May 09, 2024  
2018-2019 Academic Catalogue 
    
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2018-2019 Academic Catalogue [ARCHIVED CATALOGUE]

Courses of Instruction

  

Topics Courses  
 

Computer Science
  

  • CSC 311 - Systems Software (1)

    Process scheduling and synchronization, interprocess communication, allocation of memory and disk space. Creation and use of software, libraries, tools, and methods for the production of efficient, reliable software. Prerequisites: CSC 144  and CSC 218 . Alternate years.
  

  • CSC 314 - Data Management Systems (1)

    Concepts and structures necessary to design and implement a database management system. Relational and object database models. Prerequisites: CSC 144  and CSC 151 . Alternate years.
  

  • CSC 315 - Programming Language Concepts (1)

    Principles of design and implementation of high-level programming languages. Language definition structure, run-time behavior. Alternative programming paradigms, including functional languages. Programming examples from selected languages. Prerequisites: CSC 144  and CSC 151 . Alternate years.
  

  • CSC 317 - Computer Networks (1)

    In this course, students examine the challenges of communication through dynamic networks, including the challenges of routing messages and making communication reliable and secure. The top-down approach begins with a study of application level protocols (application level protocols govern, for example, communication through the Web and via e-mail) and proceeds to a study of the lower level transport and network layer TCP/IP protocols that are at the heart of the Internet. At the still lower link layer, students explore methods for resolving addresses and allowing multiple access on local area networks. Measurement, analysis, and simulation of networks in the laboratory. Prerequisites: CSC 140 , CSC 151 , and CSC 218 . Classical and Modern Languages
  

  • CSC 321 - Computer Graphics (1)

    Introduction to the concepts and algorithms of computer graphics. Architecture of display systems, 2D and 3D geometry and algorithms, viewing transformations, interactive techniques, color concepts. Prerequisite: CSC 301 . Alternate years.
  

  • CSC 358 - Advanced Topics: Open Source Development (1)

    Participants in this course will improve and add to existing software. We will work collaboratively and gain experience managing a project. We will learn disciplines and tools that will make us an effective team. We will gain familiarity with agile development, test-driven development, and distributed version control. We will learn how to share, license, and publish our software. We will practice with methods for describing our designs and testing our products. We will acquaint ourselves with reasons for choosing the open source model and with successful open source projects. 
  

  • CSC 380 - Internship in Computer Science (1)

    Participation in a computer-related area such as working with a business, government, or other appropriate institution under the direction of the organization’s leaders and a faculty supervisor. The maximum credit that may be earned in a Computer Science internship is two term credits. See Additional Academic Opportunities , All-College Independent Study Courses 280/380. Prerequisites: junior or senior standing; at least two 300-level Computer Science courses; approval by the faculty supervisor, the participating institution, and the Department.
    (CR)
  
  
  
  
  

  • CSC 511 - Extended Research in Computer Science (1/4)

    Reading coupled with research on a specialized topic. This adjunct course must be taken over four successive terms. Prerequisites: departmental GPA of 3.0 or higher, prior completion of one course in the Department at or above the 200 level, and permission of instructor.
    (CR)
  

  • CSC 512 - Professional Practice in Computer Science (1/4)

    Each student will gain experience in the iterative development of software through all stages of development, in presentations of a project to their peers, and in the review of their peers’ projects. Success will require application of knowledge and skills acquired in several core and elective courses. This practice solving problems like those encountered in industry and advanced study will prepare students for the challenges and opportunities that await them after graduation. Students should consult with an advisor in the department before beginning the course. In this course, students should plan on improving a project begun and substantially completed in another course. That other course may be taken concurrently. The course involves meeting twice each term for a total of 12 hours per semester and approximately 24 hours of work outside of class. Is repeatable once for credit. Prerequisites: CSC 140 , CSC 144 , CSC 151 , CSC 218 , CSC 301 . Students should take this course during (or after) the year in which they complete other requirements for the major.
    (CR)

Economics and Business
  

  • ECB 101 - Macroeconomics (1)

    Basic macroeconomic theory. Analytical evaluation of the determinants of national output, inflation, and unemployment. Examination of fiscal and monetary policies and issues in international trade and payments. Introduction of tools necessary to analyze economic models.
    (Social Science)
  

  • ECB 102 - Microeconomics (1)

    Basic microeconomic analysis of consumer choice, the business firm, and resource markets in labor, capital, and land. Analysis and critique of government policy in problem areas such as monopoly power and government regulations and expenditures. Prerequisite: two years of algebra in high school.
    (Social Science)
  

  • ECB 109 - Topics: Economics of Crime (FYS) (1)

    At the heart of the field of microeconomics is the axiom that people are rational-that is, they always choose the best available option when making decisions and respond to economic incentives in predictable and systematic ways. So, are criminals rational? Do they behave in predictable and systematic ways when deciding to commit crimes? Do they respond in predictable and systematic ways to laws and public policies intended to reduce criminal activity? We will explore the economic causes and consequences of crime, with emphasis on crimes against property, crimes against persons, and victimless crimes. We will also examine, in some detail, the economics of the market for illegal drugs, beginning with the first link in the supply chain and ending with the final consumer. We will employ a variety to data sources to identify crime and punishment trends over time as well as race-based and gender-based differences in criminal behavior and punishment. Seminar activities will include class discussions of assigned readings and a series of data-driven projects and writing assignments culminating in class presentations.
    (First Year Seminar (FYS))
  

  • ECB 111 - Introduction to Business (1)

    This course introduces a core business function such as marketing, operations, talent management, or information systems. The course will illustrate relevant social science theory in the context of business practice. The specific area of business will depend on the faculty instructor.
  

  • ECB 121 - Data Visualization (1)

    This course enables students to see stories in numbers. Students will work with business and economic data, students will identify central tendencies and patterns of dispersions. They will learn methods of exploring data and effectively communicating insights through appropriate graphical presentation.
  

  • ECB 151 - Financial Accounting (1)

    This course provides guidance in how to use accounting reports for financial analysis. The primary objective of this course is to understand and analyze financial statements including Balance Sheets, Income Statements, Statement of Cash Flows, and Statement of Retained Earnings. Objectives of financial accounting rather than bookkeeping techniques.
  

  • ECB 206 - Bonds, Mortgages, and Their Derivatives (1)

    Fixed income (debt) securities account for about two thirds of the market value of all securities that are outstanding in the world. This course focuses on various types of debt securities and their markets, and in turn develops tools for the valuation and management of these securities and the interest rate risk associated with them. Additional topics include yield curve analysis, fixed income portfolio management, and immunization strategies. Alternate years.
  

  • ECB 208 - Health Economics (1)

    Examination of the structure and financing of the U.S. health care system, including government programs, employer sponsored programs, and the individual insurance market. Students will apply economic reasoning to contemporary issues involving the organization, cost, and distribution of resources in the health sector. The course will focus primarily on healthcare in the United States but will include coverage of other nations as well. Alternate years.
    (Social Science)
  

  • ECB 210 - Introduction to Financial Management (1)

    This course provides a basic understanding of business finance from the company’s perspective. The primary objective of this course is to introduce basic financial concepts and decision-making techniques, and applications in financing and investment decisions in a corporation. Focus on two major areas of corporate finance: corporate investing (capital budgeting) and financing (capital structure) activities. Prerequisite: ECB 151 .
    (Social Science)
  

  • ECB 212 - Social Networks (1)

    In a tech savvy society, personal and business relationships often originate on-line. Computer-mediated relationships are typically represented as networks. This course introduces the science of networks, integrating ideas from sociology, economics, and mathematics. We will learn how to identify important people and relationships within a social network. We will also learn how to predict the formation of new links among members of a social network. The course also explores how information and economic behavior, such as viral marketing ads, travel across a network. Throughout the class, students will visualize networks and explore course concepts through data acquired from popular social media websites including Facebook, YouTube, and Twitter. Prerequisites: STA 201  or STA 348 .
    (Social Science)
  

  • ECB 223 - International Economics (1)

    Survey of international trade and finance with a theoretical emphasis. Why nations trade, the theory of protection, and commercial policy. Balance of payments, theories of exchange rate determination, and international macroeconomic theory and policy. Prerequisites: ECB 101  and ECB 102 . Offered two out of every three years.
    (Social Science)
  

  • ECB 225 - Money and Banking (1)

    The role of financial institutions and financial assets in macroeconomic activity. The stock market, money markets, monetary policy, money supply and demand, interest rates, inflation, international financial markets, and the International Monetary Fund. Prerequisites: ECB 101  and STA 201  or STA 348 .
    (Social Science)
  

  • ECB 231 - Employment Law (1)

    Overview of employment-at-will and its limitations; wages and hours; medical/family leave; privacy; drug testing; workers’ compensation; and fundamental anti-discrimination law. This course aims to cultivate student’s research and writing skills.
  

  • ECB 243 - Investments (1)

    This course provides a comprehensive overview of investments from the capital market investor’s perspective. The primary objective of this course is to introduce the modern portfolio theory and its applications in investment analysis. The focus of the course is on basic principles that represent important long-term knowledge. Institutional details and current, potentially short-living trends are not the focus. Prerequisites: ECB 101  or ECB 102 , ECB 151 , and STA 201  or STA 348 .
    (Social Science)
  

  • ECB 246 - Introduction to Business Analytics (1)

    The availability of massive amounts of data and substantial improvements in computing power has led to a dramatic increase in the use of analytical methods in business.Businesses want to use data to improve efficiency of operations, increase profitability, better understand their customers, and gain a competitive advantage. This course provides an introduction to the various analytical methods being employed in business today to turn data into information for better decision making. The course will cover introduction to the areas of data visualization, descriptive data mining, linear regression, time series analysis and forecasting, predictive models, and spreadsheet modeling. Prerequisite: STA 201  
    (Social Science)
  

  • ECB 251 - Introduction to Entrepreneurship (1)

    This course provides an introduction to the study of how business enterprises are created and revitalized. Included will be an overview of the financial, marketing, organizational, and managerial tools that entrepreneurs use when shaping an enterprise. In addition, this course will introduce the topic of social entrepreneurship, in which organizations are created that not only generate a return for the entrepreneur, but also address significant social problems such as poverty alleviation or environmental protection.
  

  • ECB 253 - Managerial Accounting (1)

    Continuation of ECB 151 . Application of accounting data to management decisions. Prerequisites: ECB 102  and ECB 151 . Alternate years.
  

  • ECB 257 - Labor Economics (1)

    Exploration of a variety of current issues in labor markets from an economics perspective. Included among the questions to be addressed in this course are: Why do professional athletes, rock stars and movie stars earn so much more than the rest of us? What is the economic value of a college degree? Why do some college majors earn so much more than others? Who pays for and benefits from on-the-job training? Are workers better off when the government regulates safety in the workplace? How does discrimination in the labor market affect women, African Americans and other minorities? Why has union membership fallen so dramatically during the last 30 years? Who benefits from and who is hurt by increased international competition? Course activities will include a series of data collection/analysis/presentation projects. Prerequisites: ECB 101  or ECB 102 , and STA 201  or STA 348 . Alternate years.
    (Social Science)
  

  • ECB 258 - Economics of Sports (1)

    Economic analysis of various aspects of professional sports and intercollegiate athletics. Topics will include the relationship between on-the-field performance and economic profits, the economics of competitive balance, the market for professional franchises, public financing of stadiums and arenas, labor unions and labor relations, discrimination in the market for professional athletes, the economics of intercollegiate athletics, and the role of the NCAA in intercollegiate athletics. Course activities will include a series of data collection/analysis/presentation projects. Prerequisites: ECB 102  and STA 201  or STA 348 . Alternate years.
    (Social Science)
  

  • ECB 261 - Global Environmental Economics (1)

    Economic analysis of global environmental issues, with special emphasis on developing countries. Review of basic economic theory with respect to environmental issues. Policy analysis of sustainable development, population growth, deforestation, air and water pollution, ecotourism, international hazardous waste, biodiversity, and global warming. Recommended prerequisite: ECB 101  or ECB 102 . Alternate years.
    (Social Science)
  

  • ECB 265 - Topics in Economics and Business (1)

    Selected topics of current interest in economics and business. See Topics Courses .
  

  • ECB 280 - Internship in Economics and Business (1)

    Observation of and participation in activities related to Economics and Business courses and to the career goals of the student. The student works with a business, government, or other appropriate institution under the direction of the organization’s leaders and a faculty supervisor. Internships are normally for two terms. The maximum credit that may be earned in an Economics and Business internship is three term credits. A maximum of two course credits may be counted toward satisfying the requirement of nine course credits numbered in the 300s or 400s for the Bachelor of Arts degree.
  
  
  

  • ECB 301 - Intermediate Microeconomics (1)

    Economic theory of choice in a price system. The forces that determine price and production decisions of business firms in competitive and monopolistic markets, and the allocation of resources through these markets. Economic analysis applied to decision-making in government and business firms, and to clarify social issues. Prerequisites: ECB 102  and junior standing.
    (Social Science)
  

  • ECB 302 - Intermediate Macroeconomics (1)

    Factors influencing the level of national income and employment, movement of prices, and behavior of other macroeconomic variables. Postwar economic developments and contemporary monetary and fiscal policy problems. Problems of economic growth and international trade. Prerequisites: ECB 101 , ECB 102 , and junior standing.
    (Social Science)
  

  • ECB 311 - Industrial Organization (1)

    Theories of market structure: perfect competition, perfect monopoly, oligopoly, cartels. Theories of strategic behavior, emphasizing game theoretic approaches to the study of market structures. The economics of information. Prerequisite: ECB 102 . Alternate years.
    (Social Science)
  

  • ECB 320 - Women, Men, and Labor Market Seminar (1)

    The seminar examines male/female differences in labor market outcomes. Theoretical explanations will be confronted with empirical evidence. Topics to be covered include: labor supply behavior and the allocation of time in the household, human capital investments in education and labor market experience, discrimination against women in the acquisition of human capital, labor market discrimination against women and the pay gap, and the economics of anti-discrimination laws. This course also counts towards the GSS major. Prerequisites: ECB 102  and STA 201  or STA 348 . Alternate years.
    (Social Science)
  

  • ECB 321 - Macroeconomics Seminar (1)

    An investigation into why rich countries are rich and poor countries are poor. Macroeconomic growth theory will be examined in an attempt to explain why some countries have experienced growth miracles and others have been growth disasters. Course may be taught overseas in alternate years. Prerequisite: ECB 102 .
    (Social Science)
  

  • ECB 323 - International Economics Seminar (1)

    Theory of international specialization and world trade, the institutions and mechanisms of world trade and payments, and major policy issues of concern to both industrial and developing economies. Course may be taught overseas in alternate years. Prerequisite: ECB 101 .
    (Social Science)
  

  • ECB 326 - Managerial Economics (1)

    This course applies formal tools of microeconomics to decision-making problems facing management. We will implement the ideas of supply, demand, elasticity, production and cost functions. Special emphasis will be placed on the statistical tools involved in demand forecasting and on a variety of pricing strategies. The course is built around a series of case studies produced by the Harvard Business School.
  

  • ECB 327 - Organizational Behavior (1)

    This course develops broad theoretical approaches to examining organizational behavior. It introduces the knowledge and skills necessary for successfully managing human capital in organizations. It develops a strong value for evidence-based approaches to decision-making and their potential for improving the quality of human capital management activities. Students will be able to apply evidence-based approaches and professional standards to diagnosing and addressing OB and human capital challenges. Students will improve writing, teamwork, critical thinking, and discussion skills through course requirements and class activities.
  

  • ECB 328 - Human Capital Management (1)

    With the transition to a knowledge-based workforce, designing and implementing effective human capital systems is essential. This class will utilize cases and hands on simulations to facilitate understanding of the leaders’ role in implementing and utilizing effective human capital systems. We will focus on the processes of talent acquisition, learning and development, performance management, and career/succession planning and understand how these human capital processes impact both the success of the business/organizational strategy and the engagement of people. Through the study of human capital, we find that the traditional Human Resources role has expanded to include not only implementation of controls and services for internal customers, but also the importance of the partnership among leaders, employees and human resources professionals.
  

  • ECB 337 - Economics of Recessions and Depressions (1)

    Investigation into the causes and economics of recessions, depressions, and expansions. Included will be a broad review of the history of macroeconomic thought, the development of which has focused on explaining business cycles. The Great Depression will be examined in detail. An introduction to business forecasting will also be covered. Prerequisite: ECB 102 . Alternate years.
    (Social Science)
  

  • ECB 340 - Econometrics (1)

    Introduction to the use of statistics in economics and business, employing economic theory and real-world data in order to predict future demand for a product and to forecast levels of inflation and unemployment. Statistical methods include cross-section and time series analysis, and single and multivariate regression. Prerequisites: ECB 101 , ECB 102 , and STA 201  or STA 348 . Alternate years.
  

  • ECB 341 - Mathematical Economics (1)

    Application of mathematical techniques to economic analysis, with emphasis on the theory of demand and the theory of the firm. Constrained and unconstrained optimization. Decision-making under uncertainty. Prerequisites: ECB 102  and MAT 120  or MAT 121 . Alternate years.
    (Social Science)
  

  • ECB 351 - Financial Management (1)

    Analytic tools of economics and accounting applied to a firm’s financial value. Economics of the securities and financial markets in which firms obtain capital. Prerequisite: ECB 253 .
    (Social Science)
  

  • ECB 352 - Financial Management Seminar (1)

    This course examines options and futures markets, serving as an introduction to the dynamic world of derivatives. Topics of the course include options pricing models, trading strategies, forwards vs. futures, and risk management. Prerequisites: ECB 101 , ECB 102 , and Junior/Senior standing. 
    (Social Science)
  

  • ECB 353 - Business Analytics I (1)

    This is the first of two courses that introduces students to core methods of business analytics. The course covers data mining and regression models. Topics may include association rules, cluster analysis, logistic regression. Using the case method and quantitative techniques, students will collaboratively address complex and multi-dimensional business problems. Prerequisites: STA 202  or STA 348 .
  

  • ECB 354 - Business Analytics II (1)

    This course enables students to develop spreadsheet models of business processes for more effective managerial decisions. The course emphasizes a data-driven approach for identifying potential opportunities and improvements in the value chain. Students will learn a variety of optimization models as they apply to business situations such as workforce scheduling and operations management. Students will also discover how managers address uncertainty through simulation models. The course will extensively use MS Excel plus additional software. Prerequisites: ECB 102  and STA 201 . STA 347  and STA 348  may be substituted for STA 201 ; STA 202  is recommended.
    (Social Science)
  

  • ECB 356 - Economics of Organizations Seminar (1)

    Organizational Economics offers an economic approach to the study of management. We explore how concepts such as optimization and equilibrium can be applied to real problems inside the firm, such as the design of effective performance evaluation systems and employee compensation plans. We consider in detail the problem of assigning decision-making authority within a company. Organizational economics views the firm as a collection of contractual relationships. Topics covered include contract theory, incentives within organizations, relational contracting, and careers in organizations. The course will use Harvard Business School case studies and will invite business practitioners. Prerequisite: ECB 102 . 
  

  • ECB 358 - Analytics Case Seminar (1)

    This course applies the techniques of business analytics to a specific are of application, for example marketing analytics, health care analytics, sports analytics, etc. The course will involve a major case study with an actual organization. The specific orientation of the course will depend on the faculty instructor.
  

  • ECB 359 - Asset Valuation (1)

    This course focuses on topics of financial management that involve forecasting and valuations, including time value of money, financial analysis (ratio analysis and cash flow analysis), pro-forma, cost of capital, valuation methods, capital budgeting, and real options. The primary objective of this course is to provide students with a framework for analyzing financial information and to show how to apply this framework to do forecasting and valuations. This course integrates key concepts from finance, accounting, strategy and economics, and bridges the gap between ‘academic’ theory and ‘Wall Street’ practice. Prerequisites: ECB 101, ECB 102 and Junior/Senior standing.
  

  • ECB 362 - Strategic Management Capstone Seminar (1)

    This course is intended to introduce students to the basics of the how organizations are managed, with a special focus on the role played by a business firm’s strategy. Strategic management is concerned with how a firm sets its direction, chooses its business activities, and establishes and defends its position in a competitive market. This course will introduce you to concepts and tools that will help you to develop an understanding of how strategies are formed and managed, and how competitive advantage might be created and sustained.
  

  • ECB 380 - Internship (1)

    Observation of and participation in activities related to Economics and Business courses and to the career goals of the student. The student works with a business, government, or other appropriate institution under the direction of the organization’s leaders and a faculty supervisor. Internships are normally for two terms. The maximum credit that may be earned in an Economics and Business internship is three term credits. A maximum of two course credits may be counted toward satisfying the requirement of nine course credits numbered in the 300s or 400s for the Bachelor of Arts degree. Prerequisites: junior standing; courses that adequately prepare the student for the internship; and approval by the faculty supervisor.
    (CR)
  
  
  
  
  

  • ECB 511 - Assessment Center Training (1/4)

    Assessment Centers are a series of standardized group activities that are the basis of judgements or decisions about human behavior in a work or an organizational setting.  Assessment centers may take place at the organization’s home office or at a remote site maintained by an assessment center company. Two specific assessment activities - performance appraisal and job selection - will anchor the adjunct course.  The information gained from the assessment center activities is typically used by an organization to select or promote employees.

    Assessment centers require training a group of assessors (raters) who work as a team to evaluate human behavior in the context of a simulated work environment.  Training of assessment center assessors and role-players takes several days and involves learning best practices in a work environment, government regulations (e.g., Title IX legislation and implementation) as well as using methodologically sound behavioral observation techniques.[1]

    In the class students will have an opportunity to be assessors, role-players, and job candidates.  There will be a high degree of active participation required on the part of all students to make the assessment center successful.  Although background reading will be provided about the nature, methods and goals of assessment centers, the bulk of the course will involve active participation in the assessment center activities.  Students in this semester long course will be required to attend each class meeting, participate in all activities, keep a structured journal, and practice writing an assessment center final report.  This course can be repeated for credit.  This is a Credit/No Credit class.


Education
  

  • EDU 205 - Historical Foundations of Education (1)

    This course explores the historical, sociological, and philosophical foundations of education. The class will draw upon the broad, theoretical issues of education through a variety of written and discussion-based activities. Particular attention is paid to curriculum theory, the civic and democratic mission of the common schools movement, Dewey and the Progressive Era of schooling, and the current social context of schools. Students are encouraged to critically analyze the purpose of schooling and to further develop their own philosophies of education through reflection and dialogue. No S/U option.
    (Humanities)
  

  • EDU 215 - Educational Psychology (1)

    The factors that influence the nature and quality of growth, development, and learning during the educational process. Examination, through the use of recent research and illustrative examples, of important psychological characteristics of children and adolescents as learners, and of teachers and the teaching process in the elementary and secondary schools. Fifteen practicum hours required in the schools. Students must provide their own transportation. Not open to juniors and seniors without permission of instructor. No S/U option.
    (Social Science)
  

  • EDU 216 - Education Policy and Practice (1)

    This course will explore education policies and their relationship to sociological patterns of school resegregation, the rise of credentialism, the end of educational expansion, and inequality of educational opportunity. Students in the course will be introduced to the history of policymaking in education beginning with the education reform policies of Horace Mann. Students will also examine demographic data on educational attainment, analyze the policies that alleviate or reinforce educational inequality, and describe what assumptions lie behind current reform ideas. We will evaluate the dynamics of current debates by referencing the long-standing tensions among the different purposes of schooling we have in our nation. Same course as POL 216 .
    (Social Science)
  

  • EDU 230 - Exceptional Learner (1)

    An introduction to understanding the diversity of learners in K-12 classrooms and how differentiated teaching methods and materials are essential to create a more inclusive and equitable environment for all students. The major focus of the course will be identifying the strengths and challenges of students to increase engagement and raise achievement through varied approaches to teaching culturally and linguistically diverse learners and students with documented needs.  No S/U option.
    (Social Science)
  

  • EDU 240 - Education and Culture (1)

    This course explores the influence of social issues such as discrimination, diversity, equity, racism, sexism, homophobia, and ethnic and socioeconomic pluralism in American schools. The goals for this class are to understand and be sensitive to the values, beliefs, lifestyles, and attitudes of individuals and the diverse groups found in a pluralistic society and to translate knowledge of human relations into attitudes, skills, and techniques that will support favorable learning experiences. Through critical analysis, this course reveals ways in which dehumanizing biases may be reflected in instructional materials, methodologies, media, and everyday encounters, and students learn how these interactions may influence classroom dynamics and student learning. This course also counts towards the GSS major. No S/U option.
    (Social Science)
  

  • EDU 240-3 - Education and Culture (W) (1)

    This course explores the influence of social issues such as discrimination, diversity, equity, racism, sexism, homophobia, and ethnic and socioeconomic pluralism in American schools. The goals for this class are to understand and be sensitive to the values, beliefs, lifestyles, and attitudes of individuals and the diverse groups found in a pluralistic society and to translate knowledge of human relations into attitudes, skills, and techniques that will support favorable learning experiences. Through critical analysis, this course reveals ways in which dehumanizing biases may be reflected in instructional materials, methodologies, media, and everyday encounters and understand how these interactions may influence classroom dynamics and student learning. Not open to students who have completed their writing course (W) requirement. No S/U option. HEINRICH
    (Writing Requirement (W))
  

  • EDU 270 - Comparative Education in Belize (1)

    This is an off-campus course offered on San Pedro island in the country of Belize. Students spend time in the local schools interacting with students, parents, teachers and community members. Study includes analysis of the island’s various cultural groups including Mestizzo, Mayan, Hispanic, Garifuna and Creole populations. Students are introduced to the basic principles of qualitative and ethnographic research for the purposes of completing a qualitative research project based upon their off-campus experience. (CR) Prerequisites: Writing course, EDU 215  and EDU 240 .
    (Social Science)
  
  
  
  

  • EDU 301 - Secondary Curriculum and Instruction (1)

    This course is designed to provide secondary teacher education candidates with an opportunity to study, reflect, question, and become knowledgeable about instructional methods while applying and practicing these methods in a collaborative and constructive setting. Major topics include: assessment of student learning, classroom management, curriculum development, and instructional technology. Prerequisite: EDU 205 , EDU 215 , EDU 230 , and EDU 240 .
  

  • EDU 302 - Secondary English Methods (1)

    This course is designed to introduce students to the methods and strategies of teaching English at the secondary level. Students will focus on several topics and themes that are of great importance to practicing and aspiring teachers. These topics include recent debates about the teaching of English, active learning opportunities with literature, methods of instruction, curriculum development and alignment with standards, the use of technology in teaching and in student research, and assignment design and evaluation. This course is conducted at the practicum site. Transportation to and from the practicum site is the responsibility of the student. Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240  and EDU 301  or EDU 328 .
  

  • EDU 303 - Secondary Art Methods (1)

    This course is designed to help prepare students to be effective teachers of art at the secondary school level. The practicum will allow students to observe and teach in the high school art classroom and examine the stages of artistic development and appropriate art lessons and teaching strategies. Consequently, students will be in conversation about the particulars of teaching various artistic mediums in the high school setting. This course is conducted at the practicum site. Transportation to and from the practicum site is the responsibility of the student. Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240 , and EDU 301  or EDU 328 .
  

  • EDU 304 - Secondary Foreign Language Methods (1)

    This course explores the theory and practice of teaching and learning a foreign language in the secondary school setting. Topics will include instructional strategies for teaching conversational skills and cultural appreciation in the target language, and learning theory as it relates to the study of foreign language. This course is conducted at the practicum site. Transportation to and from the practicum site is the responsibility of the student. Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240 , and EDU 301  or EDU 328 .
  

  • EDU 305 - Secondary Math Methods (1)

    This course is focused on the practice of teaching mathematics. It will offer students opportunities to observe, experiment with, and evaluate specific instructional methods for mathematics and discuss the importance of balancing theory with practice. Specifically, this course is designed around three primary domains of teaching mathematics: providing instructional explanations of mathematics, facilitating small-group cooperative problem solving, and orchestrating whole-class mathematical discussions. This course is conducted at the practicum site. Transportation to and from the practicum site is the responsibility of the student. Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240  and EDU 301  or EDU 328 .
  

  • EDU 306 - Secondary Social Studies & History Methods (1)

    This course introduces students to methods and strategies for teaching social studies and history at the secondary level. In the course students will be introduced to the historical and theoretical foundations of teaching social sciences, as well as to general issues involved in planning and organizing a social studies curriculum. These include primary source-based history instruction; methods of historical production (e.g., films, graphic histories, documentaries); curriculum development; aligning instruction with standards; technology and social studies teaching; and assignment design and evaluation. This course is conducted at the practicum site. Transportation to and from the practicum site is the responsibility of the student. Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240 , and EDU 301  or EDU 328 .
  

  • EDU 307 - Secondary Science Methods (1)

    This course is designed to provide students with the opportunities to enhance science content knowledge and develop pedagogical skills needed for effective science teaching in middle and high school classrooms. A great deal of class time is devoted to experiential activities that deal with science content and process skills, and how to teach them to middle and high school students. Students will demonstrate their ability to effectively teach science using various strategies such as inquiry, modeling and computer simulations. This course is conducted at the practicum site. Transportation to and from the practicum site is the responsibility of the student. Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240 , and EDU 301  or EDU 328 .
  

  • EDU 314 - Methods of Elementary Mathematics (1)

    Current elementary school methods of instruction, lesson planning, computer applications, student assessment, and classroom management. Thirty hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. Additional Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240  and admission to Teacher Education Program. No S/U option.
    (Teacher Preparation)
  

  • EDU 317 - Methods of Elementary Science and Social Studies (1)

    Current elementary school methods in the teaching of natural science and social studies. Special emphasis on the development of interdisciplinary methods, the development of curricular units, lesson design, computer applications, student assessment, and classroom management. Thirty hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. Prerequisite: EDU 205 , EDU 215 , EDU 230 , and EDU 240 . No S/U option.
    (Teacher Preparation)
  

  • EDU 318 - Methods of Elementary Language Arts and Reading (1)

    Current elementary school methods in the teaching of reading, instructional planning, language acquisition, student assessment, and teaching materials in the field of elementary language arts and reading. Reading Recovery, Title I, and other literarcy support programs are addressed. Thirty hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. Prerequisite: EDU 205 , EDU 215 , EDU 230 , and EDU 240 . No S/U option.
    (Teacher Preparation)
  

  • EDU 319 - Children’s Literature (1)

    Comparative study of literary texts for children, including instructional planning, the teaching of reading, the use of literature with elementary students, and student assessment. Thirty hours of observation-practicum in the schools. Students must provide their own transportation. This course must be taken PRIOR to student teaching. Prerequisite: EDU 205 , EDU 215 , EDU 230  and EDU 240 . No S/U option.
    (Teacher Preparation)
  

  • EDU 328 - Secondary Literacy, Pedagogy, and Management Theory (1)

    This course equips students with content area reading methods, instructional strategies and management techniques at the secondary level. Students complete a 40 hour practicum at the junior high or high school level, and they must provide their own transportation to the school site. It is highly recommended that this course must be taken PRIOR to student teaching. Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240  and admission to Teacher Education Program. No S/U option.
    (Teacher Preparation)
  

  • EDU 330 - Foundations of Literacy (1)

    This course is designed to facilitate an understanding of the processes of literacy development for elementary learners. Diversity, in its many forms, will frame many of the discussions on the ways literacy is culturally situated within elementary classrooms. A range of research-based reading and writing theories will be examined as well as the history of reading and writing theories. A focus on the major components of reading (phonemic awareness, word identification/phonic, vocabulary, fluency and comprehension in context) and the integration of technology in literacy learning will be emphasized. Lastly, how, as elementary teachers, might reading struggles be mediated and authenticated via natural learning experiences for diverse students will be discussed throughout the course. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240 , admittance to the Teacher Preparation Program/Education Department (during the sophomore year) and either EDU 318  or EDU 319  or permission of instructor. Alternate years.
  

  • EDU 340 - Language, Literacy, and Communication (1)

    This course is designed to teach pre-service teachers how to recognize and implement appropriate environmental strategies that support early literacy development and appropriate early experiences with reading and writing. Emphasis is placed on speaking and listening, as well as reading and writing readiness. A repertoire of strategies that include (1) plans for creating language- and literacy-rich classroom environments and (2) activities that intentionally promote early literacy development will be developed. Developmentally appropriate strategies consistent with current knowledge of how young children develop, learn, and thrive in a literacy-rich environment will be emphasized. Upon completion of the course, students will be able to select, plan, implement, and evaluate appropriate early literacy experiences. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240 , admittance to the Teacher Preparation Program/Education Department (during the sophomore year) and either EDU 318  or EDU 319  or permission of instructor. Alternate years.
  

  • EDU 350 - Literacy in Content Areas: Elementary (1)

    Educators must first and foremost recognize the fact that reading and writing, far from being isolated areas of study, touch upon all facets of learning in each and every content area. The major goal of this course, then, is to understand how, as elementary teachers of all content areas, might employ developmentally appropriate literacy strategies to enhance content area learning. Students will become familiar with the Title I laws in Iowa and take a close look at the kind of reading support Title I teachers offer. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240  admittance to the Teacher Preparation Program/Education Department (during the sophomore year) and either EDU 318  or EDU 319  or with permission of instructor. Alternate years.
  

  • EDU 360 - Reading Assessment, Diagnosis, and Evaluation (1)

    This course will examine reading assessment theory, materials and procedures. The foundational concepts of reading assessment, diagnosis and evaluation will be developed. Additionally, the uses of reading assessment and the communication of reading assessment results will be emphasized. Students will engage in a variety of reading assessments with two elementary students that are valid and reliable so as to make on-going instructional changes and to maintain successful classroom literacy practice. results will be emphasized. Students will engage in a variety of reading assessments with two elementary students that are valid and reliable so as to make on-going instructional changes and to maintain successful classroom literacy practice. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR. Prerequisites: EDU 205 , EDU 215 , EDU 230 , EDU 240 , admittance to the Teacher Preparation Program/Education Department (during the sophomore year) and either EDU 318  or EDU 319  or with permission of instructor. Alternate years.
  
  
  
  

  • EDU 410 - Student Teaching I (1)

    A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12 school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening seminar is required. These three courses must be scheduled in consecutive terms during the senior year or during a fifth year. Required for a teaching certification recommendation. Students must provide their own transportation. EDU 440  may be required depending upon public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All 200- and 300-level Education courses and approval of the Education Department.
    (CR) (Teacher Preparation)
  

  • EDU 420 - Student Teaching II (1)

    A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12 school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening seminar is required. These three courses must be scheduled in consecutive terms during the senior year or during a fifth year. Required for a teaching certification recommendation. Students must provide their own transportation. EDU 440  may be required depending upon public school calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All 200- and 300-level Education courses and approval of the Education Department.
    (CR) (Teacher Preparation)
  

  • EDU 430 - Student Teaching III (1)

    A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12 school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening seminar is required. These three courses must be scheduled in consecutive terms during the senior year or during a fifth year. Required for a teaching certification recommendation. Students must provide their own transportation. EDU 440  may be required depending upon public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All 200- and 300-level Education courses and approval of the Education Department.
    (CR) (Teacher Preparation)
  

  • EDU 440 - Student Teaching IV (1)

    A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12 school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening seminar is required. These three courses must be scheduled in consecutive terms during the senior year or during a fifth year. Required for a teaching certification recommendation. Students must provide their own transportation. EDU 440 may be required depending upon public school calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All 200- and 300-level Education courses and approval of the Education Department.
    (CR) (Teacher Preparation)
  

  • EDU 450 - Music Student Teaching I (1)
  

  • EDU 460 - Music Student Teaching II (1)
  

  • EDU 470 - Music Student Teaching III (1)
  

  • EDU 471 - Music Student Teaching IV (1)
 

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