve re-entry outcomes.

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

Advanced study of criminological theories using a broad interdisciplinary perspective. Explain and critique current crime control and crime prevention strategies as they relate to theory, policy and practice.

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

Provides an in-depth analysis of diversity issues in the criminal justice system, specifically focusing on the role race/ethnicity, gender, and social class play in the various arenas of criminal justice.

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

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

Course designed to investigate specific aspects of criminology and criminal justice. Repeatable, under different subtitles, maximum of 9 credits.

Prerequisite: CRJ 580. 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). Repeatable, maximum 3 credits.

Prerequisite: CRJ 610. Option to CRJ 699 on recommendation of student's advisor. Students complete an advisor approved research project with practical implications relevant to the student's professional interests. S/U graded. Repeatable, maximum of 3 credits.

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

Prerequisite: CS 101 with a grade of "B" or better (B- is not acceptable) or CG 120 with a grade of "B" or better (B- is not acceptable) or instructor’s consent. Basics of Linux administration and scripting in an HPC environment. Utilizing an HPC cluster to carry out a significant research project.

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.

Masters only. 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.

Masters only. 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.

Masters only. 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.

Masters only. 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.

Masters only. 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.

Masters only. 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.

Masters only. 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.

Masters only. Students learn movements from a number of popular dance forms—salsa, ballroom, hip hop, krump, steppin', Bollywood, & country western line dancing & basic movements from yoga. Work on teaching progressions, pedagogical tips & lesson planning are also included.

Masters only. Class is an investigation of dance improvisation andchoreography 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.

Masters only. 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.

Masters only. Course involves step-by-step process of writing and defending candidate's thesis project. S/U graded.

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

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

Prerequisite: ECLD 594. Focusing on critical analysis of the use of language in a variety of teaching contexts, the course deepens the knowledge of systemic functional linguistics in L2 teaching and learning.

This course prepares teachers of English and other languages to use current technologies for language education in a variety of second or foreign language contexts.

This course provides historical and international perspectives on multilingualism, multilingual and multiliterate development, and current models of multilingual education including dual language program models.

Designed for educators who are preparing to teach or who are already teaching, English or another language as a second or an additional language. Introduces students to the existing body of theory related to second language.

Designed for educators who are preparing to teach, or are already teaching, culturally and linguistically diverse learners. Primary focus is on the interactions and interrelationships between and among society, language, and institutions of schooling.

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

This course examines methods of instruction and assessment that target systematic integration of language and content in specific curriculum content areas. Course readings and projects strengthen teachers' theoretical foundation while providing hands-on experience in implementing effective instruction and assessment that address the new Colorado English Language Proficiency Standards (WIDA) to enhance student learning. Topics include selection and effective use of resources and materials, instructional and assessment strategies, program planning and improvement, communicating results of assessments to stakeholders, emphasizing culturally and linguistically responsive pedagogies.

Prerequisite: Fluency in Spanish as indicated by the Spanish Oral Proficiency Exam. This course is designed for educators who are preparing to teach students who are learning content area information in Spanish. The primary focus of this course is to enhance teachers' knowledge of literacy and content area knowledge to be used in the bilingual classroom.

This course will introduce future teachers to the theoretical, practical, and legal aspects of the education of culturally and linguistically diverse learners.

Prepares teachers to apply research-based methods and assessments for culturally and linguistically diverse learners.

Prerequisites: ECLD 602 and ECLD 603. Provides teachers with the opportunity to observe and participate in instructional strategies for culturally and linguistically diverse learners.

Prerequisites: 21 credits in the Culturally and Linguistically Diverse Education program. This course discusses research and practice topics relevant to the education of culturally and linguistically diverse students. It requires the design of a research project on one of the course areas.

This course will introduce students to the history of major language minority groups attending school in the United States and will explore the influences of language and culture on schooling.

Prerequisites: 21 credit hours in the MAT Culturally and Linguistically Diverse Education program to include SRM 600 and ECLD 605. Students will synthesize and integrate what has been learned in the content, pedagogy, and research methods coursework, with classroom teaching and other work-related experiences. Must complete a culminating research project.

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. The course should be taken with either EDFE 501 (1 credit) or ECLD 604 (3 credits) which provides students with opportunities for hands-on experiences that deepen understanding and strengthen competencies.

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

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

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

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

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

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

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

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

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

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

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

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

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.

Prerequisites: Full admittance to PTEP and 3.0 GPA. Meets student teaching requirement for certification. S/U graded. Supervision fee required.

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

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.

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

Prerequisite: Application for Graduate Licensure Admission to PTEP. This practicum is designed to immerse students in the elementary school classroom. Opportunities for teacher candidates to inquire, analyze and reflect on classroom routines and practices. Supervision fee required.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Prerequisite: Application for Graduate Licensure Admission to PTEP. Investigation of social contributions of schools. Determination of what the public expects from local schools, assessing how accurately present systems meet public's expectations and individual implications for teaching.

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

Prerequisite: SRM 602 and SRM 680. 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.

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

Course is designed for doctoral student who aspires to teach in teacher preparation programs. Practicum can not be counted for courses taught as a paid Teaching Assistant.

Prerequisite: Students have completed all or are concurrently enrolled in their last program courses. Doctoral students only. 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. Repeatable, no limitations.

Prerequisites:Application for Graduate Licensure Admission 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.

Prerequisites: Successfully complete Application for Student Teaching and successfully pass program specific PRAXIS test.. Meets student teaching requirement for certification. Graduate students only. S/U graded. Supervision fee required.

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

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

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

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

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

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

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

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

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

Develop understanding of cognitive affective needs of elementary students in reading and writing to learn. Develop sensitivity to individual needs. Participate in related field experiences.

Prerequisite: Application for Graduate Licensure Admission to PTEP. Develop understanding of cognitive affective needs of middle and secondary students in reading and writing to learn. Develop sensitivity to individual needs. Participate in related field experiences.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

Prerequisites: EDS 581, EDS 582, ECLD 594, and EDSE 597. This course is designed for the SPED/CLD graduate student to be provided with opportunities to observe in a variety of special education settings, reflect on the observations and develop teaching related artifacts suitable for use in the specified field experience settings. S/U graded.

Prerequisites: EDS 581, EDS 582, ECLD 594, EDSE 597. Prerequisite or concurrent: ECLD 596. This course is designed so that the SPED/CLD graduate student is provided with opportunities to observe in a variety of second language settings, reflect on the observations and develop teaching related artifacts suitable for use when teaching culturally and linguistically diverse learners who are in the process of learning English. S/U graded.

Consent of instructor. 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.

Consent of instructor. 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).

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

The special education teacher candidate will be provided opportunities to observe, analyze and reflect on issues including diversity, professionalism, 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. Repeatable, under different subtitles.

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

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

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

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

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

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.

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

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

The course explores theory ad 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).

Prerequisites: Successfully complete Application for Student Teaching and successfully pass program specific PRAXIS test. In their practicum experience, students build on knowledge and competencies gained throughout their master's program to synthesize their knowledge and apply recommended practices in ECSE settings. Supervision fee required.

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

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

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

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

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

Prerequisite: Application for Graduate Licensure Admission to PTEP. Discuss causes, characteristics, educational implications and instructional methods for student with visual/multiple disabilities. Learn effective teaming and collaborative planning strategies.

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

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

Prerequisite: Application for Graduate Licensure Admission to PTEP and EDSE 546. Consent of instructor. Required laboratory arranged. A study of methods involved in general navigation and environmental awareness relating to severe vision needs. Travel techniques are gained while working under simulated conditions. Repeatable, maximum of four credits.

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

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

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

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.

Prerequisites: Application for Graduate Licensure Admission to PTEP and EDSE 512 required. Students develop assessment skills related to students with disabilities focusing on principles, purposes, and the practice of assessment tools, including formal and informal measures. Assessment fee required.

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

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

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

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

Prerequisites: Application for Graduate Licensure Admission to PTEP. This course addresses planning, managing, and collaboratively delivering educational plans and interventions for students with severe disabilities. It addresses academic, communication, behavioral, medical, and unique individual needs, K-12.

Prerequisites: Application for Graduate Licensure Admission to PTEP. 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.) Repeatable, 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.

Prerequisite: APCE 628. This course covers functional behavior assessment, functional assessment of academics, and selecting and prioritizing target behaviors.

Prerequisite: APCE 628. This course covers professional and ethical compliance for behavior analysis.

Prerequisite: EDSE 628. 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.

Prerequisites: Application for Graduate Licensure Admission to PTEP; and EDSE 541, EDSE 548. Curriculum development, adaptations, and teaching methodology for individuals with visual impairments. Modification of general and functional curricular areas. Emphasis on methods of teaching skills and the core curriculum.

Prerequisite: Application for Graduate Licensure Admission to PTEP. 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.

Psychosocial implications of visual impairments, sources of self-esteem, the adjusting process and strategies for meeting the blindness-related counseling needs of individuals with visual disabilities and their parents.

Prerequisites: Application for Graduate Licensure Admission to PTEP; and EDSE 541, EDSE 543, EDSE 546, EDSE 548, EDSE 549, EDSE 640, EDSE 645 or certification at undergraduate level required. Consent of instructor. Supervised teaching experience with students with visual disabilities, K-12, planning and implementing lessons, preparing materials, participating in staffing's, IEP/ IFSP development and parent conferences. Repeatable, maximum of 12 credits.

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

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

Prerequisites: Application for Graduate Licensure Admission to PTEP or certification at undergraduate level required. Orientation and Mobility Endorsement students only. Consent of major advisor required. Supervised teaching experience with both blind and low vision individuals in orientation and mobility. Observation of varied programs; e.g., resource room itinerant plan, residential school and rehabilitation settings. Repeatable, maximum of 9 credits.

Prerequisite: Application for Graduate Licensure Admission to PTEP; and EDSE 550. Integration of theoretical and practical considerations involved in collaborating with families, service providers, and agencies.

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

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

Develop knowledge and skills to assess and facilitate the development of language skills of individuals who 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.

Individual observation and supervised practice in the education of individuals who are deaf or hard of hearing. Repeatable, maximum of 6 credits.

Majors only. 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.

Majors only. Prerequisite EDSE 664, EDSE 683, EDSE 684, EDSE 685, EDSE 686, and EDSE 687. 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.

Majors only. Consent of instructor. 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.

Majors only. 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.

Majors only. 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. Director of Gifted Education endorsement (post-Masters) only. Repeatable, maximum of 12 credits.

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

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.

Majors only. 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.

Majors only. Prerequisites: EDSE 664 and EDSE 683. 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.

Prerequisite ESDE 683. Majors only. 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.

Majors only. 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.

Majors only. Prerequisite: EDSE 683, EDSE 684, EDSE 685, and EDSE 686. 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.

Majors only. Prerequisites: EDSE 664, EDSE 683, EDSE 684, EDSE 685, EDSE 686 and EDSE 687. 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.

Majors only. Prerequisite: EDSE 664, EDSE 683, EDSE 684, EDSE 685, EDSE 686, EDSE 687, and SRM 600. 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.

Majors only. Prerequisites: EDSE 683, EDSE 685, and EDSE 687. Emphasize actual teaching and facilitation of learners who are gifted, talented, creative in actual supervised teaching experiences. Repeatable, maximum of 12 credits. Supervision fee required.

Prerequisites: Application for Graduate Licensure Admission to PTEP; and EDSE 510, EDSE 511, EDSE 512, EDSE 613, EDSE 616, EDSE 617, EDSE 618, and EDSE 619.. 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. Supervision fee required.

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

Prerequisite: Consent of instructor. Supervised program of orientation, observation, and participation designed to provide linkages between theory and practice in leadership and management of special education. Director of Special Education endorsement (post-Masters) only. Repeatable, maximum of 12 credits.

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.

Prerequisites: Consent of instructor and submission of an externship proposal prior to enrollment. This course should be taken prior to submission of dissertation proposal. The externship requires 180 hours of supervised activities outside of UNC to expand the learner's knowledge base in a setting related to services for students with exceptionalities. Variable credit (1-9) repeatable, maximum of 9 credits. Supervision fee required.

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.

Prerequisites: EDSE 702 and EDSE 732. 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. Repeatable, maximum of four credits.

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

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

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

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

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

This course examines current and emerging issues and trends that affect secondary education with an emphasis on pedagogy, assessment, and inclusion of diverse learners in American schools.

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

Majors Only. 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.

Prerequisite: EII 604. Majors Only or permission of EII Executive Director. 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.

Prerequisite: EII 606. Majors Only or permission of EII Executive Director. 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.

Prerequisite: EII 607. 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.

Prerequisite: EII 604. 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.

Prerequisite: EII 607, EII 609. Majors Only. 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.

Prerequisite: EII 606 and EII 609. Majors Only. 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.

Prerequisite: EII 604. Majors Only. 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.

Prerequisite: EII 604. Majors Only. 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.

Prerequisite: EII 604. Majors Only. 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.

Prerequisite: EII 614. Majors Only. A case study approach to identifying costs, calculating cost ratios, and translating the findings into recommendations for decision-making. S/U graded.

Doctoral students only. Survey of research methods facilitating causal inference when a randomized control trial is not feasible. Includes regression discontinuity, difference-in-differences, instrumental variables, and propensity score matching. Familiarity with OLS regression required.

Prerequisite: EII 705. Doctoral students only. Instructor consent required. Student will obtain placement on an applied quantitative education research project that builds on themes from EII 705 such as working with longitudinal data, statistical programming, or policy analysis. S/U graded. Repeatable, no limitations.

Prerequisite: EII 705. Doctoral students only. Instructor consent required. An in-depth application to an education policy area of one of four quasi-experimental methods (regression discontinuity, difference-in-differences, instrumental variables, or propensity score matching) or a comparison of multiple methods. S/U graded. Repeatable, no limitations.

Study of foundations in literacy learning and teaching as reflected by current and historical trends in research, including theories and practices of teaching, learning and development, assessment, diversity, and literate classroom environments. Examines literacy with traditional print and digital media.

Students examine the significance of family and community in literacy success, including the role of P-20 educators in interactions among families, communities and schools; relationships among oral language and literacy processes in home, community and school; existing family and community literacy organizations with their practical applications for educators.

This course provides foundations in digital and multimodal literacy practices. Students will gain an understanding of theories, currently practiced integration models, digital citizenship and evaluate digital tools and applications.

Provides an introduction to educational research and design in classroom literacy. Instruction focuses on qualitative research methods in teacher action research, and on reading and understanding existing quantitative and qualitative research reports.

Considers collection and evaluation of children's literature texts, and methods of organizing, teaching and evaluating a literature program. Examines issues such as censorship, multicultural literature, style analysis. Examines traditional print and digital formats and sources for texts.

Examines specific disciplinary literacy practices and authentic and instructional texts relevant to academic disciplines within an elementary setting. Examines both traditional print and digital formats for disciplinary texts within academic contexts.

Assist classroom teachers with children’s writing processes. Emphasis on: writing process; encouragement of process development; children’s growth in writing process; and recording, assessing, and reporting student progress. Examine applications of both traditional print and digital tools in writing processes.

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

Select and apply literacy assessments and interpret results for instruction. Apply understanding of the educationally disabled reader or writer. Explore appropriate diagnostic and instructional strategies. Required tutoring experiences.

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. Prerequisite: ELIT 623; Register in final semester of coursework for MA in Literacy program.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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. Repeatable, under different subtitles.

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

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

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. Repeatable, under different subtitles.

Prerequisite: ENG 500. 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 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.

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

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

This course prepares students with tools and methods to read and teach dramatic literature.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Reading in composition theory and pedagogy, including expressivist, cognitive, historical, rhetorical, social 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.

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

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

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

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

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

Study for undergraduate and graduate students in various topics of sustainability (junior or above, or consent of instructor). Repeatable under different subtitles, maximum of nine credits.

Consent of Instructor. 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. Course fee required.

Consent of instructor required. Students will explore, quantify and model the movement of water within the hydrologic cycle, focusing on the surface water component. The course will consist of field projects, lectures, and presentations.

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

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

Graduate only or Consent of instructor. 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. Repeatable, maximum 6 credits. Supervision fee required.

Consent of Instructor. 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. Repeatable up to 6 credits.

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

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

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

Consent of instructor required. Graduates only. Internship in a public agency or private firm to provide professional experience under the supervision of an area specialist. S/U graded. Repeatable, maximum of 15 credits.

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

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

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

An examination of the field of instructional design and technology in various environments such as K-12, higher education, and business. The focus is on the application of theory and research to practice.

An application of technology tools in teaching practices to promote technology integration that is seamless and adds significant value to student learning of K-12 curriculum. An investigation of theoretical and practical issues and methods.

Covers a design process for determining instructional content and creating effective, efficient, and appealing instruction.

An introduction to technologies and theories used in the creation of various instructional materials. An emphasis is placed on skill development.

Prerequisite: ET 503. A continuation of ET 503 with advanced work in technologies and theories used in the creation of various instructional materials. A greater emphasis is placed on effective uses of instructional materials.

Prerequisite: ET 503. A study of the design and development of computer-assisted instruction. The primary goal is to introduce students to the established standards of technology-based, self-paced, individualized learning.

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

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

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

An introduction to project management principles within the framework of educational projects. The focus is on planning the design and development of instructional materials.