| |
Construction |
| |
-
CO 225 - Building Codes
Basic principles and methods significant in contract relationships and appreciation of the legal considerations in construction work. Emphasis is placed on the National Building Code and its application to local situations.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: CON 225
|
| |
-
CO 235 - Construction Planning
Basic construction management functions: preparation of work schedules, requests for progress payments, evaluation of alternative methods of construction, and equipment usage.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: CON 235
|
| |
-
CO 245 - Construction Estimating
Basic cost estimating of construction projects. Topics include types of estimates, quantity take off, unit price, material and labor costs, overhead, profit contingencies, job cost data sources, and cost indices.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: CON 245
|
| |
-
CO 315 - Special Topics in Construction Management
In-depth examination of contemporary issues and developments in the field of Construction Management.
Repeatable for Credit May be taken twice for credit with a change of topic.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
CO 320 - Mechanical and Electrical Systems for Construction Managers
Introduction of the different mechanical and electrical systems in structures to future construction managers. The course covers their installation, setup for operation and continued maintenance of water, heating, ventilation, cooling and wiring systems in both commercial and domestic structures. LEED (Leadership in Energy and Environmental Design) systems are presented, in addition to the many current standard systems. This is an overview of the systems and some prior exposures to the many different systems are beneficial but not required.
Prerequisite(s): CO 111
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
CO 360 - Project Management/Critical Path Analysis
Study of planning and control of a schedule by network techniques including the time cost analysis of CPM scheduling for application on construction projects, project management, job shop scheduling, and related problems.
Prerequisite(s): CO 235 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: CON 260, CON 360
|
| |
-
CO 365 - Construction Project Management
This course focuses on project planning, project and contract administration, claims and disputes, responsibilities, proper documentation, construction laws, labor relations, construction safety, meetings, negotiations, CPM scheduling, quality assurance, construction materials and workmanship, and project closeout.
Prerequisite(s): CO 111 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
CO 420 - Commercial Construction
This course focuses on the project principles and practices used in commercial construction. The differences of multi-story construction verses traditional one and two story construction to include curtain walls, sub floor construction and the unique internal finishes often required in commercial building is addressed.
Prerequisite(s): CO 111 , CO 121 and CO 235
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
CO 430 - Environmental Technology
Course includes legal and administrative activities leading toward improved environmental management and the responsibilities of contract managers. The management of water related systems (potable, waste and storm water management), solid and hazardous waste management, noise and air pollution practices and optimization are covered.
Prerequisite(s): CO 111 , CO 121 , and CO 235
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
CO 440 - Management of Heavy Construction Equipment
This course in the management of heavy construction equipment will take an advanced approach to the use and the proper management of heavy construction equipment. Emphasis will be on the use of modern construction equipment to increase productivity in both vertical and horizontal construction resulting in increased profitability, while maintaining or even improving the quality of the finished construction contract.
Prerequisite(s): CO 111 ,CO 121 , and CO 235
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
CO 450 - Construction Management Internship
The internship must provide an applied/practical experience consistent with a career position filled by a college graduate. The internship will be approved and overseen by the Construction Management Program Coordinator (PC) or a business faculty member approved by the PC. An experience paper is required. One credit hour will be earned by 40 hours of experience.
Prerequisite(s): Open only to student who have completed at least three of their courses in Construction Management and have an overall 3.0 GPA.
Repeatable for Credit This class may be repeated to earn a maximum of 6 credit hours at the discretion of the PC.
Grade: Pass/Fail
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: CON 450
|
Disaster and Emergency Management |
| |
-
DEM 551 - Principles of Disaster and Emergency Management
This course covers concepts of organizing society to manage emergencies and disasters. It explores governmental and non-governmental approaches to coping with natural and technological hazards.
Fulfills: 4+1
Credits: 3
|
| |
-
DEM 552 - Public Policy and Disaster
The history, development and implementation of disaster-related public policy are discussed. The course addresses the local, state and federal levels, and their interactions during policy development and implementation. It also explores the role of emergency managers as policy advocates at all levels of government.
Credits: 3
|
| |
-
DEM 553 - Disaster and Society
Disasters affect people and communities. This course considers the social aspects of disasters through social science theory and research. Case studies will be used to illustrate the influence of social factors such as race, gender, culture, and socioeconomic status on perceptions of disasters.
Credits: 3
|
| |
-
DEM 557 - Continuity of Operations in Public and Private Sectors
This course examines the implications of crises, emergencies, and disasters on public and private organizations. In particular, this course considers how an organization can prepare for, mitigate, respond to, and recover from disasters through appropriate continuity of operations planning (COOP) and business continuity planning (BCP), so that the organization can continue to provide essential services to its stakeholders. Case studies will be utilized to demonstrate underlying theory and best practices related to COOP and BCP.
Credits: 3
|
| |
-
DEM 558 - Critical Infrastructure and Key Resources in Disaster and Emergency Management
This course examines the role of critical infrastructure and key resources (CI/KR) in disaster and emergency management. CI/KR are public, private and nonprofit organizations which provide critical resources and services to a community. During and following a disaster, these services may be disrupted or unavailable. This course discusses the role of CI/KR throughout the emergency management cycle. Case studies will be utilized to demonstrate underlying theory and best practices related to CI/KR in planning, mitigation, response, and recovery.
Credits: 3
|
| |
-
DEM 559 - Global Comparative Emergency Management
This course examines the field of emergency management around the world. The course will discuss similarities and differences in the ways that disaster and emergency management is practiced in various countries and cultures. Students will consider the effects of global issues such as climate change, terrorism, and population changes on the way that smaller-scale and larger-scale disasters are managed. Case studies will be utilized to demonstrate underlying theory and best practices related to planning for, mitigating, responding to, and recovering from disasters in the global community.
Credits: 3
|
| |
-
DEM 582 - Disaster, Disease and Public Health
Discusses the rolls of public health and healthcare organizations in preparing for mitigating, responding to and recovering from disasters and other emergencies. The course will utilize disaster and emergency management concepts to evaluate community wellness and resiliency related to naturally-occurring and man- made health threats.
Credits: 3
|
| |
-
DEM 588 - Current Issues in Homeland Security
This course provides an interdisciplinary survey of contemporary issues in homeland security designed to help learners understand the “cross-talk” between the various disciplines in the homeland security project as well as the influences, demands, and interactions of the law. In addition to the agencies within the Department of Homeland Security, the homeland security mission requires support from local, state, tribal, and federal law enforcement. As such, this course is intended to address the interoperability, collaboration, and law related to domestic and international criminal terrorism.
Credits: 3
|
| |
-
DEM 589 - Theoretical Principles of Terrorism
This course discusses the sociological, psychological, and political theories associated with terrorism with application to disaster and emergency management. The course analyzes extremist beliefs and ideologies as a means to understanding terrorist motives and behaviors. The course applies theoretical concepts of terrorism to the disaster and emergency management principles of planning, mitigation, response, and recovery. The course considers the impact of domestic and international terrorism on public administration organizations at the federal, state and local levels.
Credits: 3
|
| |
-
DEM 690 - Capstone in Disaster and Emergency Management
The capstone course provides the opportunity to synthesize emergency management topics into a final capstone project. The projects will vary by student interest and identified needs but will include a community needs or hazard vulnerability assessment and will address a particular problem or problems facing the community under study. The course will apply emergency management concepts, utilize team work, work through the phases of emergency management, and conduct after action reporting in a simulated disaster situation.
Credits: 3
|
Economics |
| |
-
EC 141 - Principles of Macroeconomics
A study of the contemporary American economy; the role of investment, consumption, and government on income determination; and an analysis of the foreign sector. Emphasis is on contemporary problems: unemployment, inflation, and growth.
Fulfills: LE Social Science
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ECO 141
|
| |
-
EC 142 - Principles of Microeconomics
A study of the market mechanism and the organization of production and distribution activities in society. A major focus is on the determination of prices of goods and factors of production. Analysis of the firm as the main institution in the market.
Fulfills: LE Social Science
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ECO 142
|
| |
-
EC 300 - Intermediate Microeconomics
An analysis of the considerations underlying economic value. Emphasis is on the pricing process under different market conditions and the evaluation of the functioning of the enterprise system.
Prerequisite(s): EC 142 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EC 301 - Intermediate Macroeconomics
This course begins with a review of national income concepts including national income accounting. It analyzes fiscal and monetary policy using the ISLM model. The primary course focus is on the critical analysis of fiscal, monetary, new Keynesian, and new classical models and their success in explaining economic stability and the stimulation of economic growth.
Prerequisite(s): EC 141 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ECO 301
|
| |
-
EC 302 - Labor Economics
A study of wages, working hours, conditions of work, fringe benefits. Also, an analysis of purchasing power of wages, and productivity. Attention is given to labor unions and to government attitudes toward labor.
Prerequisite(s): EC 142 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EC 303 - Money, Credit and Banking
A study of commercial banking, money markets, capital markets, monetary standards, foreign exchange; also, an analysis of the Federal Reserve System (central banking system) and its impact on the control of the money supply, and a survey of financial institutions.
Prerequisite(s): EC 141 and EC 142 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EC 305 - Special Issues in Economics
This course consists of the study and analysis of some major aspects of economic theory at the junior level.
Lecture Hours: 1-3 Lab Hours: 0 Credits: 1-3
|
| |
-
EC 308 - Transition to a Market Economy
An examination of problems of transitioning from a centrally directed, statist economic system to a system in which the market establishes what and how much the economy produces and consumes. The role of the price system and the function of profit in a market economy are discussed. Formal and informal institutional barriers to the transition will be evaluated.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EC 309 - Economic Development
A study of the principles of growth applied to developed countries, newly industrialized countries, and developing countries. Analysis begins with a discussion of the early gains from socialist collectivization and Latin American early gains due to import substitution. The development failure that led to the collapse of the USSR and the development failures in the current non-communist countries are analyzed.
Prerequisite(s): EC 141 and EC 142 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EC 401 - History of Economic Thought
This course provides an overview of the historical development of economic doctrines from ancient times to the mid 20th century. Included in the discussion are the Greek and Roman slave society, the feudal society, mercantilism and the historical transition to socialism and capitalism.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ECO 401
|
| |
-
EC 402 - Comparative Economic Systems
A study of several economies which discusses the impact of various ideologies on economic structures. Major areas: capitalism, socialism, communism (theory and practice).
Prerequisite(s): EC 141 and EC 142 . All prerequisites must be passed with a C or better.
Note: Term paper required.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ECO 402
|
| |
-
EC 404 - Managerial Economics
This course covers the concepts, tools, and methods of economic analysis relevant to a broad cross-section of decisions within the business firm. Attention is given to the analysis of market demands and the determination of costs relevant to various managerial decisions. Interrelationships between price policy, costs, promotion outlays, operating rates and production schedules, capital budgets, and financing in the short and long run are stressed. The course uses Excel and the Solver package to find the optimum solution to these business-related problems.
Prerequisite(s): MG 315 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: EC 304
|
| |
-
EC 407 - International Trade and Finance
The course entails an examination of trade theory, commercial policy and selective trade problems of global economics; an investigation of the nature of international payments, balance of payments and foreign exchange markets; a study of international monetary arrangements and their adjustment mechanisms.
Prerequisite(s): EC 141 , EC 142 and EC 300 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: EC 307
|
| |
-
EC 450 - Senior Seminar in Economics
In this capstone course for economics majors, students will demonstrate mastery of economic concepts by successfully completing comprehensive written exams in micro- and macroeconomics. Analytical ability as well as communication skills will be assessed through student completion of an original research project requiring statistical analysis of an economics topic. Research findings will be presented to faculty and other invited participants.
Prerequisite(s): EC 300 , EC 301 , MG 306 , MG 315 and at least two of the following: EC 302 , EC 303 or EC 407 . All prerequisites must be passed with a C or better.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EC 452 - Economics Internship
The internship must provide an applied/practical experience consistent with a career position filled by a college graduate. The internship will be approved and overseen by the Economics Program Coordinator (PC) or a business faculty member approved by the PC. An experience paper is required. Once credit hour will be earned by 40 hours of experience connected to the internship learning outcomes.
Prerequisite(s): Open only to students who have completed at least 3 of their courses in Economics and have an overall GPA of 3.0.
Repeatable for Credit This class may be repeated to earn a maximum of 6 credit hours at the discretion of the PC.
Grade: Pass/Fail
Lecture Hours: 3-6 Lab Hours: 0 Credits: 3-6
|
| |
-
EC 490 - Special Topics in Economics
This course consists of the study and analysis of some major aspect(s) of economic theory at the senior level.
Lecture Hours: 1-3 Lab Hours: 0 Credits: 1-3
|
Early Childhood Education |
| |
-
EDC 220 - Child Growth and Development for Early Childhood and Elementary Teachers
A study of the growth and development of children, birth through adolescence. Emphasis will be placed on theoretical ideas, contemporary multicultural dimensions of development and child-rearing, and their implications for teachers. Students will spend a total of 15 hours contact hours (5 hours per age group) in each of the following early childhood settings: Infant or toddler, pre-primary, and early elementary (K-3).
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ED220
|
| |
-
EDC 221 - Child Growth and Development-Field Experience for Transfer students
This course is designed for students transferring a child development course that did not include observation. A course designed for student observation and reflection for a total of five (5) hours in each of the following early childhood settings: Infant or Toddler, Pre-primary, and Early Elementary (K-3).
Prerequisite(s): Transfer course equivalent to EDC 220 without field Experience.
Lecture Hours: 0 Lab Hours: 2 Credits: 1
|
| |
-
EDC 222 - Early Childhood Principles
This course is an introduction to early childhood principles and their implications for teaching. Students will be familiar with the philosophical framework of developmentally appropriate practices as a basis for making professional decisions. Students will observe, outside of class time, in each of the following early childhood settings: Infant or Toddler, Pre-Primary, and Early Elementary (K-3). Students will spend a total of 15 hours contact hours (5 hours per age group) in each of the following early childhood settings: Infant or toddler, preprimary, and early elementary (K-3).
Prerequisite(s): EDC 220 or equivalent child development course.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: ED 222
|
| |
-
EDC 223 - Early Childhood Principles-Field Experience for Transfer students
This course is designed for students transferring an early childhood principles course that did not include observation. A course designed for student observation and reflection for a total of five (5) hours in each of the following early childhood settings: Infant or Toddler, Pre- primary, and Early Elementary (K-3).
Prerequisite(s): Transfer course equivalent to EDC 222 without field Experience and EDC 220 .
Lecture Hours: 0 Lab Hours: 2 Credits: 1
|
| |
-
EDC 325 - Education of Exceptional Children
A course designed to study the varied educational, developmental, and behavioral characteristics of children with special intellectual, physical, emotional, or social needs. This course includes completion of out-of-class experiences such as visits to inclusion classrooms in area schools, classroom or agency visits for children with exceptionalities or interviews with families.
Prerequisite(s): EDC 220
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDC 337 - Development and Learning Through Play
The course emphasizes understanding theoretical and empirical perspectives that connect play to young children’s learning and development. Furthermore, the course accentuates designing play-based curriculum and assessment for diverse learners focusing heavily on art, music and creative drama.
Prerequisite(s): EDC 220 and EDC 222
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDC 341 - Professionalism and Program Management in Early Childhood Education
A course examining professionalism in early childhood education (including involvement in the field of early education, upholding ethical standards and professional guidelines, engaging in critical perspective engaging in advocacy) and issues of management in early childhood programs (including supervision and collaborative learning; planning environments, curriculum and evaluation procedures; health, safety, nutrition; guidance and classroom management; professional decision-making; and working with families and community). Students will visit and participate in a variety of different programs serving children from birth through third grade.
Prerequisite(s): EDC 220 and EDC 222
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDC 344 - Program Planning and Evaluation in Early Childhood Programs
This course examines the systematic and ongoing evaluation of various components of an early childhood program, and the use of that information to determine the vision and goals for the program, and allocation of resources to meet those goals. The process of change and the role of leadership will be explored. This course is designed for candidates declaring the “leadership area of concentration”. It is recommended that this course be taken after practicum when possible.
Prerequisite(s): 12 hours of Early Childhood coursework and EDC 341
Corequisite(s): EDC 345 and EDC 346
Lecture Hours: 2 Lab Hours: 0 Credits: 2
History: EDC 367
|
| |
-
EDC 345 - Financial Aspects of Early Childhood Programs
The course will examine the financial aspects of early childhood programs related to establishing and operating early education centers and family child care homes. Issues of quality, compensation and affordability will be addressed. Steps in planning a budget based on the program’s vision, mission and goals and a regular analysis of the budget as a planning tool will be emphasized. Financial records necessary to provide evidence of a sound fiscal management system will be addressed. Fiscal policies and procedures and insurance needed to protect program integrity and assets will be analyzed. Effective marketing, public relations, and community outreach strategies will be explored. This course is designed for candidates declaring the “leadership area of concentration”. It is recommended that the course is taken after practicum when possible.
Prerequisite(s): 12 hours of Early Childhood coursework and EDC 341
Lecture Hours: 2 Lab Hours: 0 Credits: 2
History: EDC 365
|
| |
-
EDC 346 - Human Resources in Early Childhood Programs
A course designed to examine aspects of supervising and supporting personnel in early care and education settings. Policies and legalities of recruiting, screening and hiring will be addressed. This course is designed for candidates declaring the “leadership area of concentration”. It is recommended that the course is taken after practicum when possible.
Prerequisite(s): 12 hours of Early Childhood coursework and EDC 341
Lecture Hours: 2 Lab Hours: 0 Credits: 2
History: EDC 366
|
| |
-
EDC 351 - Teaching Development of Language and Literacy in Early Childhood
A study of language and literacy development in young children. Emphasis will be placed on the roles of teachers and families in facilitating reading, writing, speaking and listening in young children from birth through age 8. Students will implement activities with children in each of the following age spans: Infants or Toddlers (Community-based or Home-based program), Pre-primary (Head Start or Head Start like program), and Early Elementary (K-3, Public or Private school). Implementation of activities in each age group can take up to five hours.
Prerequisite(s): Admission to the School of Education, EDC 220 and EDC 222
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: EDC 340
|
| |
-
EDC 354 - Observation, Assessment & Screening in Early Childhood Education
A course exploring appropriate assessment procedures for evaluating, monitoring, reporting, and planning experiences to support and extend the development and learning of young children. Students will practice the skills of observation and assessment.
Prerequisite(s): Admission to the School of Education
Corequisite(s): Concurrent enrollment in: EDC 363 , EDC 355 , and EDC 373 .
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDC 355 - Social and Emotional Learning in Early Childhood
This course will examine the theories that support the problem solving approach to guiding young children’s behavior in the early childhood classroom. The adult role in developing relationships of mutual trust and respect and helping young children see themselves as a member of a learning community will be emphasized. Developmentally appropriate strategies, including preventive strategies, will be explored. Students will observe and analyze guidance and classroom management practices in different early childhood settings.
Prerequisite(s): Admission to the School of Education.
Corequisite(s): Concurrent enrollment in EDC 354 , EDC 363 and EDC 373 .
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDC 362 - Infants and Toddlers
Students will plan, implement and evaluate developmentally appropriate materials, activities and strategies for children, birth through age two.
Prerequisite(s): Admission to the School of Education
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: EDC 359A
|
| |
-
EDC 363 - Integrating the Curriculum: Pre-primary
A course designed for students to plan, implement and evaluate developmentally appropriate materials, activities and strategies in a Pre-primary setting. ECE Certification and ECE Teaching Young Children students must be concurrently enrolled in EDC 372 Infant and Toddler Practicum for ECE Certification or Teaching Young Children.
Prerequisite(s): Admission to the School for Education.
Corequisite(s): Concurrent enrollment in EDC 354 , EDC 355 and EDC 373 .
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDC 364 - Integrating the Curriculum: K-3
A course designed for students to plan, implement and evaluate developmentally appropriate materials, activities and strategies in a primary setting, grades K-3. ECE Certification students must be concurrently enrolled in EDC 374 - K-3 Practicum for ECE Certification.
Prerequisite(s): Admission to the School of Education.
Corequisite(s): Concurrent enrollment in EDC 374 .
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: EDC 359C
|
| |
-
EDC 372 - Infant and Toddler Practicum
Supervised field experience in an infant/ toddler setting that supports the integration of teacher knowledge, skills, and dispositions necessary for working with young children, birth through age 2, and their families. The student is required to be in the infant/toddler setting. Candidates enrolled for 1 credit hour will spend the equivalent one day per week in the classroom during weeks 2-7. Candidates enrolled for 2 credit hours will spend the equivalent of two full days per week in the classroom during weeks 2-7. The practicum is scheduled through the Early Childhood Program. The student must earn at least a “B” in the practicum to continue in the program.
Prerequisite(s): Admission to the School of Education.
Corequisite(s): Concurrent enrollment: EDC 362
Lecture Hours: 1-2 Lab Hours: 0 Credits: 1-2
History: EDC360A
|
| |
-
EDC 373 - Pre-primary Practicum
A supervised field experience in Pre-primary setting that supports the integration of teacher knowledge, skills, and dispositions necessary for working with young children, 3-5 years of age and their families. The student is required to be in the Pre-primary setting for a minimum of 12 weeks. Candidates will spend a minimum of a half day per week in the setting when enrolled in 1 credit hour. Candidates will spend the equivalent of 1 full day per week in the setting when enrolled in 2 credit hours. The candidate must earn at least a “B” in the practicum to continue in the program.
Prerequisite(s): Admission to the School for Education.
Corequisite(s): Concurrent Enrollment in EDC 354 , EDC 355 , and EDC 363 .
Lecture Hours: 1-2 Lab Hours: 0 Credits: 1-2
History: EDC 360B
|
| |
-
EDC 374 - K-3 Practicum
A supervised field experience in an early primary setting that supports the integration of teacher knowledge, skills, and dispositions necessary for working with young children, (K-grade 3), and their families. The candidate is required to be in the early primary setting a minimum of 1 day per week for 12 weeks. The student must earn at least a “B” in the practicum to continue in the program.
Prerequisite(s): Admission to the School for Education.
Corequisite(s): Concurrent enrollment in EDC 364 .
Note: Student must pass appropriate Missouri Content Assessment before enrolling in EDC 410 Field Experience III.
Lecture Hours: 0 Lab Hours: 2 Credits: 1
History: EDC 360C
|
| |
-
EDC 410 - Field Experience III
This course is composed of a directed teaching and seminar experience. Seminar is designed to provide personal and professional support during a teacher candidate’s directed teaching experience. Seminar begins with intensive training followed by weekly meetings throughout the semester. Teacher candidates are placed in one school setting under the supervision of a cooperating teacher and university supervisor, assuming the role and responsibilities of a lead teacher in-and-out of the classroom.
Prerequisite(s): EDC 354 , EDC 355 , EDC 362 , EDC 363 , EDC 364 , EDC 372 , EDC 373 , EDC 374 , and admission to the School of Education and criteria met for directed teaching. Student must pass appropriate Missouri Content Assessment before enrolling in Directed Teaching with Seminar.
Lecture Hours: 2 Lab Hours: 10 Credits: 12
|
| |
-
EDC 420 - Internship in Early Childhood Teaching Young Children
Internship in Teaching Young Children is an internship experience in one or three different early childhood classrooms (Infant or Toddler or Preprimary); OR Candidates may participate in an internship experience in a community or state agency benefitting young children (birth through age 5) and their families. Candidates, who are in catalogs dating 2009-2015, will enroll in EDC 420 for 10 credit hours. Candidates will spend no less than 400 contact hours at the internship site. Candidates, who are in catalogs 2016 and later, will enroll in EDC 420 for 6 credit hours. Candidates will plan a 16-week, (minimum of 15 hours each week), field experience with their education advisor, (candidates will spend a minimum of 240 hours working directly at an internship site). The internship can occur as a form of mentorship only if: 1) The candidate is currently teaching or working full-time in an approved program/school/agency; 2) The site is pre-approved AND 3) The candidate can provide evidence that a mentor will be provided by the school/program/agency to meet with the candidate each day that the candidate is participating in the internship experience. Interactions with children and families or constituents from a variety of backgrounds will be an internal part of the experience. Degree portfolio will be completed in this course.
Prerequisite(s): EDC 354 , EDC 355 , EDC 362 , EDC 363 , EDC 372 , EDC 373 , and concurrent enrollment in EDC 425 . Admission to the School of Education and criteria met for requesting internship.
Lecture Hours: 0 Lab Hours: 0 Credits: 6-10
|
| |
-
EDC 425 - Seminar for Internship in Early Childhood Teaching Young Children and Early Childhood Education and Leadership
The seminar is a capstone course. The purpose of the seminar is to allow exploration of issues and experiences in Early Education in a reflective way, to enhance the leadership/ teaching experience, and to articulate a philosophy of early childhood education as a basis for making professional decisions. An in-depth project and degree portfolio will be completed in this course.
Prerequisite(s): EDC 354 , EDC 355 , EDC 362 , EDC 363 , EDC 372 , EDC 373 , admission to the School of Education and criteria met for requesting internship.
Corequisite(s): Concurrent Enrollment: EDC 420
Lecture Hours: 2 Lab Hours: 0 Credits: 2
|
Elementary Education |
| |
-
EDE 225 - Children’s Health, Movement and Nutrition
This course recognizes that children, birth through grade 6, must be in a state of wellness in order to learn and reach their full potential; influential factors will be examined, including health, nutrition, and movement practices at home and school. Related topics include the importance of collaborating with families and sensitivity to cultural practices, special needs of children, as well as the teacher’s role as a mandated reporter.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDE 332 - Integrating Arts in Learning Activities
Full STEAM Ahead (Integrating the Arts through STEAM)
Dive in with hands-on experiences and learn to use technology and other resources to integrate the arts (including visual arts, literature, music, and drama) into your daily classroom learning. You will use the ISTE Standards and the Missouri Learning Standards to guide you as you explore age-appropriate robotics, digital and electronic tools, 3D printing, and other engaging activities, such as Breakout Boxes, to transform your classroom teaching.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: EDE 335
|
| |
-
EDE 340 - Language and Literacy Development
This course provides foundational knowledge, theory, and current research about children’s oral and written language and literacy acquisition and development from birth through adolescence. Linguistic elements and systems of the English language will be examined, including phonology, grapheme-phoneme correspondence patterns, morphology, syntax, semantics, and pragmatics. Application of this foundational knowledge to developmentally-appropriate language and literacy instruction in grades pre-primary through grade 6 will be stressed.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDE 342 - Mathematics Learning in Elementary Grades
This course will examine best practices for planning and delivering mathematics instruction pre-primary through grade 6. Mathematics topics will focus on number sense, operations, algebraic thinking, measurement, geometry, data analysis, probability and diagnosing math misconceptions and errors through error analysis. Teacher candidates will be engaged in hands-on activities, problem solving, authentic tasks, and active learning activities that exemplify cultural considerations and family involvement.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDE 343 - Curriculum Integration & Strategy Instruction in Social Science & Science
This course provides teacher candidates with strong and effective instructional strategies and techniques by using an integrated curricular approach in the areas of science and social studies. The course work is hands-on, inquiry based and STEAM (science, technology, engineering, arts and design, and mathematics) rich. Park University is a partner with Project Lead the Way (PLTW) and students who successfully complete this class, will be PLTW credentialed and certified.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDE 352 - Building an Effective, Equitable Learning Environment for Elementary Grades
Theory and skills necessary to implement instructional and classroom management strategies are presented through lecture, discussion and classroom observations. Students will explore the theoretical foundations, knowledge, skills and dispositions necessary to create supportive teacher-student relationships and to implement developmentally appropriate instruction, guidance, and classroom management strategies. The course includes guidance procedures for integrating children with and without disabilities. Students will observe and analyze instruction, guidance, and management practices in a variety of appropriate elementary school settings.
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
|
| |
-
EDE 360B - Field Experience II
This field experience in an elementary classroom supports the integration of teacher knowledge, skills, and dispositions in observation and application of classroom management, professional practices, and instructional techniques.
Prerequisite(s): Admission to the School of Education.
Corequisite(s): Concurrent enrollment in EDU 384
Lecture Hours: 0 Lab Hours: 2 Credits: 2
|
| |
-
EDE 363 - Literacy Learning in the Elementary Grades
This course develops elementary teacher candidates’ knowledge and skills in effectively planning, implementing, and assessing English Language Arts/Literacy instruction in grades K-6. Course content will include teaching and learning strategies that support the development of early grade children’s oral, written, visual, technological, and higher-order literacy competencies in English/Language Arts and across elementary school content areas.
Prerequisite(s): EDE 340 and Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDE 383 - Mathematics Methods and Differentiated Learning in Elementary Grades
This course provides an examination and application of effective assessment/diagnostic and instructional techniques for pre-primary through grade 6, including remedial strategies, for the teaching of mathematics. Opportunities will be provided to apply knowledge of the assessment/diagnostic methods and prescriptive teaching strategies with students in the area of mathematics during a field experience in an elementary school setting.
Prerequisite(s): EDE 342 , MA 120 or MA 135 plus one additional math course or permission of the program, and Admission to the School of Education.
Corequisite(s): To be taken concurrently with Field Experience II.
Note: Student must pass appropriate Missouri Content Assessment before enrolling in Directed Teaching with Seminar.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDE 410 - Field Experience III
This course is composed of a directed teaching and seminar experience. Seminar is designed to provide personal and professional support during a teacher candidate’s directed teaching experience. Seminar begins with intensive training focused on co-teaching strategies and the MEES evaluation tool followed by weekly meetings throughout the semester. Teacher candidates are placed in an elementary school setting under the supervision of a cooperating teacher and university supervisor, assuming the role and responsibilities of lead teacher in-and-out of the classroom.
Prerequisite(s): EDE 360A and EDE 360B with at least a grade of “B”.
Lecture Hours: 2 Lab Hours: 10 Credits: 12
|
Middle School Education |
| |
-
EDM 352 - Building an Effective, Equitable Learning Environment
This course provides the theory and skills necessary to implement instructional and classroom management strategies as presented through lecture, discussion and classroom observations. Students will explore the theoretical foundations, knowledge, skills and dispositions necessary to create supportive teacher-student relationships and to implement developmentally appropriate instruction, guidance, and classroom management strategies. The course includes guidance procedures for integrating children with and without disabilities. Students will observe and analyze instruction, guidance, and management practices in a variety of appropriate middle school settings. Additionally, this course provides an overview for the emotional growth for all students while incorporating the philosophy and organization needed in a middle school setting.
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDM 358 - Reading and Writing in the Content Areas Crosslisted: EDS 358
This course provides middle school and secondary teacher candidates with theory-based strategies to develop middle school and high school learners’ engagement with literacy, with a focus on building literacy competencies in both discipline-specific and interdisciplinary contexts. Course activities will include critical examination, modeling, and practice with theory-based teaching and learning strategies that will scaffold the development of middle school and secondary school learners’ oral, written, visual, technological, and higher-order literacy competencies.
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: EDM 380
|
| |
-
EDM 360A - Field Experience I
This field experience in a middle school classroom supports the integration of teacher knowledge, skills, and dispositions in observation and application of classroom management, professional practices, and instructional techniques.
Prerequisite(s): Admissions to the School of Education
Corequisite(s): Concurrent enrollment in EDU 375 .
Lecture Hours: 0 Lab Hours: 2 Credits: 2
|
| |
-
EDM 360B - Field Experience II
This field experience in a middle school classroom supports the integration of teacher knowledge, skills, and dispositions in observation and application of classroom management, professional practices, and instructional techniques.
Prerequisite(s): Admission to the School of Education.
Corequisite(s): Concurrent enrollment in EDU 384 .
Lecture Hours: 0 Lab Hours: 2 Credits: 2
|
| |
-
EDM 395 - Methodology in Content Area
The purpose of this course is for teacher candidates to identify and practice content literacy, instructional methods and assessment strategies in the area of certification.
A. English, B. Social Science, C. Science, D. Mathematics
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
History: EDM 397
|
| |
-
EDM 410 - Field Experience III
This course is composed of a directed teaching and seminar experience. Seminar is designed to provide personal and professional support during a teacher candidate’s directed teaching experience. Seminar begins with intensive training focused on co-teaching strategies and the MEES evaluation tool followed by weekly meetings throughout the semester. Teacher candidates are placed in a middle school setting under the supervision of a cooperating teacher and university supervisor, assuming the role and responsibilities of lead teacher in-and-out of the classroom.
Prerequisite(s): EDM 360A and EDM 360B with at least a grade of “B”.
Note: Student must pass appropriate Missouri Content Assessment exams in an area of certification before enrolling in Directed Teaching with Seminar.
Lecture Hours: 2 Lab Hours: 10 Credits: 12
|
Secondary Education |
| |
-
EDS 352 - Building an Effective, Equitable Learning Environment for Secondary Grades
Theory and skills necessary to implement instructional and classroom management strategies are presented through lecture, discussion and classroom observations. Students will explore the theoretical foundations, knowledge, skills and dispositions necessary to create supportive teacher-student relationships and to implement developmentally appropriate instruction, guidance, and classroom management strategies. The course includes guidance procedures for integrating children with and without disabilities. Students will observe and analyze instruction, guidance, and management practices in a variety of appropriate secondary school settings.
Prerequisite(s): Admission to the School of Education.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDS 358 - Reading and Writing in the Content Areas Crosslisted: EDM 358
This course provides middle school and secondary teacher candidates with theory-based strategies to develop middle school and high school learners’ engagement with literacy, with a focus on building literacy competencies in both discipline-specific and interdisciplinary contexts. Course activities will include critical examination, modeling, and practice with theory-based reaching and learning strategies that will scaffold the development of middle school and secondary school learners’ oral, written, visual, technological, and higher-order literacy competencies.
Prerequisite(s): Admission to the School of Education.
Note: Recommend simultaneous enrollment with Field Experience I.
Lecture Hours: 3 Lab Hours: 0 Credits: 3
|
| |
-
EDS 360A - Field Experience I
This field experience in a secondary school classroom supports the integration of teacher knowledge, skills, and dispositions in observation and application of classroom management, professional practices, and instructional techniques.
Prerequisite(s): Admissions to the School of Education and concurrent enrollment in EDU 375 .
Lecture Hours: 0 Lab Hours: 2 Credits: 2
|
| |
-
EDS 360B - Field Experience II
This field experience in a secondary school classroom supports the integration of teacher knowledge, skills, and dispositions in observation and application of classroom management, professional practices, and instructional techniques
Prerequisite(s): Admission to the School of Education.
Corequisite(s): Concurrent enrollment in EDU 384 .
Lecture Hours: 0 Lab Hours: 2 Credits: 2
|
| |
|
| |
-
EDS 410 - Field Experience III
This course is composed of a directed teaching and seminar experience. Seminar is designed to provide personal and professional support during a teacher candidate’s directed teaching experience. Seminar begins with intensive training focused on co-teaching strategies and the MEES evaluation tool followed by weekly meetings throughout the semester. Teacher candidates are placed in a high school setting under the supervision of a cooperating teacher and university supervisor, assuming the role and responsibilities of lead teacher in-and-out of the classroom.
Prerequisite(s): EDS 360A and EDS 360B with at least a grade of “B”.
Note: Student must pass appropriate Missouri Content Assessment before enrolling in Directed Teaching with Seminar.
Lecture Hours: 2 Lab Hours: 10 Credits: 12
|
Education |
| |
-
ED 495 - Statistics for Teachers
This course is designed to teach teachers basic concepts of statistics: sampling and measurement; descriptive statistics; probability distributions and statistical inference, including tests of significance. It assumes no prior coursework in statistics, but fluency in arithmetic, the use of calculators and two years of high school algebra are required.
Credits: 3
|
| |
-
ED 501 - Diversity and Equity in Education
This course focuses on factors of diversity that impact decisions K-12 educators must make regarding design and implementation of curriculum, teaching strategies, and materials in order to provide equity and excellence for all learners.
Credits: 3
|
| |
-
ED 502 - Teaching and Learning in the Digital World
This course is designed to provide background and understanding of the skill sets of 21st Century students and the expectations for the teaching and learning environment.
Credits: 3
|
| |
-
ED 504 - Learning as a Competitive Advantage
The course will provide a historical perspective of adult education theory, philosophy, and practice. Additionally, the transformation of workplace and adult learning due to advance in technology will be examined. Changes in the nature of informal and formal learning, the learning needs of organizations and the role of the adult educator in the 21st century will be explored.
Credits: 3
|
| |
-
ED 505 - Introduction to Educational Research
A course designed to provide teachers with a background and understanding of educational research such that they will become critical consumers and effective implementers of research in the classroom. This course will function as one of a two part major course where the student will investigate and learn about educational research and begin an educational research project that will terminate in the second course where the student will hone analytical skills and report findings and discuss future implications.
Credits: 3
|
| |
-
ED 507 - The Connected Teacher Learner
This course explores the work processes and digital tools of an innovative professional in a global and digital society.
Credits: 3
|
| |
-
ED 509 - Language and Culture
This course provides an overview of changing classroom demographics and the implications for the classroom teacher in recognizing the influence of classroom, school and community cultures on relationship building within the classroom. The ways in which people use languages, the nature of languages used both in American and in countries of immigrants, and differences in communicative systems will be investigated. Recognizing bias to counter stereotypes is necessary for building an inclusive learning environment.
Credits: 3
|
| |
-
ED 511 - Utilizing Technology in Classroom Research
This course provides an introduction to the pedagogy of academic research, utilizing computer-based research platforms to develop an action research plan.
Credits: 3
|
| |
-
ED 512 - Human Capacity Building
This course explores the philosophy of human capacity building as a means to help individuals develop personally and meet professional goals, and to increase overall organizational performance. Current issues and trends in organizational learning and development as it relates to adult education and training will be analyzed, including learning organizations, adult basic education, executive education, workplace learning, and career planning.
Credits: 3
|
| |
-
ED 513 - Law for Educators
This course is designed to give educators the legal information they need to correctly interpret and apply the laws that govern all aspects of public education.
Credits: 3
|
| |
-
ED 514 - Foundations of Educational Administration
This course is designed to give prospective school leaders the opportunity to delve into the Professional Standards for Educational Leaders and apply those standards to life as a building principal. With an intense focus on leadership in a school building through decision making, communication strategies, conflict management approaches, and organization systems, students will gain a better understanding of the standards, principles, practices, and theories to be an effective school leader. Students will also be required to complete a minimum of 20 hours of field experience within their building/district.
Credits: 3
|
| |
-
ED 515 - Sociological Factors Affecting Education
This course provides an opportunity to examine the changing sociological factors affecting American education. Problem-solving approaches to these situations will be utilized, culminating in a field-based advocacy project.
Credits: 3
|
| |
-
ED 516 - Introduction to Graduate Research
This course provides an introduction to both qualitative and quantitative research, including research design. The purpose of this course is to enable the educator to become an informed consumer of research.
Prerequisite(s): ED 504
Credits: 3
|
| |
-
ED 517 - Instructional Design and Delivery
This course provides an overview of the art and science of teaching with an introduction to data driven instruction and accountability.
Credits: 3
|
| |
-
ED 519 - Diversity in the Classroom
This course provides an overview of changing classroom demographics and the implications for the classroom teacher in recognizing the influence of classroom, school and community cultures on relationship building within the classroom. Recognizing bias to counter stereotypes is necessary for building an inclusive learning environment. A field-based study will be required.
Credits: 3
|
| |
-
ED 520 - Special Needs in the Classroom
This course is designed to address the special needs of students being mainstreamed into the traditional classroom. A minimum of 10 hours of field experience is required.
Credits: 3
|
| |
-
ED 521 - Contextual Factors Influencing Effective Instruction
This course provides a framework inclusive of contextual factors within a community, school, and classroom that influence effective instruction.
Credits: 3
|
| |
-
ED 522 - Legal Aspects of Special Education
This course provides a review and analysis of current case law and litigation related to children with disabilities. Focus on the legal system that ensures children with disabilities a free appropriate public education with emphasis on due process procedures and other procedural safeguards, discipline, program accessibility and application of least restrictive environment alternative principles to special education programming.
Credits: 3
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 14 |
Print this Page