Apr 19, 2024  
2019-2020 Undergraduate Catalog 
    
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2019-2020 Undergraduate Catalog [ARCHIVED CATALOG]

Courses

 

Special Education Core
  

  • SPED 3080 Managing Challenging Behaviors in the Classroom

    This course focuses on the implementation of appropriate classroom management stategies, instructional techniques with curricular approaches which address the needs of children with challenging behaviors. Observation and recording measures to assess and analyze the functional value and communicative intent of these behaviors are examined. Strategies to enhance the repertoire of socially appropriate behaviors in these children will be discussed. Emphasis will be plced on pro-active and non-aversive approaches for changing behaviors. A co-requisite practicum experience will be required.
    Credits: 3.0
  

  • SPED 3090 Instructional Management

    This course examines the multiple facets of managing instruction for children with disabilities in a variety of settings. The course focuses on the implementation of teaching strategies, classroom management procedures and organizational strategies which will enhance the academic and social outcomes for children with disabilities. Planning, writing and implementation of IEP programs will be addressed. Organizational and clerical issues related to the delivery of instruction will be addressed. Instructional techniques which support the identification and implementation of IEP objectives such as task analysis, prescriptive teaching, functional assessment and so on will be discussed. The course will also focus on curricular adaptations, instructional modifications and classroom arrangements that support the needs of children with disabilities in a variety of placements ranging from inclusive settings to self contained classrooms. Implementation of collaborative teaching techniques will be emphasized. A co-requisite practicum will be required.
    Credits: 3.0
  

  • SPED 3100 Practicum I in Special Education

    This course is intended to provide students with their first formal school experience with students classified as having a disability. Students are given an opportunity to discuss and reflect upon their observations and experiences in their placement. Issues related to the variouis aspects of the delivery of services for children with disabilities, identification of student needs, use of appropriate teaching strategies as well as the social and cultural construction of disability will be examined through group discussions.
    Credits: 2.0
  

  • SPED 3110 Foundation of Curriculum in Special Education

    Introduces theoretical, conceptual and practical foundations of curriculum, using the current state and national standards as points of departure to understand scope and sequencing of instructional content. Strategies are provided to adapt and/or modify the regular education curriculum, or to identify alternative curriculum content for students with disabilities who require it. An integrated perspective on curriculum emphasizes selecting relevant content and linking subjects together to furnish optimum conditions to enhance learning. Extensive opportunities to plan integrated instructional units are provided.
    Credits: 3.0
  

  • SPED 3120 Programs and Practices for Secondary Special Education and Transition

    This course examines the characteristics of adolescents and young adults with mild disabilities from the standpoint of expectations for adult performance in today’s society. An in-depth view of secondary special education is provided as a foundation for the study of curriculum and instruction. Approaches to academics, life skills, vocational/career development, post-secondary education and training, and the development of social learning competence are emphasized. Particular attention is given to research concerning follow-up studies and related transition issues.
    Credits: 3.0
  

  • SPED 3130 Educating Preschool Children with Special Needs

    This course examines current service delivery models of educating children (age 3-5) with disabilities in various settings. It is designed to acquaint students with laws, strategies, curriculum materials, assessment and methods used in meeting the particular needs of preschoolers with disabilities.
    Credits: 3.0
  

  • SPED 3200 Practicum II in Special Education

    A one-day-weekly field experience in an off-campus program for exceptional students. This course is taken concurrently with SPED 301-302-304 and provides an opportunity to apply their content to actual instructional situations. A weekly on-campus seminar is held in conjunction with the field work. Students must reserve one full day per week for this practicum. This course may not be waived.
    Credits: 3.0
  

  • SPED 3250 Principles and Techniques of Applied Behavioral Analysis

    This course focuses on the principles of behavior modification and their application in classrooms for students with mild, moderate, and severe levels of disabilities. Included in the course content will be the theoretical constructs underlying classical and operant conditioning, management programs for increasing, decreasing, and maintaining the frequency of behaviors, schedules for reenforcement, and other related topics. Field experiences may be a part of course requirements.
    Credits: 3.0
  

  • SPED 3990 Selected Topics

    Topics of current interest are discussed in a workshop format. This course is given on an occasional basis in order to meet the department’s needs for exploring or updating a particular area of study. This course frequently is given on a one-time basis as an experimental offering. Students are asked to check the current master schedule to determine if this course is to be offered in any particular semester.
    Credits: 1.0 - 6.0
  

  • SPED 4010 Methods for Teaching Reading and Related Language Arts, K-12

    This course is designed to provide an intensive broad-based approach to interventions in reading, spelling and writing. Students will review methodologies, evaluate and plan the appropriate strategies, materials and techniques to match the needs of the student. This course will be collaboratively offered by a field-based practitioner and a professor of special education. A co-requisite practicum experience will be required.
    Credits: 3.0
  

  • SPED 4020 Methods for Teaching Math, Science, Social Studies, K-12

    This course is designed to provide an intensive broad-based approach to interventions in math, science and social studies, grades k-12. Both replacement and adapted curricula will be examined. Students will review methodologies, evaluate, and plan the appropriate strategies, materials and techniques to match the needs of the student. This course will be collaboratively offered by a field-based practitioner and a professor of special education. A co-requisite practicum experience will be required.
    Credits: 3.0
  

  • SPED 4060 Connecting Home, School and the Community

    The course teaches strategies for collaborating with families of individuals with disabilities, regualar classroom teachers, communit agency personnel. Techniques that facilitate shared problem solving are introduced from a child’s point of referral for special education services through major life span milestones. A multicultural perspective is reinforced. Community agency resources are explored. A field experience is required.
    Credits: 3.0
  

  • SPED 4100 Counseling and Vocational Guidance

    A study of existing rehabilitation resources in the community. The contributions and services of the rehabilitation team to children and their families. The availability of those services and guidance as to their uses are stressed. Open to seniors only
    Credits: 3.0
  

  • SPED 4110 Prescriptive Teaching

    Methods for applying various special diagnostic and teaching techniques to children with various handicaps. Integration of perceptual, motor, sensory and management approaches. Open to seniors only
    Credits: 3.0
  

  • SPED 4120 Educational Programs for the Emotionally Handicapped

    The nature and causes of emotional handicap. The identification and education of these students, teaching methods and behavioral techniques that have been proven through research and practice. Classroom organization and overall school structure. Attention also is directed to those students who are classified as socially maladjusted. Open to seniors only
    Credits: 3.0
  

  • SPED 4130 Education of Neurologically Impaired and Physically Handicapped

    Presents learning problems stemming from physical handicaps and neurological impairment in children with basically normal intelligence and sensory abilities. Includes therapies, teaching techniques, procedures for assessment of progress and an exploration of basic and recent literature. Open to seniors only
    Credits: 3.0
  

  • SPED 4140 Education Through Life Span

    This course provides a research based overview of the impact of varying exceptionlities across the life span, including concerns for the individual, the care givers and other family members. The course will focuse on management of critical factors related to the well being of the individual, including: life long planning and managing for medical, physical, legal, educational, vocational social, emotional and living arrangements related to the disabling condition.
    Credits: 3.0
  

  • SPED 4200 Special Education Practicum III

    This course consists of a one-day weekly field experience in an off-campus program for exceptional students. The course is offered to students in the senior year of the program. It is intended to provide them with an extended opportunity to apply Special Education concepts and practices in a field based setting, and to particulary give them an opportunity to apply the knowledge and skills they are learning in the concurrent courses, SPED 4010 Methods for Teaching Reading and Related Language Arts, K-12  and SPED XXX Methods for Teaching Math, Science, Social Studies K-12. A weekly on campus seminar is held in conjunction with the field work. Students must reserve one full day per week for this practicum.
    Credits: 2.0
  

  • SPED 4300 Education of the Exceptional Child

    Planning and organizing instructional materials and activities. The use of environmental resources in working with mentally, physically or emotionally exceptional children. The adaption of programs to the needs of exceptional children in regular classes and in special groups. For non-special education majors.
    Credits: 3.0
  

  • SPED 4990 Independent Study

    In special circumstances, students are allowed to pursue a special research topic that is of interest to them and germane to their curriculum in special education. Independent Study is available only by prior application, which must be made at least two months before the registration period for the following semester in which it is to be taken. Approval forms and directions for applying may be obtained from the department. Independent Study may not be used as a substitute for a major course. A final document must be submitted to the department chair no later than two weeks before the termination of the semester. A grade of P or F is given.
    Credits: 1.0 - 6.0

Special Education Elementary Education
  

  • SPEE 4230 Language Arts/Social Studies Assessment and Instruction for Diverse Learners K-5

    Provides Teacher Candidates with content foundations to intergrate literacy skills with social studies using NJ CCCS, ACEI, and National Social Studies Standards. Integrated unit design is used as Teacher Candidates merge relevant concepts in literacy/language arts, literature and social studies focusing on multicultural and global themes. Performance-based assessments are presented, and instructional strategies that facilitate learning and generalization across content areas are emphasized. Candidates engage in structured decision making to select, plan, implement, and assess instruction, stressing individualized goal setting, adapting/modifying instructional content and teaching/learning strategies for learners with special needs. High and low level technologies are employed to enable all learners to access the general education curriculum while differentiating the levels of difficulty both challenged and gifted students ecounter.
    Credits: 3.0
  

  • SPEE 4240 Math/Science Assessment and Instruction for Diverse Learners K-5

    Examines principles of mathematics and science education K-5. content emphasizes NJ Core Curriculum Content Standards along with the National Council of Teachers of Math’s (NCTM) Curriculum and Evaluation Standards for School Mathematics and the National Science Standards. Mathematics content ranges from counting skills to pre-alegbra, and science topics focus on earth, biologica, and physical science. Integrated unit design is used as Teacher Candidates organize relevant curriculum to exploit concepts in mathematics and science. Preformance-based assessments are presented, and instructional strategies that facilitate learning and generalization across content areas are emphasized. Teacher candidates engage in structured decision making to select, plan, emplement, and assess instruction, stressing individualized goal setting, adapting and modifying instructional content and teaching/learning strategies for learners with special needs. High and low level technologies are employed to enable all learners to access the general education curriculum while differentiating levels of difficulty for both challenged and gifted learners. Prerequisite(s): CIEE 2290 AND CISE 3400 AND CODS 3710  
    Credits: 3.0
  
  

  • SPEE 4290 Individualized Instruction

    Provides Teacher Candidates with appropriate curriculum alternatives and a repertoire of evidence-based instructional strategies to address the twin goals of accommodating individual differences while promoting meaningful access to curriculum content [both NJ CCCS and alternative] for students with significant cognitive and learning disabilities, K-5. Teacher Candidates review learner characteristics as the basis to mesh curriculum and instruction, and placement options for delivery of instruction with learner needs. Curriculum emphases that depart from traditional academics to encompass life skills, career development, and development of social learning competence are explored in depth. The course guides Teacher Candidates to promote positive student learning outcomes in both skills and content areas through intergration of the NJ CCCS, adaptive/assistive technologies, alternative curriculum, and modified assessment and materials, as appropriate. Making data-based professional decisions that employ technologies to make the general education more accessible for students with disabilities is an emphasis of this course. Prerequisite(s): CIEE 2290 AND CISE 3400 AND CODS 3710 
    Credits: 3.0

Sport Management
  

  • SPM 2000 Foundations of Sport Management

    An investigation of the scope, history, and empirical foundations and the philosophical aspects in the development of the sport industry, a growing major business enterprise in the United States and in much of the world. Emphasis is placed on the relationship between the evolution of sport and social institutions including politics and mass media. Fuctions of management, skills, and attributes required of a sports manager, and roles of a manager are discussed. The managerial process is related to sport orginazations and their products. Students become acquainted with career opportunities in the sport management field. Prerequisite(s): MGT 2000  AND KNES 1200 
    Credits: 3.0
  

  • SPM 2100 Diversity on Sport

    This course explores how historical and contemporary forces in society have shaped the opportunities and experiences of various cultural groupings in the realm of sport.  In particular, the class will focus on diversity issues as they relate to race, ethnicity, gender, social class, sexuality, and physical ability.  Additionally, the course will explore discrimination and biases and the way those issues impact sport participation, sport spectating, and managing sport organizations.    
     
    Credits: 3.00
  

  • SPM 2500 Sport Event and Facility Management

    An introduction to the principles, guidelines, and reccommendations for planning sport events as well as constructing, using, and maintaining sports facilites. This course is designed to provide students with an awareness of appropriate planning for sports progams in a variety of facilities and sports venues. Prerequisite(s): SPM 2000 
    Credits: 3.0
  

  • SPM 2800 Sport Ethics and Law

    An investigation of the ethical and legal dilemmas faced by athletes and professionals in sports. Ethics and legal issues that have an impact on the business aspects of sports, such as marketing and management will be discussed. Key concepts include: sportsmanship, fair play, competition, negligence, tort law, collective bargaining, public regulation of sports, athletes’ rights, sports business, labor law, sports agents, and players’ contracts. This course takes a philosophical approach to the ethics of competition, sportsmanship, cheating and violence in sport, the use of peformance-enhancing drugs, equality and gender equity. Prerequisite(s): SPM 2000  
    Credits: 3.0
  

  • SPM 3000 Sport Marketing

    An introduction to marketing concepts and theories that apply to sports and sporting events. This course will include sports marketing plans, behaviors of sport consumers, and an understanding of market segmentation and pricing. Information on promotion, sales, distribution, and public relations in sport will be covered. Prerequisite(s): ACCT 2110  AND SPM 2000  AND MKT 2100 
    Credits: 3.0
  

  • SPM 3400 Sport Economics, Leadership & Governance

    This course is takes an intimate look at two prominent areas in sport management and their integration: Leadership and Governance. Leadership in sports will focus on general concepts of effective leadership (theories, principles, traits, skills, etc.) that are necessary to every sports organization. Success in a leadership position is often related to an individual’s preparation, experience, and knowledge.  Governance provides students an introduction to the organization and governance of sport services and businesses.  It examines sport delivery systems in the United States and expands its focus to examine international sport governance. 

      Prerequisite(s): ACCT 2110  andMKT 2100   and SPM 2000  
    Credits: 3.0

  

  • SPM 3500 Sports Economics and Finance

    Basic theory in finance applied to managerial aspects of sport organizations. Included are forms of ownership, taxation, financial analysis, feasibility studies, and economic impact studies. Students will study entrepreneurship and develop an understanding of the financial aspects for owning their own businesses. Prerequisite(s): ACCT 2110  AND SPM 2000  AND MKT 2100  
    Credits: 3.0
  

  • SPM 3600 Sport Technology

    This technology intensive course provides sport management students with the knowledge and skills essential to properly use technology as it relates to the sport industry.  Specific technology covered in this course will include spreadsheet development and management, facility scheduling software, ticketing software, Microsoft Office, Adobe, and a number of new and social media technologies.  Students will develop not only a familiarity with the various tools, but also critically evaluate the use of those technologies and their effects on the functions of sport management.  


      Prerequisite(s): SPM 2000  and SPM 3000  
    Credits: 3.0

  

  • SPM 3700 Risk Management in Sport and Recreation

    This course provides sport management students with the knowledge and skills essential to the development and management of risk in sport and recreation.  This course also delivers a comprehensive resource for those in charge of the responsibility to provide for the safety of participants and spectators in sport settings. This course covers a range of safety issues, including sport facility, finance in sport, media, event, lightning, heat illness, playground safety, drug testing, and emergency action plans. Sport Management students receive clear and detailed explanations on issues to consider before making decisions on risk management. 

      Prerequisite(s):  SPM 2000   and SPM 2800  
    Credits: 3.0

  

  • SPM 3990 Selected Topics

    A topic not covered by an existing course is offered as recommended by the department and approved by the dean.
    Credits: 1.00-3.00
  

  • SPM 4000 Global Sport Management

    An examination of worldwide phenomena that impact sport today. Issues discussed include the international economic systems, commercialization, internet and technology and their impact on management within the global sport industry. Prerequisite(s): ACCT 2110  AND SPM 2000  AND MKT 2100 
    Credits: 3.0
  

  • SPM 4500 Contemporary Issues in Sport Management

    This course is a capstone course for senior, graduating students in the sport management program. This course provides students with in-depth knowledge and the structure of the sport industry and contemporary issues facing sport organizations and how management techniques can be applied to solve problems. This course also delivers contemporary issues of staffing, social and ethical responsibility, communication, and leadership skills. Through these topics, students will become familiar with career opportunities in sport management. Students will be involved in the investigation and study of current research topics using directed library research and readings as they apply to sport management. As this is a writing intensive course, students will develop their research and writing process skills to complete a major research paper. Prerequisite(s): SPM 2000  Minimum Grade of D AND SPM 2500  Minimum Grade of D AND SPM 2800  Minimum Grade of D AND SPM 3000  Minimum Grade of D AND SPM 3400  Minimum Grade of D AND SPM 3500  Minimum Grade of D AND SPM 4000  Minimum Grade of D
    Credits: 3.0
  

  • SPM 4600 Internship in Sport Management

    This course is a vital component of the sport management curriculum. It is structured to prepare students to become more effective leaders in their chosen profession in the sport industry. In addition to the student’s classroom experience, this course provides the students an opportunity to obtain relevant, practical, and professional experience. This course will not only help students prepare for a profession in Sport Management, but will also be able to prepare them for an active role in community and civic engagement. Students must have completed all required undergraduate hours in Sport Management except SPM 4500  and receive departmental approval to be eligible for this course.
    Credits: 3.0
  

  • SPM 4990 Independent Study

    An independent project as approved and to be arranged through the department.  1 - 6 credits
    Credits: 1.0 - 6.0

Sports Medicine
  

  • SMED 2000 Medical Terminology

    This course is intended to introduce, students to the language of medicine. Students will gain an understanding of basic elements and structure of medical terms, as well as medical term definitions, abbreviations, interpretation and pronunciation. Prerequisite(s): Sports Medicine majors only
    Credits: 1.00
  

  • SMED 2200 Introduction to Sports Medicine

    This introductory course explores the history, evolution, and current practice of sports medicine. The course also introduces basic health care practices and knowledge, and awareness of related health care professions as they relate to the sports medicine team concept. Students must earn a C- or better in the course to continue taking courses in the Sports Medicine major. This class is writing intensive. Prerequisite(s): BIO 1120 , BIO 1130 , and SMED 2000  
    Credits: 3.00
  

  • SMED 2400 Surface Anatomy

    This course will enable sports medicine students to gain a greater understanding of anatomical landmarks and underlying structures.  Specific areas of focus include bony landmarks, sensory  and motor innervation, and muscle origin, insertion, and action. Prerequisite(s): BIO 1120  , BIO 1130  , SMED 2000   and SMED 2200  
    Credits: 3.0

Social Science Honors
  

  • SSH 2010 Social Sciences Honors Seminar I

    As social scientists attempt to decipher human social behavior, they make various moral, theoretical, political, and methodological choices. This seminar, recommended as the first in the honors sequence, makes a special effort to identify where the various social science disciplines differ and where possibilities exist for interdisciplinary cooperation. The course also offers a historical perspective on the development of the social sciences.
    Credits: 3.0
  

  • SSH 2020 Social Sciences Honors Seminar II

    This seminar focuses on the various methodologies of the social sciences. As in SSH 2010, students read important social scientific studies in the original. Here, however, an effort is made to use such works, often drawn from scientific journals, as the basis for discussion of methodological questions. The seminar covers qualitative as well as quantitative approaches. Students will also attend to the problems associated with race, gender, class, culture, and political agendas as sources of bias in social scientific work.
    Credits: 3.0
  

  • SSH 3010 Social Sciences Honors Seminar III

    Each semester, this seminar will examine a selected topic from a variety of social science perspectives. An effort will be made to show how psychologists, sociologists, political scientists, and anthropologists approach the topic. Our plan is to cover different themes on a rotating basis. Seminars will likely focus on: (1) Law and Justice, (2) International Conflict, (3) Family Matters, and (4) Race, Class, and Religion.
    Credits: 3.0
  

  • SSH 4010 Honors Thesis I

    The primary goal of this course is to enable students to launch a significant honors research project that they will complete in SSH 4020 . Prior to enrolling in the course, all students will have completed SSH 2020  - the honors methodology seminar - as well as relevant methodology courses in a particular discipline. In this small group course, students initiate their honors theses by conducting extensive reviews of the applicable social scientific literature. The ultimate goal for the semester is to develop realistic research proposals and, when possible, to begin implementing these proposals. As a group, the class explores various research strategies and, in particular, focuses on overcoming the roadblocks that frequently emerge during the course of any serious research project. Students are required to produce frequent written progress reports and a formal research proposal that should, in most cases, become (with adaptation) a portion of their thesis write-up. Students are encouraged to assist each other when possible and to offer constructive feedback on each other’s proposals. Prerequisite(s): SSH 2010  AND SSH 2020  AND SSH 3010  
    Credits: 3.0
  

  • SSH 4020 Social Sciences Honors Thesis II

    The primary goal of this course is to enable students to complete and successfully defend a significant honors research project (started in SSH 4010 ). Students are required to produce chapters or thesis segments on schedule and to submit a final honors thesis that should (in most cases) be suitable for publication or presentation at a social scientific conference. Class meetings involve group discussions of the research process and collective efforts to solve problems and facilitate successful completion of the projects. Prerequisite(s): SSH 4010  
    Credits: 3.0
  

  • SSH 4990 Independent Study

    Individual research projects under the direction of a faculty member.
    Credits: 1.0 - 6.0

Bilingual Education
  

  • TBED 3420 Cross-Linguistic Approach to Bilingual Development/Bilingualism

    This course will introduce bilingual teachers to the study of cross-linguistic influence in bilingual development. It deals with comparative and contrastive analysis of two languages as a method of investigation into language transfer and interference that occurs in the course of second language acquisition. The course covers the basic techniques for comparing and contrasting English and the native language of English Language Learners, and techniques for predicting and analyzing learners’ language. Pedagogical implications of the cross-linguistic approach and instructional practices are critically discussed.
    Credits: 3.0

Turkish
  

  • TRK 1100 Basic Turkish I

    Course presents the fundamentals of the Turkish language and introduces orthography, present tense formations, the case systems, and past and future tenses. Offers practice in reading, writing, listening, and speaking at a graded level of difficulty. Presents an introduction to Turkish culture. Students can only receive a grade higher than a C- in this course.
    Credits: 3.0
  

  • TRK 1110 Basic Turkish II

    Course furthers the presentation of the fundamentals of the Turkish language, focusing on complex tenses, voice, and mood, and continuing the presentation of the system of declensions. It offers practice in reading, writing, listening, and speaking at a level of difficulty appropriate to novice-high. It will explore aspects of Turkish culture. Prerequisite(s): TRK 1100 
    Credits: 3.0
  

  • TRK 4990 Independent Study

    As approved and to be arranged with instructor and by chairperson.
    Credits: 1.0 - 6.0

Urban Studies
  

  • URBN 2010 Introduction to Urban Studies

    This course offers an interdisciplinary perspective on urban studies theories, principles, and practice. The course includes an analysis of the basic concepts and principles of urban studies, a review of urban policy in the United States, an introduction to the study of urban processes, an analysis of the relationship between public policy and planning, and of the structure of the urban environment. The course covers the theories of urbanism, the development of cities, methods of research and analysis of contemporary urban issues. The city of Paterson will be used as a recurring empirical example, though the course will also devote some attention to other U.S. cities and to cities in other countries.
    Credits: 3.0
  

  • URBN 2720 Urban Sociology

    Examines the growth and development of cities with primary focus on the modern American metropolis: ecological patterns, urban institutions; with a particular emphasis on the problems of the inner city; the rise of suburbia and future prospects. Prerequisite(s): SOC 1010 
    Credits: 3.0
  

  • URBN 2730 Global Cities

    This class will consider the changing place of the city as a site of action and socialization under conditions of increasing globalization. We will look at current theories in urban sociology in relation to the global environment, “global cities,” transnational urban politics, and the interacting effects of transnational migration and urban development.
    Credits: 3.0
  

  • URBN 2980 Community Based Learning

    This course is intended primarily for students admitted into William Paterson University’s Urban Studies Program, or who are considering a minor in Urban Studies. Its aim is to enable students to apply the perspectives and concepts of the discipline while they are working with a community-based organization. The course will continue to develop the central theories of urban sociology, urban social psychology, and urban geography while engaging students in a hands-on urban learning experience. Emphasis will be placed on contemporary issues of housing, education, social services, immigration, segregation, suburbanization, and community building, within the context of urban political economy and development.
    Credits: 3.0
  

  • URBN 3290 Anthropology of City Schools

    This course deals with a study of current theories, processes and concepts in the anthropology of education. Anthropological research and field techniques, as applied to the study of urban educational environments, are studied from a cross-cultural perspective. A major focus is on contemporary city schools.
    Credits: 3.0
  

  • URBN 3410 Geography of North American Cities

    This course provides a broad introduction to the urbanization process, urban systems, and the growth, internal structure and living environments of North American cities and suburbs.
    Credits: 3.0
  

  • URBN 3550 US Urban History

    This course examines the history of U.S. cities from the colonial era to the present, exploring the urban experience from the pre-transit walking city through urban decay and rebirth. It includes a chronological survey of the major cities, the newer cities of the Sunbelt and Northwest, and suburban Edge Cities. Prerequisite(s): HIST 1010  OR URBN 2010  
    Credits: 3.0
  

  • URBN 3570 Becoming New York: Literature, History and Culture

    A multi-disciplinary approach to the literature, history, and culture of New York that includes subjects such as immigration, the Civil War and the draft riots; the intrigue of New York as celebrated by Melville, Poe, Whitman, James, and Howell; the impact of building public transporation and public space such as Central Park and the Brooklyn Bridge; tenement housing and reform movements; and the unification of the five boroughs. Also included are films such as The Gangs of New York and Washington Square. Prerequisite(s): URBN 2010 
    Credits: 3.0
  

  • URBN 3790 Urban Cinema

    Course examines the interrelationship between urban space and film narrative in world cinema from early Soviet montage, through neo-realism and the Third World underground, to recent transnational productions. It foregrounds the role of the city as both spatial trope and protagonist film, and historicizes the reception of urban cinema in diverse cinematic contexts.
    Credits: 3.0
  

  • URBN 3980 Women in the City

    This course explores the impact of urban environments in the United States on women from 1890 to the present. Particular attention is paid to the ways in which cities facilitate and constrain opportunities and roles for women. Prerequisite(s): URBN 2010  OR WS 1100 OR WS 1500 OR AACS 1500
    Credits: 3.0
  

  • URBN 3990 Selected Topics

    A topic not covered by an existing course is offered as recommended by the department and approved by the Dean.  1-6 credits. Permission of the department chairperson required.
    Credits: 1.0 - 6.0
  

  • URBN 4800 Urban Studies Senior Seminar

    A multidisciplinary approach to the urban issues and problems. The course will provide the opportunity for in-depth analysis of selected issues. The seminar focuses on one aspect of urban studies (e.g., gentrification, segregation, community studies). Prerequisite(s): URBN 2010  AND URBN 2980 
    Credits: 3.0
  

  • URBN 4900 Race,Ethnicity and Changing City

    This course follows the history of ethnic enclaves and racial ghettos in U.S. cities from the 1840s to the present, explores how these neighborhoods and their residents fared as cities grew and changed around them, and emphasizes the decades after World War II. The course covers the history of ethnic and racial conflict, segregated neighborhoods, the suburban exodus, federal urban policies, inner city decay and the urban crisis, and the current state of racial and ethnic neighborhoods. Prerequisite(s): HIST 1010  OR URBN 2010 
    Credits: 3.0

Women’s and Gender Studies
  

  • WGS 1100 Women’s Changing Roles

    History and analysis of the origins, philosophies, issues and activities of the new women’s movement. Deals with sex roles in a changing society and role conflicts of both men and women resulting from this transition. Explores the impact of sexism, racism, heterosexism, classism, abelism, ageism, and other oppressions on women’s lives.
    Credits: 3.0
  

  • WGS 1500 Racism/Sexism in The US

    This course examines systems of oppression and liberation struggles. Racism, sexism, heterosexism, and classism are the major isses addressed. Laws, historical documents, academic articles, narratives, statistics, films, and personal experiences are used to interrogate oppressive systems.
    Credits: 3.0
  

  • WGS 1800 Gendered Lives and Societies

    This course is an introduction to understanding how societies, identities and social relations are shaped by sex, gender and sexuality. It wil explore how gender is a socially constructed concept that affects men and women in different ways and shapes social relations, how gender is related to ” race”, class, age and disability, and how social institutions reproduce gender inequality.
    Credits: 3.0
  

  • WGS 2020 Latinos and Latinas in the US

    This course will analyze the historical and contemporary experiences of Latinos and Latinas in the United States. Latina/os in the U.S. are the largest minority group and constitute 16% of the nation’s total population. The course will use a gendered perspective to examine the social, economic, political and cultural conditions that have shaped the lives of Latinas and Latinos in U.S. history and society. It will explore the diversity of Latina/os in the United States, by drawing on the comparative histories of Chicanos and Mexican Americans, Puerto Ricans, Dominicans, Cubans, and Central and South Americans to understand how different groups negotiate their presence in this country. Emphasis will be placed on broader issues such as Latina/o identity and its relationship to intersecting categories of class, race/ethnicity, gender, sexuality, and language.
    Credits: 3.0
  

  • WGS 2070 Women, Sport and Culture

    This course will explore the role of women in sport from historical, philosophical, and psycho-social perspectives. Trends, patterns, issues, and future perspectives will be woven into the fabric of this course in order to understand the sport experience as parallel to women’s role in society.
    Credits: 3.0
  

  • WGS 2080 Female Icons

    This course examines female icons in a variety of contexts, focusing on popular culture and media representations. Analyzing the relationship between female icons and ideologies about women in United States, the course considers how differnt images of women-from heroes to sex objects=challenge and/or reinforce dominant gender norms. American representations are contextualized within global flows of cultre and media.
    Credits: 3.0
  

  • WGS 2100 Introduction to Women’s and Gender Studies

    This course is an in-depth introduction to the interdisciplinary field of women’s studies. Introduces gender as a complex category of analysis and lived experience that is inextricably linked to other social and political categories including race, ethnicity, class, nation, sexuality, and disability. Explores and critiques representations of women in the arts and sciences, literary and philosophical traditions, as well as legal, economic, and political contexts. The course also focuses on the eays in which eomen have worked for social change and transformation, collectively and in coaliton with other groups.
    Credits: 3.0
  

  • WGS 2170 Women in Literature

    This course will examine representations of women in literature across diverse cultural contexts to study how literary texts enlarge our understanding of how gender roles are both constructed and contested, beyond a conventional gendered binary. The thematic focus of this course will be on women’s struggles for identity and their efforts to negotiate between the conflicting demands of family, tradition, and security versus the desire for independence, autonomy, and agency. The course will examine the ways in which discrimination and injustice against women, variously defined/self-identified in diverse ways, is complicated by issues of race, ethnicity, class, caste, and sexuality. An analysis of various literary texts will reflect the narrative strategies that writers deploy to negotiate complex and overlapping issues of gender injustices, and gender as it is inhabited across a range of sexualities and gender identifications from trans, cis, and queer categories.

    This course Fulfills UCC Area 4:Diversity and Justice and is Writing Intensive Prerequisite(s):  ENG 1100  and ENG 1500   Cross Listed Course(s): ENG 2170  
    Credits: 3.0

  

  • WGS 2180 Life Passages

    This course looks at the diversity of the female experience over a lifespan: infancy, girlhood, menarche, adolescence, adulthood, middle age, meonopause, and old age. Attention is given to diversity issues including race, ethnicity, gender, sexual orientation, abilities and disabilities, class, religion, and political perspectives. Some of the topics addressed include mother-daugher and father-daughter relationships, gender and sexual identity awakenings and struggles, motherhood, marriage/partership, friendships, and ageing. The course materials include contemporary, multicultural and interdisiplinary literature and films. Prerequisite(s): ENG 1100 
    Credits: 3.0
  

  • WGS 2190 19th Century Women’s Voices

    Studies various writers of the nineteenth century whose work challenges traditional assumptions about women’s roles. Attention is paid to the political and cultural contexts of the works. Writers may include Mary Shelley, Harriet Jacobs, Harriet Beecher Stowe, Charlotte Bronte, Louisa May Alcott, Mary E. Wilkins Freeman, Sarah Orne Jewett, and Kate Chopin. Prerequisite(s): ENG 1500  
    Credits: 3.0
  

  • WGS 2250 Race, Gender and Social Justice

    This course analyzes multiple forms of social oppression and inequality based on race (and color), sex (and gender), sexual orientation (and identity), and class in the United States. It will examine systemic aspects of social oppression in different periods and contexts and the ways that systems of social oppression manifest themselves on individual, cultural, institutional and/or global levels thus becoming self-perpetuating but not wholly unaltered structures. Individual and group agency, strategies of resistance, and visions for change will also be studied.
    Credits: 3.0
  

  • WGS 2330 Gendered Technologies

    This course investigates the relevance of gender, race, class and sexuality to technology and the ways in which technology itself is implicated in the production of these same identity categories. Technologies will be examined as cultural forces and cultural artifacts.  We will consider the contemporary and historical uses of technology, the development of new technologies, and the cultural representation of technology.  We will consider a wide range of issues, including: the role women played in the development of technology, possible affects technological changes impose on gender roles, and new technologies that afford different social relations.
    Prerequisites:  PHIL1100 or PHIL1120 or PHIL1500 or PHIL2200 or PHIL2320. Prerequisite(s): PHIL 1100  or PHIL 1120  orPHIL 1500  or PHIL 2200  or PHIL 2320   Cross Listed Course(s): PHIL 2330
    Credits: 3.0
  

  • WGS 2500 Racism and Sexism Global Perspectives

    This course examines present and historical forms of racism and sexism and other systems of oppression around the globe. The course will investigate global manifestations of racial privilege and changing configurations of whiteness with particular emphasis on the legacy of colonialism. It will also examine the diverse forms of patriarchy as well as its endurance. The connections between other forms of oppression, especially classism and heterosexism, will be explored.
    Credits: 3.0
  

  • WGS 2510 Modern Women and Gender

    A survey of women’s and gender history in the modern era, the course draws comparisons between major world regions. Instructor may focus on one or more area of geographic expertise, exploring how societies have constructed gender and sexual identity; how race, ethnicity, class, and other social differences have informed women’s experiences over time; and how societies have developed systemic inequalities and forms of gender-based oppression. Special attention is given to the role of the state, the evolution of feminism, civil and human rights movements, and how individuals and collectives envision and work toward global feminism, sexual and reproductive liberation, and social justice.

    HIST 1010 OR HIST 1020 OR HIST 1030 OR HIST 1040 OR HIST 1050 Prerequisite(s): HIST 1010   OR HIST 1020   OR HIST 1030  OR HIST 1040   OR HIST 1050  
    Credits: 3.0

  

  • WGS 2550 The Black Woman Experience

    Examines what it is to be a black woman in contemporary society. The achievements of black women, their relationship to the feminist movement, and their response to the triple oppression that can come from race, class, and gender are highlighted.
    Credits: 3.0
  

  • WGS 2570 Sex, Gender and Sexuality

    Focusing on the complex interplay between biology and culture, this course uses evidence, concepts, theories and perspectives from the four fields of anthropology (biological, socio-cultural, linguistic, archaeological) to explore diverse patterns of sex, gender and sexuality amongst humans, human ancestors and non-human primates. This perspective will form the groundwork from which to critically evaluate discourses that reduce sex, gender and sexuality to a matter of nature alone; notions used to legitimize inequalities of sex and sexuality and pathologize non-normative sex, gender and sexualities. Adopting a social justice approach, we will explore contemporary struggles of self-determination in which sex, gender and sexuality are central. Some sections of this course are writing intensive. Course offered Fall and Spring Semesters.
    Credits: 3.0
  

  • WGS 2690 Philosophy of Sex and Love

    The course investigates philosophical questions regarding the nature of sex and love, including questions such as: What is sex? What is sexuality? What is love? What kinds of love are possible? What is the proper morality of sexual behavior? Does gender, race, or class influence how we approach these questions? The course will consider these questions from an historical perspective, including philosophical, theological, and psychological approaches, and then follow the history of ideas from ancient times into contemporary debates. A focus on the diversity theories and prespectives will be emphasized. Topics to be covered may include marriage, reproduction, casual sex, prostitution, pornography, and homosexuality. Prerequisite(s): PHIL 1100  OR PHIL 1120  OR PHIL 1500  OR PHIL 2200 
    Credits: 3.0
  

  • WGS 2720 Politics and Sex

    What is it like to be female in a male-dominated society? This course critically examines the socio-political construction of patriarchy and the conscious and nonconscious, intentional and unintentional ways in which male supremacy is reproduced in contemporary society. Particular emphasis will be on the mechanisms of social control designed to limit women’s participation in society and to ensure the perpetuation of male dominance.
    Credits: 3.0
  

  • WGS 2800 Introduction to Transgender Studies

    This course provides a general introduction to the emerging, multidisciplinary field of transgender studies. Adopting a holistic framework that views the development of gender identity and expression as a complex dialogue between biology and culture, it challenges the hegemonic artifice of a “natural” binary opposition between female/male & woman/man. Citing current, historical and cross-cultural examples of individuals and communities who destabilize prevailing sex/gender norms the course critiques how societies react to the presence of “other” gender identities, embodiments and expressions. The course also reviews the recent increase in trans-visibility and advocacy, and the ensuing challenges to legal, medical and social norms and attitudes predicated on the existence of only two kinds of gendered persons.

      3.0

  

  • WGS 2980 Caribbean Women: Culture and Society

    An anthropological exploration of women in Caribbean society, using mainly ethnographic source materials. The source focuses on the similarities and differences in the social, economic and political experiences of various Caribbean women, from slavery through the 20th century. Particular attention is given to the experiences of Haitian, Cuban, Jamaican, Dominican, and Puerto Rican women.
    Credits: 3.0
  

  • WGS 3000 Women’s Changing Roles

    This course will investigate the current conditions of education of women in America and the assumptions that lie behind them, in an effort to gain perspective on the educational experience of the participants, and possibly to formulate some new directions for the society’s agencies of education: federal and state policy, politics, and law; the behavioral sciences; language (semantics and literature): media; medicine; schools and child care organizations; the professions; and the church.
    Credits: 3.0
  

  • WGS 3010 Feminist Methodologies

    Explores the implications of the feminist theorizing across disciplinary and cultural contexts for both methodology (theories about the research process) and epistemology (theories of knowledge). Examines how knowledge and power intersect, how genre or form impacts knowledge, how the knower is implicated in the knowledge produced, and how social location shapes inquiry. Considers implications of intersectional approaches to representing knowledge and identity. Prerequisite(s): WGS 1500  OR WGS 1100  OR AACS 1500 OR AACS 1550
    Credits: 3.0
  

  • WGS 3070 Sex Equity in Education

    Develops awareness of sex/gender biases in our culture with particular emphasis on the role of the school. Sex-role socialization patterns and sexual harassment are closely examined as they impact the lives of students. The course also addresses race, class, and sexuality inequities as education issues. Explores methods of eliminiation such biases in classroom instruction.
    Credits: 3.0
  

  • WGS 3080 Human Trafficking

    This course will examine the disparate socio-cultural, economic and political factors that affect international migration and human trafficking throughout the world. It will use a feminist/gendered perspective to analyze changes in the global economy that impact transnational migration, domestic labor, global sex work, sexual violence and militarism, and sex tourism. particular attention will be paid to the debates and policies that have shaped the above topics.
    Credits: 3.0
  

  • WGS 3100 Contemporary Feminist Issues

    Using recent scholarship and pedagogy in gender studies, this course discusses new issues in feminism with an emphasis on diversity, including race, class, culture, ethnicity, sexual orientation, age, degree of physical ability. It reexamines ways of knowing, and discusses the impact of gender studies on traditional disciplines. Prerequisite(s): WGS 1500  OR WGS 1100  OR AACS 1500 OR AACS 1550 OR ENG 1100 
    Credits: 3.0
  

  • WGS 3140 Reproductive Rights

    This course explores the multifaceted and complex issues related to reproductive rights from an interdisciplinary perspective. The controversies surrounding reproductive technologies, pregnancy and childbirth, birth control, foster care, abortion, and adoption will be explored with particular focus on public policy and its impact on the private lives of individual women.
    Credits: 3.0
  

  • WGS 3160 American Womens History

    The experience of American women from colonial times to the present. Explores conditions that shaped women’s destiny, analyzes the differences between the historical experience of women from different social classes and ethnic groups, and considers the ways American women have perceived their condition and worked to alter it.
    Credits: 3.0
  

  • WGS 3200 Women of Color

    This introductory women’s studies course places the experiences and conerns of U.S. women of color at the center. It is designed for students interested in exploring similarities and differences among women in major U.S. racial/ethnic groups. The focus is on women born in the United States who, because of their nonwhite or mixed racial heritage, identify as both American and as Native Indian, African, Chicana, Puerto Rican, Chinese, or Japanese. To develop students’ skills to critically examine issues of race/ethnicity, class, gender, and sexuality, readings, lectures, and class discussions explore experiences and concerns of women of color in the workforce, in the family , and in their respective communities.
    Credits: 3.0
  

  • WGS 3240 Philosophy and Feminism

    This course is an overview of some of the issues and work done in feminist philosophy. It introduces students to philosophical perspectives on sex and gender and the historical and contemporary debates regarding their significance for ideas of selfhood, ethics, and political theory. Readings from liberal, socialist, radical, psychoanalystic, and postmodern feminist theory are discussed as well as issues such as race, class, power, sex, and sexual identity.
    Credits: 3.0
  

  • WGS 3250 Nineteenth and Twentieth Century Latin American Women Writers

    This course explores the history of migrations / annexation / colonization and consequential social status informing the experience of Latinas in the United States. While the course title assumes a panethnic label, the course explores the complex diversity of women who trace their ancestry to geographical areas including Mexico, Puerto Rico, Cuba, and the Dominican Republic. Special attention is paid to subjectivity and representation by social signifiers such as gender, race, class, and sexuality.
    Credits: 3.0
  

  • WGS 3260 Women in Modern Japanese Literature

    This course examines the portrayal of women, gender, and sexuality in contemporary Japanese culture and society. Drawing on literary genres from the traditional to manga art and animé creations, the course explores such universal topics as notions of the self, national and gender identity, colonialism, war and its atomic aftermath, sexual liberation, globalism, and aging in Japan’s modern period (1868 - present). What Japanese writers have learned from and transmitted to Japan’s regional neighbors and world literature and how the concerns of the global women’s movement have manifested themselves in Japanese literature are major focii of discussion. All readings will be in English. Cross Listed Course(s): ASN 3250 , JPAN 3250 , ENG 3580 
    Credits: 3.0
  

  • WGS 3280 Goddess Mythology

    This course is an examination of goddess mythology. The course takes a look at goddess traditions around the globe, Greek and Roman mythology, and African, Asian, and American cultures. The evolution and fragmentation of the goddess is examined with its spiritual traditions, myths, and legends. Contemporary goddess religions are also explored. The course explores the symbolic significance of female divinity and the impact of its loss on all aspects of culture. By critically reflecting on how spiritual symbols have been used historically to empower and disempower women, the course draws connections between the sacred legacy of the goddess and women’s relationship to nature religions. The course also addresses current debates about conflicting ideologies (patriarchy, matriarchy, and egalitarianism) and the actual existence of goddess cultures.
    Credits: 3.0
  

  • WGS 3290 Women and the Law in US

    This course will examine the legal and social status of women historically and in modern American society and the law and policy relating to that status. The course discusses legal tools developed to address sexual inequality, and the possibility that law both challenges and suppots women’s subordination. The course and materials are organized around concrete legal problems of particular and current concern to women. Issues are approached intersectionally, addressing sex, race, sexual orientation and other differences simultaneously. The issue areas will include, but not be limited to: employment, education, family, reproduction, health, sexuality, violence, Equal Rights Amendment, criminal law, and equality theory; and the laws, cases, current statutes and legislative proposals that apply to and affect women. Prerequisite(s): WGS 1500  OR WGS 1100  OR WGS 2100  OR AACS 1500 OR AACS 1550
    Credits: 3.0
  

  • WGS 3330 Activism and Social Change

    This course critically examines the notion and practices of “activism” that are framed around contemporary issues that call for “social change” such as inequality, violence, loss of livelihoods, educational access, forced migration, lack of health and healthcare, environmental justice, discrimination and law, and globalization. Using a social justice framework to explore dynamics of race, gender and class, the course will examine case studies of community activism and advocacy to understand the interconnected systems of inequality and ways to challenge them. Key questions that inform this course are: What are the social, political, economic, ecological and cultural conditions that give rise to social activism and movements? How have marginalized groups historically organized for political and social justice? How do these movements affect political processes and institutions? The course will explore possibilities to engage with local community-based work and advocacy.
    Credits: 3.0
  

  • WGS 3350 Latina Testimonios: Ethnographies, Memoirs and Poetry

    This course is an introduction to the similarities and differences in migration / annexation / /coloniation and consequential social status informing the experience of Latinas in the United States. Special attention will be paid to sujectivity and representation by social signifers such as gender, race, class, and sexualities. While the course title assumes a pan-ethnic label, the course will explore the complex diversity of women who trace their ancestry to geographical areas including Mexico, Puerto Rico, Cuba and Dominican Republic. Prerequisite(s): WGS 1500  OR WGS 1100  OR AACS 1500 OR AACS 1550 OR ENG 1100  OR LAS 2010 
    Credits: 3.0
  

  • WGS 3380 Queering Italian American Gender Identities & Experiences

    This interdisciplinary course provides multiple perspectives on what it means and has meant to be an Italian American. “Queering” refers to complicating the intersections of sex, gender, sexuality, and race. How we experience life depends on our identities. The course will include the voices of Italian American women, men, and trans people as expressed in memoir, history, case studies, and interviews. Themes and topics of the course include sex-role socialization, stereotypes, the family, religion, social networks, gender and gender identity, sexuality issues, racial issues, feminism, film and popular culture, Italian Diaspora, and immigrant experiences. This is a writing intensive course.
    Credits: 3.0
 

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