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2018-2019 Undergraduate Catalog [ARCHIVED CATALOG]
Courses
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Disability Services |
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DIS 2070 Disability in Media and Lit This course will explore the representations of people with disabilities (including mental health disorders) in literature, myth, art, film, and theater. Studying the construct of disability though multiple avenues of contemporary and historical media helps to explore what each culture defines as “normal,” and “abnormal”, and gives us insight into the representations that influences the attitudes and behaviors of many individuals in society. This course is designed to develop greater awareness and understanding of the information, stereotypes and inaccurate characteristics presented in the media regarding individuals with disabilities. Credits: 3.0 |
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DIS 3030 Service Learning Disability Studies This course is designed to help students explore the concept of social justice through the active participation in community organizations that serve individuals with disabilities. The course integrates theory and practice by pairing previous or concurrent academic course work with meaningful community-based learning experiences. Students will participate in self-designed internships with community-based advocacy organizations, arts programs, nonprofit settings or other social and cultural programs that provide ongoing and direct interaction with individuals with disabilities. Students are required to secure a volunteer position within an organization within the first two weeks of the course. During the semester, students will engage in written reflection and analysis of their experience. Prerequisite(s): Open to Juniors and Seniors; DIS 1010 and a B or better in a previous DIS course. Credits: 3.0 |
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DIS 3990 Special 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 |
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DIS 4090 Disability Global Society Individuals with disabilities are estimated to make up about 15% of the world population, but they are often among the most marginalized in society. According to the World Bank, 20% of the world’s poorest people have disabilities, and 80 % of all persons with disabilities live in developing countries (UN Enable, 2009). The passage of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in 2006 represented a major advance in addressing the marginalization of individuals with disabilities in developing countries, but that work is not done. The intent of this interdisciplinary course in Disability Studies is to serve as an overview of the social, behavioral, political, and cultural construct of disability across the global society through the lens of the ongoing implementation of the Convention on the Rights of Persons with Disabilities worldwide. Credits: 3.0 |
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DIS 4660 Ethical Issues in Disabilities Studies This course will examine the foundation of justice and ethical issues within Disability Studies from a social justice and disability rights perspective. Students will explore both philosophical and bioethical issues within areas of broad public debate. Through guided explorations, students will investigate how issues of discrimination, oppression, and autonomy impact the lives of individuals with disabilities. Students will learn how disability is conceptualized in different ways depending on contexts, as well as how to analyze how disability fits within the present-day discourse of human diversity and equity. Student may repeat this class for a maximum of 9 credits.
Prerequisite(s): A grade of B or better in one of the following courses DIS 1010 , DIS 2070 or DIS 4090 Credits: 3.0 |
Economics |
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ECON 1010 Economics of the Contemporary World This course takes an issue approach to introductory economics. In particular, it deals with the main economic issues of the contemporary world such as globalization; growth and development; market and government intervention; poverty; unemployment; inflation; protectionism; and financial instability. Particular emphasis will be placed on the connection between economic concepts and real world phenomena coming from both developed and developing countries’ experiences. Credits: 3.0 |
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ECON 2010 Macroeconomic Principles This course is designed to introduce students to the basic concepts of macroeconomic analysis. Particular emphasis will be placed on the examination of production, expenditure, employment, unemployment and price levels for the economy as a whole. Discussed are also monetary, fiscal, and financial policies, with regards to their impacts on economic growth, inflation, unemployment and financial stability. Prerequisite(s): MATH 1060 Credits: 3.0 |
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ECON 2020 Microeconomic Principles This course discusses the basic economic principles related to the behavior of individual agents. the main topics include the following: 1) Opportunity Cost, 2) Demand and supply analysis, 3) consumer theory, 4) Production and costs, 5) Profit maximization, 6) Market structure ( perfect comptetition , monopoly, monoplistic competition, and oligopoly), 7) Market failure and the distribution of income ad 8) International trade and exchange rates. Prerequisite(s): MATH 1060 Credits: 3.0 |
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ECON 2040 Experimental Macroeconomics This course offers an alternative pedagogical approach to macroeconomics education involving an auction and exchange mechanism. Students purchase auction chips at the beginning of the semester, which is collected as tax revenue dollars for the class government overseen by a bank. These chips are utilized in making decisions that help students to examine the basic economic principles relevant to the resource utilization problems of the economy as a whole, including inflation, unemployment, output and economic growth. To address fiscal and monetary policy issues, the class votes on how our classes government should spend our community’s tax dollars, balances a simulated version of the national budget, and has the opportunity to visit and write upon the the New York Federal Reserve Bank. Credits: 3.0 |
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ECON 2050 Experimental Microeconomics This course offers an alternative pedagogical approach to microeconomics education involving an auction and exchange mechanism utilizing the concepts of scarcity and opportunity costs. Students purchase auction chips at the beginning of the semester and utilize these chips in making decisions that influence supply and demand. This helps students to examine the determination of price and quantity in a competitive market as well as imperfectly competitive markets. Using a capitalistic model, the class then gets to vote on how to distribute the income among the community resources. Credits: 3.0 |
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ECON 2100 Business Statistics I Included in this course are the topics of descriptive statistics (collection and presentation of data, frequency distributions, measures of central tendency, dispersion, and skewness);sampling and probability; and an introduction to statistical inference. Prerequisite(s): MATH 1400 OR MATH 1170 OR MATH 1600 Credits: 3.0 |
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ECON 2110 Business Statistics II This course is a continuation of ECON 2100 Business Statistics I . Topics covered include one-sample and two-sample tests of hypothesis, ANOVA, simple and multiple linear regression, and nonparametric methods such as Chi-square applications and the analysis of ranked data. Optional topics are index numbers, time series and forecasting, quality control, and an introduciton to decision theory. Prerequisite(s): ECON 2100 OR MATH 1300 Credits: 3.0 |
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ECON 2300 Economics of the Environment This course examines the problems of environmental quality as an economic problem. The role that economic analysis plays in poviding both public and private decision-makers with alternative solutions to environmental problems is stressed. Prerequisite(s): ECON 2020 Credits: 3.0 |
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ECON 3010 The National Economy A systematic treatment, at an advanced level, of the factors determining the level of output, income, and employment of the economy as a whole. Prerequisite(s): ECON 2010 AND ECON 2020 Credits: 3.0 |
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ECON 3020 Prices and Markets An analytic treatment, on an advanced level, of theories and techniques of price determination. Theories of income distribution and general equilibrium are also considered. Prerequisite(s): ECON 2010 AND ECON 2020 Credits: 3.0 |
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ECON 3030 International Finance A study of international financial transactions designed to help students understand the economic interdependence of nations. Analysis of exchange rates, balance of payments, international capital movements, as well as fiscal and monetary policies in an open world economy. Prerequisite(s): ECON 2010 AND ECON 2020 Credits: 3.0 |
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ECON 3050 Current Economic Issues This course will cover economic problems such as unemployment, inflation, government regulation, health care, environmental quality, budget deficit, and the national debt. Real-world observation of the problems; analysis and alternative solutions will be presented. Prerequisite(s): ECON 2010 Credits: 3.0 |
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ECON 3100 Money and Banking A study of the key concepts, theories, processes and interrelationships that link money and banking to the workings of the U.S. economy. This course analyzes how banks and other depository institutions serve as a conduit for the implementation of monetary policy. The structure, functions, powers and monetary tools of the Federal Reserve are also examined. Prerequisite(s): ECON 2010 Credits: 3.0 |
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ECON 3200 History Economic Thought A study of the history of economic theory beginning with the Greco-Roman economics and concentrating on the eighteenth, nineteenth, and twentieth centuries. The relationship between the evolution of economic thought and socio-political forces is developed. Prerequisite(s): ECON 2010 Credits: 3.0 |
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ECON 3210 Economics of the Public Sector A study of the economic principles that are most useful in analyzing the government’s role in the economy; the economic principles to be stressed are those that are particularly helpful in the microeconomic analysis of tax and expenditure policies. Sources of revenues, as well as expenditures for health, defense, education, social security, and welfare programs, are analyzed. Prerequisite(s): ECON 2010 AND ECON 2020 Credits: 3.0 |
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ECON 3280 Economic History of US Emphasizes economic elements in the historical growth of the United States from colonial to contemporary times. An analysis is made of the changing role of government, technological innovation, industrial pioneering, and competition in the development of the American economy. Credits: 3.0 |
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ECON 3300 Sports Economics This is a study of the economics of sports, sports industries, the role of government and education in College and Professional sports, and the business of sports. The application of economic principles and tools will be used to examine the sports industry and the role of sports in our economy and culture. The content includes demand and supply of sports, sports markets, labor market for sports and its related issues, the role of government and other institutions in the market for sports, the impacts of sports regulations, the economic impact of college sports, and an understanding of economic decision making in the sports area.
Credits: 3.0 |
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ECON 3400 Labor Economics An examination of how labor and management are affected by various theories and institutional approaches and policies, such as public legislation on labor and management relations, collective bargaining, labor unions, inflation, and unemployment. This course is crosslisted with MGT 3400 . Prerequisite(s): ECON 2010 AND ECON 2020 Credits: 3.0 |
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ECON 3500 Economics of Globalization This course provides the historical and empirical background necessary to understand the complexity of the current global economy and to make inferences about some of the contemporary issues in the global economic environment. The course will include research and policy discussions on trade, finance, immigration, labor laws, multinational corporations, environment and economic growth and development. Course fulfills UCC - Area 6 Global Awareness. Prerequisite(s): ECON 2010 Credits: 3.0 |
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ECON 3550 Diversity in Organizations An examination of how different demographic groups affect various types of organizations. Diversity is defined and the legal environment of diversity is explored. Particular emphasis is given to how organizations can acknowledge and respect the differences in their members, and how this will enhance the likelihood of achieving institutional goals. Prerequisite(s): ECON 2010 Credits: 1.5 |
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ECON 3600 Economic Growth and Development The course is designed to introduce students to the basic concepts, issues and sources of economic and social growth and development in developing countries. Particular emphaisis will be placed on the functioning of developing countries’ in Africa, Asia and the Middle East versus the developed countries’ economies in Europe and the United States, their interactions and on the appropriate policies to promote developement at both domestic and global levels. Credits: 3.0 |
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ECON 3700 International Economics This course examines the trends, theories, and policies of trade using a global perspective. Emphasis will be on the relationship between disparities and differences among cultures and their impact on trade. In particular, the course uses a comparative perspective to analyze principle concepts and theories of trade, trade policies, and the interactions between trade, culture, and the environment. Credits: 3.0 |
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ECON 3900 Comparative Economic Systems A study of the actual operations of various economic systems as they seek the optimum use of the human and natural resources available to them. The ideological, technological, and organizational features of each system are stressed. Prerequisite(s): ECON 2010 Credits: 3.0 |
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ECON 3950 Elements of Small Business This course prepares students for self-employment, provides fundamental knowledge in the area of entrepreneurship, and addresses issues pertinent to business start-up. Topics covered include marketing and sales, the management of human resources, and financial management as they apply to small business development. Students will also engage in hands-on active learning through work experience conducted on site at the Small Business Development Center. Prerequisite(s): ECON 2010 AND ECON 2020 AND MGT 2000 AND MKT 2100 Credits: 1.0 |
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ECON 3990 Selected Topics A topic not covered by an existing course. Credits: 1.0 - #### |
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ECON 4150 Managerial Economics The application of economic analysis to the solution of individual business problems. Among the primary areas covered are demand forecasting, cost and profit analysis, and capital budgeting. Prerequisite(s): ECON 2010 AND ECON 2020 AND ECON 2100 AND MATH 1400 Credits: 3.0 |
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ECON 4200 Urban Economics Urban Economics is the study of the location choices of firms and consumers and how these choices affect the formation of cities of different sizes. The course is divided into two parts. In the first part we attempt to understand why cities exist, why they are located where they are, and the spatial distribution of alternative activities within cities. In the second part we analyze patterns of land use, suburbanization, transportation, education, crime and housing and their influence to the growth of cities. The role of the local government is also been examined.
Prerequisite(s): ECON 2020 Credits: 3.0 |
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ECON 4280 Healthcare Economics This is a study of the economics of illness care, third-party payers and the business of healthcare. The application of eonomic principles and tools will be used to examine the health care industry and the role of the nurse. The content includes demand management;concepts of efficiency; impact regulation and health care policy; and an understanding of economic decision making in the health care arena. Credits: 3.0 |
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ECON 4300 Econometrics The ordinary least squares criterion is scrutinized. The problems of estimating demand, supply, consumption, production, and cost functions are treated in depth. Prerequisite(s): ECON 2010 AND ECON 2020 AND ECON 2100 AND MATH 1400 Credits: 3.0 |
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ECON 4500 Business Economics of Latin America Economic issues arising in the transition to more democratic and market-oriented institutions and how these issues challenge business practices in private sector firms and organizations in Latin America. Prerequisite(s): ECON 2010 OR LAS 2010 Credits: 3.0 |
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ECON 4850 Practicum in Economics A course of study designed especially for the supervised practical application of previously studied theory in a group setting. Done under the supervision of a faculty sponsor and coordinated with a business organization. Credits: 3.0 |
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ECON 4860 Business Case Writing This is a cross-disciplinary course that represents the second part of the 6-credit practicum Honors option, which must be conducted over two semesters and undertaken in the junior or senior year. It will be a core component of the Practicum Honors option. Honors Practicum credits will be applied towards major concentration requirements. The course involves writing an effective business case based on the consulting report or business plan completed in the practicum course. This course will be supervised by a mentor chosen from the Cotsakos College of Business Academically Qualified (AQ) faculty members who participated in the corresponding practicum course. Prerequisite(s): ECON 4850 Credits: 3.0 |
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ECON 4900 Economics Internship This is a cooperative education/field work experience. The mission of the internship program is to provide students with a valuable employment experience by working, uninterrupted for a significant amount of time, with a public, private, or government entity located in the student’s geographical area. Credits: 3.0 |
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ECON 4990 Independent Study A special project supervised by faculty adviser. Credits: 1.0 - #### |
Early Childhood Special Education |
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ECSP 3020 Family, School, and Community Support This course addresses family-professional partnerships and school and community supports in early childhood education settings with particular attention to the issues of families whose children have special needs. Collaboration, consultation, communication, team work, home and school partnerships, and system coordination are key elements of focus. The importance of transistion (e.g., early intervention to preschool, grade to grade) and the necessity for understanding the particular needs of all families during the transistion process willl be addressed. Teacher candidates will understand the multi-faceted nature of families as well as the possible challenges and solutions to creating home, school and community connections. Teacher candidates will gain the knowlege, skills and dispositions to work collaboratively with diverse families in a culturally responsive manner. Contemporary issues such as developing comprehensive school and community supports for families, immigration, grandparents raising grandchildren, homelessness, inclusion, the role of home languages and the impact of poverty will be addressed. Prerequisite(s): CIEC 3000 Credits: 3.0 |
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ECSP 3030 Adaptive and Assistive Technologies in Early Childhood Education This hybrid course explores assistive technologies that enhance the P-3 educational experience for all young learners, including those with disabilities. Technologies and strategies, based on universal design for learning, will be addressed in order to equitably support student learning according to the diversity and ability of each learner. Teacher candidates will explore the assistive technology tools in the assistive technology continuum that are designed to assist learners in achieving academic goals and objectives. Learning to embed assistive technologies into the daily routine and social environment will be a primary focus. In addition, teacher candidates will learn about various augmentative/ alternative communication (AAC) systems, as well as strategies for integrating AAC in school and home-based environments. Prerequisite(s): CIED 2070 Credits: 3.0 |
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ECSP 3040 Assessment and Planning in the Inclusive Early Childhood Classroom This course will discuss various types of strategies to assess young children in the learning environment. Participants will learn the components necessary to develop strong observation and assessment skills, such self-awareness, confidentiality, objectivity, and professional ethics. Teacher candidates will gain techniques for collecting, organizing, analyzing and interpreting observation and assessment data in order to implement best practices and design individualized instruciton plans to meet the needs of each child. Prerequisite(s): CIEC 2000 Credits: 2.0 |
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ECSP 3060 Instructional Strategies in the Inclusive Early Childhood Classroom This course will examine ways to create and modify environments and experiences to meet the individual and diverse needs of all children, including children with disabilities within the inclusive early childhood classroom. The emphasis of this course will be on planning, implementing, and monitoring differentiated instruction within a developmentally appropriate classroom. Candidates will examine the links between assessment and instruction, with special attention to utilizing assessment data and IEP goals and objectives for lesson planning. Teacher candidates will explore a continuum of strategies to embed adaptive learning opportunities into the daily routine that promote and support success within the inclusive classroom and curriculum. Prerequisite(s): CIEC 2000 Credits: 2.0 |
Educational Leadership Urban Education |
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EDLU 3990 Selected Topics A topic not covered by an existing course is offered as recommended by the department and approved by the dean. Credits: 1.0 - 6.0 |
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EDLU 4990 Independent Study As approved and to be arranged with instructor and by chairperson. Credits: 1.0 - 6.0 |
Education |
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EDUC 2000 Preparing for the Education Profession This required course prepares teacher candidates to enter the education profession by building an understanding of professional standards and College of Education (COE) competencies, providing guidance for the requirements for progressing through the teacher preparation program; promoting an understanding of professional expectations and legal responsibilities; and fostering reflective practices. Through class activities, discussions and professional activities, teacher candidates will acquire the necessary knowledge and skills and support materials to successfully progress though the education professional sequence including clinical experiences.
Prerequisites
Officially progressed into the professional education sequence
- Pass Praxis CORE or equivalent
- Successful completion of 60 credits with a WP 3.0 GPA
- Successful completion of DAP Interview
Co-Requisites
First education course (will differ by point of entry) Credits: 0 |
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EDUC 3990 Selected Topics Topics not presently offered in other courses. Content changes each semester. Credits: 1.0 - 6.0 |
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EDUC 4140 Student Teaching Internship/Seminar and Portfolio Assessment The internship is a full-semester teaching experience in a field placement. It is designed to apply learning about professional knowledge, humanistic practices, and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed a minimum of eight times by a University supervisor who regularly reviews student journals. A once a week, one hour and forty minute seminar accompanies the internship and has three goals: 1) discussion and reflection of current issues and students’ teaching experiences, while brainstorming solutions to classroom problems; 2) creation of an e-portfolio; for K-5, students link artifacts to ten New Jersey Teaching Standards and are guided in writing reflective statements for each standard; for P-3, students link artifacts to the NAEYC teaching standards; the Seminar instructor provides evaluates and provides feedback on each portfolio using a rubric; and 3) career development information is also made available (e.g., resume writing, interviewing skills, organizing credential files). Students will be charged an additional Student Teaching Fee when enrolling in this course. Credits: 10.00 |
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EDUC 4150 Senior Teachng Internship The internship is a 16 week teaching experience in a field placement. It is designed to apply learning about professional knowledge, humanistic practices and reflective thinking to classroom situations on a full-time basis for one semester. Students are observed a minimum of eight times by a University supervisor who regularly reviews student journals including lesson plans, reflective writing, and other documents. In conjunction with the field experience, students attend a weekly seminar that meets for the entire semester and has three primary goals: 1) discussion and reflection of current issues and students’ teaching experiences, while brainstorming solutions to classroom problems 2)creation of a Professional Portfolio (an E-Portfolio - Live Text) which includes lesson plans, evaluations, philosophy of education, teaching artifacts linked to New Jersey Standards, and other documents. Students write reflective statements related to the standards 3) career development skills and documents are developed including preparation of a resume and cover letter, interviewing skills, credentials filed, etc. the seminar instructor provides feedback on each portfolio and assists students in developing appropriate materials. Students will be charged an additional Student Teaching Fee when enrolling in this course. Credits: 12.0 |
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EDUC 4170 Student Teaching Internship and Seminar The student teaching internship is designed for the student to apply learnings about professional knowledge, humanistic practices and reflective thinking to a classroom situation on a full-time basis for one semester. The student works with an experienced teacher who guides the student in his or her subject field, working with individual, small group, and whole-class instruction. The student is observed by a University supervisor who, along with the cooperating teacher, provides appropriate feedback and guidance. A 15-hour seminar is part of the course. Prerequisite(s): CISE 3510 AND (CISE 4110 OR CISE 4120 OR CISE 4130 OR CISE 4140 ) Credits: 12.0 |
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EDUC 4190 Clinical Practice I-Secondary This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting. Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook. Students will be charged an additional Fee when enrolling in this class. Credits: 1.0 |
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EDUC 4210 Clinical Practice II: Elementary Education This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I. Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification five days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA. Students will be charged additional Student Teaching Fee. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, five (5) days per week for the length of a full semester.
This course fulfills UCC Area 5:Community and Civic Engagement. Elementary Education Majors Only Prerequisite(s): CIED 3140 , EDUC 4110
Passing all appropriate PRAXIS Subject Assessments for certification area(s) sought Credits: 6.0 |
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EDUC 4240 Clinical Practice II:Early Childhood This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I. Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification five days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, five (5) days per week for the length of a full semester.
This course fulfills UCC Area 5: Civic Engagement Students will be charged an additional Student Teaching fee and edTPA Testing Fee. Prerequisite(s): CIED 3140 and EDUC 4200
Passing all appropriate PRAXIS Subject Assessments for certification area(s) sought Co-requisite(s): CIED 3240 Credits: 6.0 |
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EDUC 4249 Clinical Practice I-Music Education This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting. Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, two (2) days per week for the length of a full semester.
Prerequisite(s): CIED 2070 ,MUSI 1250 ,MUSI 3250 ,MUSI 3260 ,MUSI 3260 or MUSI 3290 ,MUSI 4250 ,PSY 1100
Pass the Praxis CORE (or have equivalent SAT scores), Completed the Music Content Knowledge Praxis Exam and a 3.0 GPA
Co-requisite(s): MUSI 4290 Credits: 1.0 |
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EDUC 4250 Clinical Practice II:Music Education This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I. Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification five days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, five (5) days per week for the length of a full semester.
This course fulfills UCC Area 5: Community and Civic Engagement Prerequisite(s): Pass the Praxis CORE (or have equivalent SAT scores); Pass the Music Content Knowledge Praxis Exam and a 3.00 GPA.
MUSI 4290 andEDUC 4249
Co-requisite(s): MUSI 4291 Credits: 6.0 |
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EDUC 4280 Clinical Practice I:Secondary Education This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting. Mentored by the clinical educator and clinical supervisor, teacher candidates work with a clinical educator within a P-12 classroom setting that is appropriate for his/her certification three days per week to practice the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and are provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of four times. Through practicing the cycle of effective teaching candidates prepare for formal submission of edTPA by implementing and reflecting on a learning segment as detailed edTPA handbook. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, three (3) days per week for the length of a full semester.
Prerequisite(s): CIED 2070 ,CIED 2130 ,CISE 2955 ,CISE 3700
One of the following based on content area :CISE 4110 ,CISE 4120 ,CISE 4130 ,CISE 4170 ,CISE 4190
Have taken all appropriate PRAXIS Subject Assessment(s) for certification(s) sought Co-requisite(s): CIED 3140
One of the following based on content area: CISE 4210 ,CISE 4220 ,CISE 4230 ,CISE 4270 ,CISE 4290 Credits: 1.0 |
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EDUC 4285 Clinical Practice II: Physical Education This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I. Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification four days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA. Students will be charged additional Student Teaching Fee. This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, four (4) days per week for the length of a full semester.
This course fulfills UCC Area 5: Community and Civic Engagment. Prerequisite(s): Passing all appropriate PRAXIS Subject Assessments for certification area(s) sought.
EDUC 4185 and PETC 4180
Co-requisite(s): PETC 4280 Credits: 6.0 |
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EDUC 4290 Clinical Practice II-Secondary This clinical internship course provides teacher candidates with the opportunity to connect theory to practice through observing, teaching and reflecting upon their teaching within a P-12 school setting and is a more intensive continuation of Clinical Practice I. Mentored by the clinical educator and clinical supervisor, teacher candidates continue to work within a P-12 classroom setting that is appropriate for his/her certification five days per week to practice and demonstrate proficiency in the effective cycle of teaching and expectations of professional practice. Teacher candidates are observed and provided feedback on planning, implementing, assessing and reflecting on their teaching by a clinical supervisor a minimum of every other week or eight times. Through practicing the cycle of effective teaching candidates conduct selected learning segments for formal submission of edTPA. Students will be assessed additional fees when enrolling in this class.This clinical internship requires the teacher candidate to attend their clinical placement a minimum of seven (7) hours per day, five (5) days per week for the length of a full semester.
This course Fulfills UCC Area 5:Community and Civic Engagement
Prerequisite(s): Passing all appropriate PRAXIS Subject Assessments for certification area(s) sought.
CIED 3140 and EDUC 4190 Co-requisite(s): CIED 3240 Credits: 6.0 |
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EDUC 4990 Independent Study As approved and to be arranged. Credits: 1.0 - 6.0 |
English |
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ENG 1080 Basic Writing Emphasizes fluency and coherence in written expression. Students write and revise short, whole pieces to prepare for the more advanced writing required in ENG 1100 . Note: Credits for this basic skills course are not applicable toward degree requirements. Credits: 3.0 |
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ENG 1100 College Writing A workshop course in which students develop pieces of writing, taking them through various stages of planning and revision. Students share their writing with the instructor and their peers, get feedback on drafts, and consider this feedback as they progress through the writing process. This course develops students’ writing competency on the college level. Prerequisite(s): ENG 1080 Credits: 3.0 |
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ENG 1500 Experiences in Literature Develops the student’s appreciation and enjoyment of selected works in fiction, drama, and poetry. Works selected represent different historical periods and cultures. Substantial writing is required. Prerequisite(s): ENG 1100 Credits: 3.0 |
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ENG 2000 Methods of Literary Analysis An writing-intensive course in which students undertake an in-depth study of selected short stories, poems, plays, and/or novels, with focus on analytical and evaluative techniques of interpretation. Within the context of various critical frameworks, students gain practice in employing precise literary terms, understanding genre conventions, situating work in historical, biographic, cultural, and theoretical contexts, and conducting research. This portal course is required for all English majors. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 2020 Language and Technology This technology-intensive course introduces basic concepts and practices of modern linguistic analysis: how linguists analyze language structure and usage. Meeting ISTE (International Standards for Technology in Education) and National Educational Technology Standards for Teachers, the course offers systematic training in adapting electronic technologies to linguistic ends. Students will survey fundamental linguistic categories (e.g. morphemes; phonemes) and techniques, developing their ability to use common hardware/software to collect, analyze and present linguistic data in ethical context.
Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 2030 Structure Standard English An introduction to the structure of standard American English, emphasizing both grammatical knowledge and intensive practice in manipulation of grammatical structures for clarity, emphasis, and grace. Prerequisite(s): ENG 1100 Credits: 3.0 |
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ENG 2070 Effective Business Writing Develops skills in writing various forms of business correspondence, including reports, letters, data sheets, and abstracts. Prerequisite(s): ENG 1100 Credits: 3.0 |
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ENG 2080 Bible and Literature Examines the Bible as literature and its influence on other works. Authors may include Dante, Shakespeare, Hawthorne, Melville, Dickinson, Twain, Levertov, and others. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 2110 Modern Drama Introduces modern drama and performance through a study of representative works of modern European and American drama, emphasizing the nineteenth-century roots in Ibsen, Strindberg, and Shaw; twentieth-century masters like Pirandello, O’Neill, and Miller; contemporary playwrights like Stoppard, Kushner, and Sondheim; and theorists like Artaud and Brecht. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 2140 Contemporary Drama Studies the mid-century roots of contemporary drama in playwrights like Beckett and Albee, and of recent realistic, experimental, and musical theater. Playwrights may include Stoppard, Mamet, Fierstein, Fornes, Sondheim, Shaffer, Wasserstein, Hwang, Kushner, Soyinka, Churchill, Shepard, Valdez, and Wilson. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 2160 Science Fiction/Fantasy Studies classical and recent science fiction, fantasy for adults and children, and utopian and anti- utopian fiction. The course explores genre conventions as well as the historical significance of the texts. Authors may include Asimov, Bradbury, Clarke, Gilman, Heinlein, LeGuin, Lewis, Tolkien, Vonnegut, and Wells. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 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 |
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ENG 2210 Mystery Story An historical, philosophical, cultural, and literary study of the mystery story through an examination of such fictional works as the detective story, the suspense novel, the story of strange or frightening adventure, the tale of espionage, the tale of crime, and the Gothic novel – with emphasis on detection. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 2290 Films and Literature The study of selected stories, plays, and novels, and their film adaptations. An examination of the challenges of adapting fiction to film. Works to be studied may include Romeo and Juliet, A Room with a View, It Happened One Night, Rear Window, Rashomon, and Blow-up. In addition, race and gender issues are considered in such works as The Joy That Kills and Almos’ a Man. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 2310 Introduction To Creative Writing A workshop leading to the development of writing skills in poetry and fiction; may also cover such genres as drama, screenwriting, and creative non-fiction. Through readings and discussions on topics such as style, theme, and voice, students are encouraged to develop imaginative power and originality in creative writing. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 2500 Literature of The Harlem Renaissance This is a course that studies the historical, artistic, and political movement centered in Harlem, New York from the 1910s to the mid 1930s commonly referred to as the Harlem Renaissance. It investigates the diasporic connections between Harlem and both Africa and the Caribbean. In addition, it emphasizes the contributions of women writers to a movement traditionally seen as a largely male preserve. Further, it investigates the fraught relationship between race, sexuality, and artistic expression. Readings may include texts by Langston Hughes, Zora Neale Hurston, Countee Cullen, Alain Locke, W.E.B. Du Bois, James Weldon Johnson, and others. This is a Writing Intensive course. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 3000 Technical Writing Intensive work on the elements of successful technical writing through such forms as the expanded definition, instructions, the informative abstract and the long technical report. Prerequisite(s): ENG 1100 Credits: 3.0 |
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ENG 3010 English Literature Through The Neoclassical Period Introduces selected representative works of British literature, from the Old English period through the eighteenth century, with attention to the formal elements of the texts and genres in which the authors wrote. Special emphasis is placed on the socio-cultural contexts of the works. Selected writers/texts may include Beowulf, Sir Gawain and the Green Knight, Chaucer, Margery Kemp, Spenser, Shakespeare, Donne, Dryden, Swift, and Pope. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 3020 English Literature: Romantic Through Modern Critically studies selected prose and poetry from the early nineteenth century to the present in its social, intellectual, and national contexts. Included are such major authors as Wordsworth, Byron, Tennyson, the Brownings, Emily Bronte, Christine Rosetti, Wilde, Joyce, Yeats, Woolf, Achebe, Caryl Churchill, and others. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 3030 American Literature To 1865 Critically studies American authors from the Colonial period through the American Renaissance with attention to their social and intellectual background. Authors may include Columbus, Bradford, Rowlandson, Bradstreet, Wheatley, Occom, Cooper, Stowe, Poe, Hawthorne, Melville, Emerson, Thoreau, and Fuller. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 3040 American Literature 1865-1914 Critical study of American authors from the Civil War to World War I, with attention to their social and intellectual backgrounds. Readings may include Whitman, Dickinson, Twain, Chopin, James, Wharton, and Crane. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 3050 Literature West Europe To Renaissance Surveys of the Western canon drawn from two thousands years of continental European literature, beginning with Green and Roman writers like Homer, Sappho, Sophocles, Plato, and Virgil; continuing through the Judeo-Christian Bibles, St. Augustine, and Dante; and concluding with Renaissance figures like Petrarch, Machiavelli, and Cervantes. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 3060 Literature of Western Europe: Renaissance Through Modern Surveys the Western canon drawn from continental European literature of the last 300 years, beginning with neoclassical writers like Moliere, Racine, Marie de LaFayette, and Voltaire; continuing with romantic, realistic, naturalistic, and symbolist writers like Rousseau, Goethe, Hugo, Pushkin, Flaubert, Dostoevsky, Baudelaire, Tolstoy, and Ibsen; and concluding with modernist writers like Pirandello, Proust, Mann, Rilke, Kafka, Lorca, and Camus. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 3070 Latino Cultural Studies This course offers a comparative, analytical, and critical perspective on the popular culture of the Latino population in the United States. It examines the interplay of history, belief systems, cultural assumptions, traditions, and worldviews as expressed in the literature, film, music, television, and cultural artifacts produced by and for the twenty-two million Latinos currently living in this country. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 3080 Japanese Film and Literature in Translation This course examines Japanese literature and film as world literature and global cinema. Through the study of major works we will seek to understand why Japan’s aesthetics, literary themes, and popular expressions have become integral to global culture today. We will trace the multiple cultural influences flowing to and from Japan, asking what has changed and what has continued over the centuries. Drawing upon novels, drama, poetry, and movies- ranging from classics like The Tale of Genji, Nobel-winning authors, and manga superstars to the “new classics” on celluloid and animé-the course traces the movement of Japanese literature from isolation on the edge of Asia to a position of cultural centrality in today’s world, while we examine the works on their merits. This is a writing intensive course. Credits: 3.0 |
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ENG 3090 Book and Magazine Editing Develops skills in the basic techniques of editing books and magazines. Designed for those interested in a publishing career and for the general reader and writer. Prerequisite(s): ENG 1500 Credits: 3.0 |
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ENG 3100 Elizbeth/Jacobean Drama A critical reading of Shakespeare’s forerunners and contemporaries in drama: Kyd, Marlowe, Jonson, Webster, and others. Prerequisite(s): ENG 2000 Credits: 3.0 |
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ENG 3110 Literature Eng Renaissance Selected English prose and poetry of the sixteenth century. Special attention is given to the early English humanist theories of education, eloquence, and language and their literary influence, and important developments in English poetry. The focus is on figures such as Thomas More, Philip Sidney, and Edmund Spenser. Prerequisite(s): ENG 2000 Credits: 3.0 |
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ENG 3120 Donne/Jonson/Contmporary A study of several representative works of the first sixty years of the seventeenth century in Britain, with particular emphasis on John Donne and Ben Jonson. Attention is paid to the various literary forms and genres of the seventeenth century, the cultural and intellectual context in which authors were writing, and the authors’ influences on one another. In addition to Donne and Jonson, selected authors may include Webster, Wroth, Bacon, Hobbes, Herbert, Marvell, Herrick, Philips, and Milton. Prerequisite(s): ENG 2000 Credits: 3.0 |
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ENG 3130 Literature British Empire 1660-1750 This course explores the literature of the Restoration and of the early 18th century in England, Scotland, and Wales, with attention to the writing of the newly developing British empire, especially the literature of the Atlantic. Writers studied include Behn, Defoe, Locke, Selina Hastings, Swift, and others. Prerequisite(s): ENG 2000 Credits: 3.0 |
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ENG 3140 Age of Johnson The course focuses on the decline of Augustanism and the rise of Romanticism (1750-98). Students read imaginative, critical, and political works by writers such as Johnson, Boswell, Goldsmith, Radcliffe, Burke, Burney, Inchwalk, Sterne, Burns, and Wollstonecraft. The class examines issues such as sentimentalism, manners, revolution, and the emergence of the novel. Prerequisite(s): ENG 2000 Credits: 3.0 |
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ENG 3150 Romantic Movement in England Critically studies Romantic poetry and prose within the contexts of literary and cultural history. The course addresses the works’ thematic content and form as well as issues such as gender, class, nation, ethnicity, religion, and education. Authors may include Blake, Wollstonecraft, Baillie, Burns, Wordsworth (William and Dorothy), Coleridge, Scott, Byron, Shelley (Percy and Mary), Hemans, Keats, and the Brontes. Prerequisite(s): ENG 2000 Credits: 3.0 |
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ENG 3160 Literature Culture Victorians This course examines the poetry, fiction, nonfictional prose, and drama of the Victorians in their social context. Readings may include such poets as Tennyson, the Brownings, and Arnold; novelists such as Eliot, Stoker, Dickens, and Hardy; nonfictional writers such as Carlyle, Mill, and Pater; and playwrights including Shaw and Wilde. Prerequisite(s): ENG 2000 Credits: 3.0 |
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