|EDUC 004A||Early Childhood Practicum I and II||
Supervised sustained field experience with children in P-K classroom settings. Early Childhood Practicum I and II are taken with EDUC 300/FCS 300 and EDUC 301/FCS 301. Field activities and assignments are tied to the courses. Students need transportation.
|EDUC 005A/005B||Practicum I Block A and Practicum II Block B||
Supervised sustained field experience with children in PK-4 classroom setting. Practicum I and Practicum II are taken with the "Junior" block courses.
|EDUC 005C||Practicum III Middle Level||
Supervised sustained field experience with students in 4-8 classroom setting. Practicum is taken with the "Junior" block courses.
|EDUC 005D||Practicum IV Secondary/K-12||
Supervised sustained field experience with students in a Secondary or K-12 classroom. Practicum is taken with the "Junior" block courses.
|EDUC 00_||Field Experience||Requires weekly experience with children and youth in participating public and private schools and service agencies. Requires sign-up in the Office of Professional Education Field Experience each semester.||0|
|EDUC 00_||Field Experience||
Requires weekly experience with children and youth in participating public and private schools and service agencies. Requires sign-up in the Office of Professional Education Field Experience each semester. Students are responsible for their own transportation. Experiences in urban, rural, suburban placements are required. Clearances are needed prior to placement.
|EDUC 100, 101||Introduction to Education||
Seminar course that orients students in elementary, secondary, special education and K-12 certification programs to educational careers and program requirements. Discussions focus on issues and trends that impact education.
|EDUC 108||Orientation to Early Childhood Education||
Presents history, philosophy, and rationale for early childhood programming for all children. Includes studies of typical and atypical development with an emphasis on observation skills.
|EDUC 110||Middle School Philosophy and Foundations||Discusses the philosophical and historical foundations of middle schools. Emphasis on current trends in designing and developing curriculum and environments for students grades 4-8.||3|
|EDUC 300||Early Childhood Curriculum||
Presents a conceptual framework for learning and development for all children ages three through nine. Encompasses modern theory and research in curriculum development with an emphasis on developmentally appropriate practice in the following areas of the curriculum: language and literacy, play, art and music.
Requires concurrent enrollment in field practicum 004A (.5 credit) in an early childhood setting or kindergarten classroom.
|EDUC 301||Early Childhood Curriculum||
Presents a conceptual framework for learning and development for all children ages three through nine. Encompasses modern theory and research in curriculum development with an emphasis on developmentally appropriate practice in the following areas of the curriculum: Math, Science, Social Studies, and Health.
Requires concurrent enrollment in field practicum 004A (.5 credit) in an early childhood setting or a kindergarten classroom. Prerequisite: EDUC 300/FCS 300.
|EDUC 309||Curriculum and Instruction||
Develops teaching strategies, PK-4 curriculum elements, and instructional resources in the context of research while modeling best practice. Requires related field experience participation. Typically taken over two semesters minimum; all except EDUC 309L require upper-level screening approval.
Must be taken concurrently with Practicum 005A or 005B.
|EDUC 309 H||Curriculum and Instruction: Social Studies||
Social studies instruction that promotes informed, responsible citizenship in a pluralistic society. Emphasis on interdisciplinary approaches, Pennsylvania Academic and NCSS Curriculum Standards.
Prerequisite: upper level screening approval.
|EDUC 309F||Curriculum and Instruction: Math||
Active, materials-based, collaborative investigation of mathematics learning/ teaching, in light of Pennsylvania and NCTM Standards.
Prerequisite: upper level screening approval.
|EDUC 309G||Curriculum and Instruction: Science||
Science theories and methodology applied through cooperative, hands-on teaching experiences. Emphasis on PA Academic Standards as well as NSTA guidelines.
Prerequisite: upper level screening approval.
|EDUC 309M||Curriculum and Instruction: Language and Literacy I||
Theory and practice are blended in the study of reading/language arts skill development in children from PK through grade four. Various philosophies, methods, and approaches are explored in the context of current research and practice.
Prerequisite: upper level screening approval.
|EDUC 309N||Curriculum and Instruction: Language and Literacy II||
Theory and practice are blended in the study of reading/language arts skill development in children, grades PK through grade 4. Skill in developing reading and writing in the content areas is also emphasized.
Prerequisite: EDUC 309M and upper level screening approval.
|EDUC 310F||Elementary Curriculum & Instruction (Grades 4-8): Math & Science||An interdisciplinary methods course designed for candidates interested in teaching in Grades 4-8. It is focused on collaborative investigation of math and science learning with an emphasis on PA Academic Standards and Anchors, NCTM and NSTA guidelines. Prerequisite: upper level screening approval.||3|
|EDUC 310M||Elementary Curriculum & Instruction (Grades 4-8): Language Arts & Social Studies||Course takes an interdisciplinary approach to teaching reading/language arts skills in the context of teaching social studies curriculum. PA Academic Standards and Anchors as well as NCSS, IRA, and NMSA standards are used to guide curriculum development for students in grades 4-8. Prerequisite: upper level screening approval.||3|
|EDUC 311||Educational Psychology||Presents the learning process in light of contemporary theory and research. Examines teacher-student relationships in the context of cultural and economic diversity. Deals with learning and behavior problems of students, assessment of student progress, and classroom management. Prerequisite: PSY 251.||3|
|EDUC 411A||Effective Instruction in Secondary and K-12 Education||
Integrates the theory and practice of teaching. Topics include classroom management, planning, techniques and strategies, evaluation, reading in the content area, and instructional materials, and technology. (See departmental listings for complementary specific methods.)
Prerequisite: upper level screening approval.
|EDUC 414||Social Foundations of Education||Students interpret historical, sociological, legal, multicultural, and philosophical themes underlying educational practices, especially in the United States. Prerequisite: upper level screening approval.||3|
|EDUC 420||Universal Design for Learning: Principles, Practice and Leadership||
This course will examine the concept of Universal Design for Learning (UDL) and address the practical application of UDL in the classroom to teach and reach all students. This course will provide an overview of learner differences, brain research on learning, and the use of multimedia technologies to include all students. It will also provide participants with strategies to integrate the application of UDL into the curriculum as well as hands-on practice with multimedia technologies. Mentoring techniques will also be discussed and action plans for mentoring colleagues, utilization of technology resources, and integration of UDL in the classroom will be developed.
Recommended only for candidates with senior standing.
|EDUC 442 A-Q||Student Teaching||Involves supervised, full-time classroom teaching with gradual assumption of total teaching responsibilities in two different placements according to the scope of the certificate. (Select appropriate section of 442 A-Q.) Requires sign-up in the Field Experience Office. Prerequisite: students teaching clearance by Education Department.||6,6|
|EDUC 442A-Q||Student Teaching/A-Q||
Involves supervised, full-time classroom teaching with gradual assumption of total teaching responsibilities in two different placements according to the scope of the certificate. (Select appropriate section of 442 A-Q.) Requires sign-up in the Field Experience Office.
Prerequisite: Approval by Education Department.
|EDUC 461||Methods, Materials, and Assessment for Teaching ESL||
This course is designed to expand the participants’ knowledge of current issues related to teaching English Language Learners, as well as effective assessment practices, teaching methods, and appropriate ESL materials. Lingustic as well as sociocultural factors affecting learning will be addressed. ESL standards, modifications for ELLs, and support services for ELLs will be discussed.
Recommended only for candidates with senior standing.
|EDUC 473 A,B||Teaching Internship||
Students officially enrolled in
Marywood's teaching intern program fulfill their student teaching requirements through participation in this semester-long course. Once an intern student secures full-time employment in a school district, he/she must register for this course. Marywood's teacher intern supervisors participate in the supervision of the intern during the semester. Student must be enrolled in Marywood University's intern certification program, must have completed all coursework and must have passed all tests in the Teacher Certification:
|EDUC 499||Independent Study||Involves student initiated activity in area of choice, according to University policy. Requires approval of chairperson.|
|EDUC 501||Research Theory||Introduction to the methodology of research-historical, descriptive-survey, experimental design, critical interpretation, and case study techniques, with attention to specialized data-gathering procedures, such as the questionnaire, the interview, observation, etc.; introduction to statistical concepts. Directed toward the writing of a thesis or a professional contribution (PC) as a degree requirement.||3|
|EDUC 502||Multidisciplinary Foundations of Education||Basic principles of educational theory derived from a study of major works and integrated theories from the history of education, philosophy and social sciences; research of the social sciences on educational problems, processes and values; contemporary issues and multicultural issues explored.||3|
|EDUC 511||Children's Literature for Early Childhood and Elementary School Teachers||Presents a brief history of children's literature, the characteristics of twentieth century publications for children, with the relationship between literature read by children and the psychology of the child. Evaluation of representative current and retrospective titles for classroom use. Reading specialists must take 2 credits.||1.5 or 2|
|EDUC 520||Universal Design for Learning: Principles, Practice and Leadership||This course will examine the concept of Universal Design for Learning (UDL) and address the practical application of UDL in the classroom to teach and reach all students. This course will provide an overview of learner differences, brain research on learning, and the use of multimedia technologies to include all students. It will also provide participants with strategies to integrate the application of UDL into the curriculum as well as hands-on practice with multimedia technologies. Mentoring techniques will also be discussed and action plans for mentoring colleagues, utilization of technology resources, and integration of UDL in the classroom will be developed.||3|
|EDUC 523||Seminar: Psychology of Education||Course deals with the dynamics of teacher-student-other relationships with consideration of learning and classroom management. Analyzes individual differences of students in relation to the educative process. Emphasis on relating educational research to current school practice. Lesson plan and unit plan designs are covered.||3|
|EDUC 545||Administrative Theory for School Leaders||Examines the role of the administrator as instructional leader, manager, and leader of the community within the school environment. Theory is derived from leadership principles and current concepts of administration. Communication and decisionmaking skills are emphasized.||3|
|EDUC 546||Seminar: Current Problems and Issues in Education||Examines practical issues of current concern in education.||3|
|EDUC 547||Curriculum Planning for Schools||Designed to aid the school administrator, special education supervisor, and curriculum/media specialist in the role of curricular and instructional leader. Augments, through practical application, various curriculum theories and trends. Instructional design, curriculum standards, and curriculum building competencies are stressed.||3|
|EDUC 548||Supervision and Evaluation of Instruction||Provides the administrator with the knowledge and skills needed to supervise faculty, including special education faculty, in evaluating quality of program instruction. Various approaches will be investigated with an emphasis on models of clinical supervision and adult development.||3|
|EDUC 549||Law and the School||Includes an analysis of the legal issues, including special education mandates in school.||3|
|EDUC 551||School Finances||Focuses on aspects of financing needed by school administrators. Includes areas such as budgeting, marketing, and planning.||3|
|EDUC 552||Personnel Leadership in Schools||Designed to aid in the development of those skills needed for effective leadership in the area of recruitment and hiring of faculty and staff, including special education staff, and for developing relationships among faculty, students, and the community. Communication and decision-making skills are emphasized.||3|
|EDUC 554||Contemporary Learning Theories||Emphasizes the aspects of learning theory having direct bearing on the teaching learning process. Included are points of view that need to be understood by teachers so they might be discerning in their procedures in the classroom, their reading of materials in the field and their participation in professional discussions.||3|
|EDUC 555||Professional Contribution||Thesis, project, series of demonstrations or professional performance.||0|
|EDUC 561||Methods, Materials, and Assessment for Teaching ESL||This course is designed to expand the participants? knowledge of current issues related to teaching English Language Learners, as well as effective assessment practices, teaching methods, and appropriate ESL materials. Linguistic as well as sociocultural factors affecting learning will be addressed. ESL standards, modifications for ELLs, and support services for ELLs will be discussed.||3|
|EDUC 562||Linguistics for Second Language Teachers||This course will cover human language and communication, the lexical, morphological, syntactic, and phonological components of language. Focus will be on research in social and psychological aspects of language and the process of second language acquisition.||3|
|EDUC 562A||Linguistics for Second Language Teachers Practicum||The purpose of this course is to give the student practical experience in linguistics. A minimum of 15 clock hours must be spent in the field. This is accomplished under the supervision of a certified supervisor, according to a definite schedule, mutually approved by the instructor and cooperating supervisor. To be taken concurrently with EDUC 562 Linguisitics.||1|
|EDUC 563||Perspectives on Teaching ESL Practicum||This course will help the ESL teacher develop awareness of the English Language Learner?s challenges and obstacles in mastering a second language. Included in the course will be the history of theories in second language acquisition and implications of multicultural education in K-12. Participants will discuss what culture is and how it shapes perceptions and attitudes. The course will examine characteristics of the cultures represented in the ESL classroom and address ways to acclimate ELLs to US culture.||3|
|EDUC 563A||Perspectives on Teaching ESL Practicum||The purpose of this course is to give the student an understanding of the experiences of an ELL in the school setting. A minimum of 15 clock hours must be spent in the field. This is accomplished under the supervision of a certified supervisor, according to a definite schedule, mutually approved by the instructor and cooperating supervisor. To be taken concurrently with EDUC 563 Perspectives on Teaching ESL.||1|
|EDUC 564||Structure of English for ESL||This course will include analysis of the details and system of the English language with a focus on syntax and discourse and the application of analyses to grammar instruction in the second language classroom.||3|
|EDUC 564A||Structure of English for ESL Practicum||The purpose of this course is to give students practical experience in helping ELLs to improve their spoken and written English. A minimum of 15 clock hours must be spent in the field. This is accomplished under the direction of a certified supervisor, according to a definite schedule, mutually approved by the instructor and cooperating supervisor. To be taken concurrently with EDUC 564 Structure of English.||1|
|EDUC 565||Internship for ESL||The purpose of the Internship in ESL is to provide the candidate with an opportunity for in-depth, varied and continuous experiences working with English Language Learners. These experiences will enable the intern to apply the knowledge and skills acquired through his/her study and previous experience to actual situations with English Language Learners.||1|
|EDUC 591||M.A.T. Student Teaching - Master of Arts in Teaching Students||Involves supervised, full-time classroom teaching with gradual assumption of total teaching responsibilities in two different placements. Requires registration in the Field Experience Office and approval of chair of Education Department.||3,3|
|EDUC 593||Administrative Internship||Designed to give the potential school leader practice in school administration; structured internship at a selected educational institution.||3|
|EDUC 604||School, Community, Public Relations||Examines the role of the school district in the life of the civic community. Develops public relations programs that bring about positive school-community interaction. Stresses effective relationships between central office personnel and school board.||3|
|EDUC 605||Theories of Educational Organizations||Develops communication theory first explored in principalship program. Stresses effective communication skills. Explores organizational systems and related social structures. Stresses motivation theory and change dynamics.||3|
|EDUC 606||Labor Relations and Negotiations||Explores collective bargaining, negotiation skills, union movements and related contemporary issues critical to central office leadership.||3|
|EDUC 607||Business and Facilities Management||Examines financing and construction of educational facilities. Explores current state regulations on new and renovated facilities. Gives special emphasis to bonding initiatives and aesthetic and environmental concerns.||3|
|EDUC 608, 609||Field-Based Internship||Provides an opportunity for the student participant to integrate theory and practice in the field of central school office administration. It is an individualized internship, collaboratively designed by the student, a faculty mentor, and a site supervisor, and addresses competencies explored during coursework. The internship is accomplished at a central school office site.||6|
|EDUC 610||Models of Teaching||Integrates learning theory and the actual practice of instruction. Models of effective teaching are explored, including methodologies and authentic assessment strategies. A major component of the course will be opportunities for actual college classroom teaching experience.||3|
|EDUC 611||Instructional Design: Theory and Applications||Designed to explore advanced concepts of integrative curricular design. It touches such curricular issues as multiculturalism, change, society, transitions, technology, decision-making, planning, and evaluation. A variety of curriculum projects is explored.||3|
|EDUC 613||Dynamics of Leadership and Change||This course provides a thorough examination of contemporary leadership theory and styles. Essential leadership skills for 21st century institutions of learning will be explored through the use of case studies and simulations. Models of change and communication strategies will be addressed.||3|
|EDUC 614||Practicum in Resources Utilization I||This one semester internship provides the student participant an opportunity to focus on the creative and effective utilization of faculty, parents, and community-atlarge to achieve curricular purposes of the school. It addresses both staffing and staff development needs. This internship addresses competencies explored during coursework and is accomplished at a central office site.||3|
|EDUC 615||Practicum in Resource Utilization II||The one-semester internship provides the student participant an opportunity to focus on creative and effective resource allocation and budgeting procedures. It also deals with building management and resource enhancement to support curriculum initiatives. This internship addresses competencies explored during coursework and is accomplished at a central office site.||3|
|EDUC 617||School Leadership and Special Education||The course acquaints school administrators (superintendents, principals, supervisors) with professional problems associated with special education. School leaders will examine all aspects of special education, including its history; philosophy; and federal, state and local regulations, as well as trends and strategies to accommodate diverse learners. The course focuses on special education from the perspective of school administrators.||3|
|HE 525||Student Issues in Higher Education||This course will discuss the multifaceted issues related to a student-centered campus. It will present practical problem-solving strategies in dealing with adult learners.||3|
|HE 530||College Finance and Strategic Planning||A practical application of strategies for both financial and long-range strategic planning will be the focus of this course.||3|
|HE 555||Professional Contribution||Thesis, project, series of demonstrations, or professional performance.||0|
|HE 592||Internship in Higher Education||An on-site, individually designed internship/practicum will conclude work in this program. Students must address at least 8 of 13 competencies in higher education administration during the internship experience. The internship is 300 hours which may be taken full time (300 hours) in one semester or part time (150 hours) in each of two consecutive semesters. Internships are only available in fall and spring semesters. A manual is available to help students plan their experience. Students need to inform the department of their intent to begin internship by January 15 or September 15 to begin the following semester.||3 or 1.5,1.5|
|HE 605||Theories of Educational Organizations||Stresses effective communication skills. Explores organizational systems and related social structures. Stresses motivation theory and change dynamics.||3|
|HE 609||Higher Education Law and Policy||Law in higher Education introduces students to the legal and policy aspects of higher education. Law and policy as it relates to due process for both students and employees at colleges and universities will be emphasized.||3|
|HE 640||Program Evaluation||This course will explore traditional and non-traditional institutional programs and student outcomes/assessment designs for the purpose of heightening achievement at all levels.||3|
|L S 502||Issues and Trends in the (Library) Information Environment||Legal, ethical, and economic challenges in the delivery of information, particularly electronic, including the development of policies to address copyright, access, censorship, and ownership issues. Guidelines for fair use, filtering procedures, acquisition of multimedia products and electronic books and journals, licensing, as well as implications for distance learning technologies, local area network servers, and online resource sharing are emphasized.||3|
|L S 503||Management Role of the Information Professional||An introduction to the technological, social, and economic aspects of information delivery as well as to the role of management, professional information organizations and publications. Theories and structure of management in today's information agencies with primary emphasis on the educational environment are stressed, including such topics as resources allocation, decision-making and planning, budget administration, facilities and supervisory issues, the development of mission and program statements, impact of current technology.||3|
|L S 504||New (Communications) Technologies for Searching, Retrieval and Presentation of Information||An overview of the communications technologies that provide the underpinnings for modern information storage and retrieval and of the telecommunications technologies that facilitate today's information systems and networks. Understanding search interfaces and retrieval methods from databases and the Internet are emphasized. Using and organizing information with automated tools, spreadsheets and word processing, presentation programs, multimedia systems, digital technology and web formats are included as they relate to instruction and responsible delivery of information.||3|
|L S 505||Meeting Information Needs and Services through Instructional Collaboration||Integrating information resources and technologies and information-seeking skills into the curriculum through the design of instructional strategies, lesson planning, and cooperation with administrators and classroom teachers. The development of library programs related to school curriculum, educational objectives, critical thinking, and assessment standards will be required.||3|
|L S 507||Building K-12 Multi-Media Collections||The processes and procedures for developing and maintaining a multi-media collection that is responsive to curricular needs and student interests. Methods and reviewing sources for the selection and evaluation of culturally diverse and developmentally appropriate materials are covered. The preparation of policy, criteria for acquisition and weeding, and literary standards are studied.||3|
|L S 509||Cataloging, Classification and Collection Management in an Electronic Age||The purpose and structure of basic organizational methods for library collections with emphasis on contemporary practices. The defining principles of Dewey Decimal Classification, the Library of Congress system, ALA filing rules and MARC cataloging, and other procedures are introduced. Basic automated systems and their administration, current trends in electronic access, and collection management, choosing outsourcing of technical processing are covered.||3|
|L S 515||Seminar||Monthly campus support meetings for participants in the required internship or Student Teaching experience. Group discussion and seminar format for exploration of current research, issues, and concerns. Suggested topics include school library advocacy, methods of research, teaching responsibilities and liabilities, storytelling/ other promotional activities, new children's and young adult literature, professional development.||1|
|L S 520||Practicum||Practical application of library routines and procedures in a field-based internship under the supervision of a qualified school library media specialist. Open to students who are certified as teachers and wish to extend certification to include Library Science K-12. Minimum of 100 hours of field work.||3|
|L S 591||Student Teaching Librarian Internship||For those with no teaching certification, twelve weeks of observation and participation in a school library program under the guidance of a certified professional librarian are required. Working relationships with students and faculty are emphasized, including reading, guidance, development of teaching strategies, application of library theory, and technical skills.||9|
|R ED 524A||Creative Teaching of Language Arts||The reading process is approached from a cognitive, linguistic, and social perspective. Students explore their own philosophy of reading and relate it to theories and models of reading derived from research studies. The main purpose of the course is to enable students to connect theory with practice, in order to be able to make enlightened instructional decisions in the classroom.||4|
|R ED 526||Teaching Content Area Reading||This course acquaints students with the recent theories regarding the reading process and extends their knowledge on how children read to learn. Emphasis is on the phases of reading process, the place of metacognition in the reading act, and the relationship that exists between teacher, student, and text. Instructional strategies are presented to enable the teacher to make a practical application of the theories and models presented.||3|
|R ED 530||Reading Disabilities And Diagnosis||The course focuses on the correlates of reading disabilities and the types of informal and formal assessments that can be employed to determine the extent of a reading problem. Students have the opportunity to test and diagnose children under the supervision of an experienced clinician. Case studies analyzing the testing information are a requirement of the course.||3|
|R ED 533||Remedial Techniques||Emphasis in this course is on the different methods and materials which can be used to correct the various types of reading problems. More detailed testing procedures are also introduced and administered to clients under supervision. Case studies analyzing testing results also include instructional programs designed to correct specific reading problems.||3|
|R ED 540||Practicum/Seminar||Students have the opportunity to test, diagnose, and implement a reading program for clients. Actual teaching of clients takes place under supervision. Practical experience includes: a. audiotaping, videotaping, and critiquing of testing and teaching; b.writing of case reports; c. interviewing of parents, including interpretation of test results and recommendations for continued improvement of clients; d. exchanging of ideas with instructor and peers.||3|
|R ED 542||Organization of School Reading Programs||This course explores current organizational patterns of reading instruction and the organization and administration of school reading programs. It includes "working sessions" in the development of a philosophy, goals, behavioral objectives, resources, program planning, selection procedures, in-service education, budgets, and evaluation of school reading programs.||3|
|R ED 546||Reading Specialist Internship||This course provides an opportunity for the integration of theory and practice in the field of reading. It is an individualized program, designed by the candidate and mentor. Experiences with instruction and assessment will be included. The internship can be accomplished under supervision at the candidate?s school.||3|
|R ED 593||Internship For Reading Supervisor||This course provides an opportunity for the integration of theory and practice in the field of reading. It is an individualized program, designed by the candidate and a mentor. It may include experiences with curriculum development, community relations, policy determination, management, staff development, instructional design and personal professional development. The internship can be accomplished under supervision at the candidate's school.||3|
|R ST 112||Modern Belief||An introduction to religious belief in general and Christian belief in particular. Topics explored are religious experience and knowledge, the impact of contemporary society upon belief, personal and communal belief, the developmental nature of belief, doubt, approaches to God, basic Christian beliefs regarding God, Jesus, Church, the Bible, prayer and sacraments, and other religions.||3|
|R ST H112||Modern Belief
An honors approach to R ST 112 Modern Belief. Description appears above.
|R ST 201||Introduction to the Bible||Involves readings of selected books of the Bible in the context of their religious, literary, and historical setting, utilizing the tools of modern biblical scholarship, with an eye to ascertaining their meaning for people of today.||3|
|R ST 203||Biblical Themes||A study and discussion of select themes as they appear in the Hebrew and Christian Scriptures. Themes for consideration are revelation, religious history, creation, covenant, Passover, love, and sin.||3|
|R ST 204||Jesus and the Gospels||occasionally A critical study of the Gospels, stressing their similarities and differences; authorship, structure and major concerns; and the portrait of the Jewish Jesus of Palestine revealed therein.||3|
|R ST 205||Seminar: Readings in the Theology of Radical Human Existence||A reading and discussion course dealing with fundamental issues of human existence, including the reality of God, faith, suffering, compassion, death, abortion, capital punishment, poverty, aging, sanctity, love, prayer, sin, racism, war, conscience, the will of God, heaven and hell.||3|
|R ST 207||The Parables of Jesus
||An historical-critical study of Jesus' parables, their setting in his ministry and in the theologies of the synoptic writers, with reference to their relevance for believers today.||3|
|R ST 213||Jesus in Contemporary Perspective||A many faceted look at Jesus the Christ under the light of contemporary biblical and theological scholarship. Issues examined include, among others, his divinity, human consciousness, connection with the Essenes, death and resurrection, redemptive work, and place within the Trinity.||3|
|R ST 214||The Church Today||An analysis of the meaning of Church -- its biblical beginnings, its new self-understanding in terms of Vatican II, its post-conciliar development. Major issues which both help and hinder community life will be discussed.||3|
|R ST 215||Foundations of Christian Morality
||Intended to established the foundations for moral decision-making within a Christian context and emphasize such core concepts as the Commandments, ethical imperative, conscience, law, ethics of Jesus, and social justice.||3|
|R ST H215||Foundations of Christian Morality
An honors approach to R ST 215 Foundations of Christian Morality. Description appears above.
|R ST 216||Social Morality: National Issues||Involves a critical look at current social conditions in the U.S.A. and their justice implications. Issues such as poverty, the penal system, immigration, homelessness, and urban/rural problems will be addressed.||3|
|R ST 217||Introduction to Eastern Religions
||A study of Islam, Hinduism, and Buddhism, focusing on the lives of their founders (where applicable), major scriptures, beliefs, duties and ethical ideals, characteristic features, and concepts of salvation and means thereto.||3|
|R ST 218||Contemporary Judaism
||Includes an analysis of Judaism's major theological and ethical concepts, and a survey of its basic religious practices and customs.||3|
|R ST 219||Contemporary Protestantism
||An introduction to the theology of some contemporary Protestant theologians; a discussion of Protestant worship, baptism, and ordination; an exploration of selected ethical issues.||3|
|R ST 220||Paths of Belief
||An historical investigation into the major beliefs of humankind. The course explores the beginnings of Indian religion, Buddhism, Hinduism, the Biblical sources of monotheism, Judaism, Islam, Jesus and Christian origins, Catholicism, Protestantism, and the modern criticism of religion.||3|
|R ST 221||Christian Marriage||An exploration of marriage as covenant, sacrament, and commitment, including such topics as communication, responsible parenthood, and contemporary challenges to marriage.||3|
|R ST 225||Sacraments in Practice||Focuses on the history and experience of the sacraments of baptism, confirmation, Eucharist, reconciliation, and anointing of the sick, with particular emphasis on post-Vatican II sacramental theology.||3|
|R ST 226||Christian Spirituality
||A study of the meaning of Christian spirituality as the essential way of life for a people called to union with God, self, others, and the earth. Attention will be given to key themes, such as discipleship, solitude, solidarity, and relationships of love and service.||3|
|R ST 233||Christian Social Morality: A Global Perspective||Designed to help students analyze and propose moral considerations for the construction of a just and peaceful relationship among nations today. Concepts stressed include global village, justice, development, trade aid, economic order, and life styles.||3|
|R ST 234||Women and Religion||An examination of the impact of various religions on woman - her self-image, her development, her "place" in secular and religious society. Special attention will be given to how the Judeo-Christian tradition affects the image of woman.||3|
|R ST 235||Death and Afterlife - Contemporary Perspectives
||An examination of the human quest for immortality as it has emerged in various cultures and in different historical periods. Special emphasis is placed on the Christian mysteries of death and afterlife, and their impact upon present belief and practice.||3|
|R ST 338||National/Local Service Program
||The program offers students the opportunity to observe and participate in service to the poor and needy on the national and local levels; preceded and followed by a period of reflection and research. Requires approval of chairperson.||3|
|R ST 339||International Service Program
||The program offers students the opportunity to observe and participate in the culture and Church of a Third World country; preceded and followed by a period of reflection and research. Requires approval of chairperson.||3|
|R ST 340||Seminar: Religion and Education
||Intended to help students formulate, through readings, presentations, and discussions, a theory of and an approach to religious education best fitted to meet the needs of today's Christian community. Prerequisites: R ST 112 and one 200-level course. Requires approval of chairperson.||3|
|R ST 342||Seminar: Church Ministry
||Intended to help students develop an understanding of church ministry and explore select forms of ministry, including those of youth minister, director of religious education and teacher of religion. Prerequisites: R ST 112 and one 200-level course. Requires approval of chairperson.||3|
|R ST 443||Directed Field Experience||Affords students an opportunity to observe, study, and work in a specific area of church ministry during the senior year. May involve local transportation and malpractice insurance for which the student is responsible. Prerequisite: R ST 340 or R ST 342.||3|
|R ST 444||Senior Research||Involves researching a selected topic and producing a paper under the guidance of a faculty director. Finished work to be discussed with a panel of Religious Studies faculty.||3|
|R ST H478||Honors Thesis||
For students who are writing their honors theses in the area of religious studies.
Requires approval of the chairperson and Honors Program director.
|R ST 499||Independent Study||Involves student initiated, faculty directed study and research in accordance with University and department guidelines. Requires approval of chairperson.||3|
|R ST H499||Independent Study||
For students who are active in the Honors Program. Involves student initiated, faculty directed study and research in accordance with University and department guidelines.
Requires approval of the chairperson and Honors Program director.
|SPED 100||Characteristics of Students with Mild Disabilities
Examination of etiology, characteristics, and educational interventions for those with disabilities.
Course requires service learning; Clearances are required.
|SPED 300||Curriculum Adaptations||
This course provides the student with instructional strategies and educational procedures proven to be best practices for at-risk and students with special needs.
Course is taken with student teaching for K-12/secondary education students.
|SPED 350||Assessment and Planning for Young Children||
Studies curriculum, methods, materials, and activities for preschool and primary level students with disabilities. Stresses formal and informal assessments for identification, programming, and evaluation. Emphasis on planning individualized learning experiences for young children. Emphasis on planning individualized learning environments for young children.
Taken concurrently with SPED 350A. Clearances are required.
|SPED 350A||Practicum I: (PK-K)||
Involves supervised practicum at early intervention/preschool levels of performance for children with disabilities. Education forms must be filed upon completion of competencies. Involves transportation, which is the student's responsibility.
Taken concurrently with SPED 350.
|SPED 352||Diagnostic Evaluation/Prescriptive Teaching||
Studies curriculum, methods, materials, and activities for elementary, middle, and secondary level students with disabilities, encompassing supportive, supplemental, or replacement intervention levels. Stresses formal and informal assessment, task analysis, monitoring devices, and individualized programming strategies.
Prerequisite: successful sophomore screening.
|SPED 352B||Practicum II: (Grades 1-6)||
Involves supervised practicum at elementary and middle level with students with disabilities. Education forms must be filed upon completion of competencies. Involves transportation, which is the student's responsibility.
Students should also be registered for SPED 352. Clearances are required.
|SPED 362||Secondary Programming and Career Education
Emphasizes teaching and curriculum strategies for the education of adolescents with disabilities. Discusses the relationship of adolescent development and psychology to career education theory and practice. Investigates program models and evaluation strategies.
Students should also be registered for SPED 362C.
|SPED 362C||Practicum III: (Grades 7-12)||
Involves supervised practicum at the secondary level with students with disabilities.
Students should also be registered for SPED 362. Clearances are required.
|SPED 367||Behavior and Classroom Management||
Designed to train students in the functional use of terminology and techniques in the field of behavior and classroom management.
|SPED 400||The Law and Special Education||
Presents litigation involving the rights to treatment, a fair classification, and education. Discusses student and teacher rights and responsibilities.
Recommended only for candidates with senior standing. Prerequisite: successful sophomore screening.
|SPED 499||Independent Study
Allows a student to develop in-depth knowledge in a personal interest area in Special Education. Must be directed by a faculty member, with permission of the department chairperson. Subject to University and department restrictions, including, but not limited to, minimum quality point average, faculty availability, and upper-class standing.
|SPED 500||Special Education Law and Service Delivery||
Presents litigation and legislation involving the rights to treatment, to a fair classification, and to education. Discusses student and teacher rights and responsibilities as well as models for delivery of services.
|SPED 507||Characteristics and Remedial Strategies for Students with Disabilities||
Detailed examination of etiology, characteristics and intervention for those who need learning, emotional and physical support. Emphasis on the interrelatedness of the disabilities imposed on the processes of motivation, learning, and social adaptation.
|SPED 511||Curriculum Adaptations for the Special-Needs Learner||
A course dealing with the analysis of performance characteristics of the mildly impaired learner and with the development of remedial procedures, teaching strategies and inclusive practices for amelioration of learning deficits.
|SPED 518||Special Topics||
From time to time, offered to give in-depth consideration to a topic of importance. (Prerequisite: two courses in Special Education.)
|SPED 519||Practicum in Special Education||
Classroom experience relating theory and practice with individuals with disabilities in school settings. Required of all students seeking a second certification. A professional portfolio will be required of all students. Registration is by permission of the chairperson.
|SPED 522||Career Education Students with Disabilities||
An in-depth study of methods and techniques to develop career education programs for adolescents and young adults with disabilities. Designed to aid teachers, vocational counselors, administrators, and other concerned personnel in establishing and operating work-study programs and sheltered workshop experiences.
|SPED 523||Programming for the At-Risk Infant/Preschool Child||
Explores the strategies developed for identification of the target population from birth to five years, as well as evaluation techniques and early intervention. Investigates the success and problems of established procedures.
|SPED 536||Cognitive Assessment and Remediation||
The objective of this course is to develop the skills required to assess the level of cognitive functioning of students and to develop programs of remediation and treatment based on existing strengths and challenges.
|SPED 539||Behavior Management Approaches||
Provides competency in individual and group technology following a format that aims at facilitating setting up and implementing a behavior-change program in applied settings. Design of intervention programs using a variety of strategies is required.
|SPED 540||Administration and Supervision of Special Education Programs||
Consideration of the determination, establishment, and function of educational programs for exceptional children; designed for administrative and supervisory personnel.
|SPED 544||Practicum in Special Education Supervision||
The purpose of this course is to give the student practical experience in supervision. A minimum of 100 clock hours must be spent on this assignment. This is accomplished under the supervision of a certified supervisor, according to a definite schedule, mutually approved by the instructor and cooperating supervisor. A professional portfolio will be required of all students.
(Prerequisite: S ED 540.)
|SPED 545 A,B,C||Individual Research in Applied Settings||
The practical application of statistical analysis and research design related to the field of special education and exceptional individuals. An individually-directed, in-depth investigation of scientific methodology is necessary in the development and implementation of a research project. Presentation of the completed investigation is required. The Master?s thesis process takes a minimum of two semesters to complete.
(Prerequisites: prior topic approval by department faculty; EDUC 501.)