Jun 03, 2024  
2017-2018 Graduate Catalog 
    
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2017-2018 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

Cybersecurity
  

  • CYBR 658 - Risk Analysis & Compliance

    [3]
    This course focuses the student n a broad range of topics relative risk-based planning for enterprise cybersecurity. The intent is focusing on creating risk assessment and modeling approaches to solve cybersecurity issues so that organizations can build security framework and sustain a healthy security posture. This course analyzes external and internal security threats, failed systems development and system processes and explores their respective risk mitigation solutions through policies, best practices, operational procedures, and government regulations. Risk frameworks covered include NIST SP 800-53, SP 800-37, SP 800-39, and CERT/CC risk analysis guidelines.
  

  • CYBR 691 - Special Topics in Cybersecurity

    [3]
    Courses on specialized or emerging cybersecurity topics offered on a timely or as-needed basis. This course can be repeated for credit.  The description of the actual topic I list in the “note section” in the Schedule of Classes.
    Topics:
    1. Cybersecurity Standards & Compliance
    2. Applied Network Security
    3. Application Security Principles/Practices
    4. Cyberspace Operational Planning
    5. Software Security
    6. Cybersecurity Risk Management & Compliance
    7. Mobile Device Management
    8. Secure Unix Administration
    9. Intro to Reverse Engineering
    10. Insider Threats
    11. Introduction to Digital Forensics
    12. Chinese Cyber Power:  Perspectives and Implications
    13. Cybersecurity for SCADA and Industrial Control Systems

Data Science
  

  • DATA 601 - Introduction to Data Science

    [3]
    The goal of this class is to give students an introduction to and hands on experience with all phases of the data science process using real data and modern tools. Topics that will be covered include data formats, loading, and cleaning; data storage in relational and non-relational stores; data analysis using supervised and unsupervised learning, and sound evaluation methods; data visualization; and scaling up with cluster computing, MapReduce, Hadoop, and Spark.
    Components: Lecture
    Grading Method: R
  

  • DATA 602 - Introduction to Data Analysis and Machine Learning

    [3]
    This course provides a broad introduction to the practical side of machine-learning and data analysis. This course examines the end-to-end processing pipeline for extracting and identifying useful features that best represent data, a few of the most important machine algorithms, and evaluating their performance for modeling data. Topics covered include decision trees, logistic regression, linear discriminant analysis, linear and non-linear regression, basic functions, support vector machines, neural networks, Bayesian networks, bias/variance theory, ensemble methods, clustering, evaluation methodologies, and experiment design.
    Prerequisite: DATA 601
    Components: Lecture
    Grading Method: R
  

  • DATA 603 - Platforms for Big Data Processing

    [3]
    The goal of this course is to introduce methods, technologies, and computing platforms for performing data analysis at scale. Topics include the theory and techniques for data acquisition, cleansing, aggregation, management of large heterogeneous data collections, processing, information and knowledge extraction.  Students are introduced to map-reduce, streaming, and external memory algorithms and their implementations using Hadoop and its eco-system (HBase, Hive, Pig and Spark). Students will gain practical experience in analyzing large existing databases.
    Prerequisite: DATA 601
    Components: Lecture
    Grading Method: R
  

  • DATA 604 - Data Management

    [3]
    This course introduces students to the data management, storage and manipulation tools common in data science. Students will get an overview of relational database management systems and various NoSQL database technologies, and apply them to real scenarios. Topics include:  ER and relational data models, storage and concurrency preliminaries, relational databases and SQL queries, and NoSQL databases.
    Prerequisite: Enrollment in the program and DATA 601.
    Components: Lecture
    Grading Method: R
  

  • DATA 605 - Ethical and Legal Issues in Data Science

    [3]
    This course provides a comprehensive overview of important legal and ethical issues pertaining to the full life cycle of data science. The student learns how to think through the ethics of making decisions and inferences based on data and how important cases and laws have shaped the data science field. Students will use real and hypothetical case studies across various domains to explore these issues.
    Prerequisite: Enrollment in the program and DATA 601.
    Components: Lecture
    Grading Method: R
  

  • DATA 606 - Capstone in Data Science

    [3]
    Prerequisite: Completion of rRequired courses
    Grading Method: R

Economics
  

  • ECON 600 - Policy Consequences of Economic Analysis

    [3]
    A course in political economy dealing with the implications and consequences for policy outcomes of different models of economic analysis, including an introduction to microeconomic theory.
    Note: May not be counted toward the concentration in economics.
  

  • ECON 601 - Microeconomic Analysis

    [3]
    A course in graduate-level microeconomic theory. This course presents the theory and analytical methods needed to bring economic analysis to bear on policy issues. Topics will include theories of consumer and firm behavior, market failure and the role of government in regulating the economy. Analytical techniques will include optimization, game theory, duality and dynamic optimization.
    When Offered: (Fall)
    Prerequisite: Prerequisites: ECON 311 and ECON 490 or equivalent.
  

  • ECON 602 - Macroeconomic Analysis

    [3]
    This course covers both tools and models used in macroeconomics. The course focuses on static and dynamic analysis of the commonly used deterministic and stochastic models in the macroeconomics literature; both long-run models of economic growth and short-run models of economic fluctuations will be covered.
    When Offered: (Spring)
    Prerequisite: Prerequisites: ECON 312 and ECON 601  are recommended.
  

  • ECON 605 - Benefit-Cost Evaluation

    [3]
    This course develops the basic conceptual framework used in benefit-cost analysis and illustrates how the framework can be used to evaluate specific public-sector programs and policies. The course demonstrates how many of the tools of economics can be applied to practical problems.
    Prerequisite: Prerequisite: ECON 311.
  

  • ECON 611 - Advanced Econometric Analysis I

    [3]
    This course teaches basic econometric analysis and shows how it can be applied to examine policy issues. The course will provide the student with the skills needed to work with large data sets, to apply econometric techniques such as Ordinary Least Squares (OLS), Two-Stage Least Squares (2SLS), maximum likelihood estimation and the analysis of panel data. Students will be assigned problem sets that use data provided by the instructor and will learn how to use econometric packages such as SAS, STATA and SPSS.
    When Offered: (Fall)
    Prerequisite: Prerequisite: STAT 351 or STAT 355, ECON 421 and ECON 490 or equivalents.
  

  • ECON 612 - Advanced Econometric Analysis II

    [3]
    Students get hands-on experience working on policy questions using real data. Students will analyze a selected policy issue by applying econometric methods to data sets provided by the professor. For example, students may use current population surveys to examine the relationship between education and earnings. Students will learn to construct variables from raw data and apply appropriate econometric techniques to answer policy questions. May be repeated as ECON 613 - Advanced Topics in Econometric Methods  with a different instructor.
    When Offered: (Spring)
    Prerequisite: Prerequisite: ECON 611 .
  

  • ECON 613 - Advanced Topics in Econometric Methods

    [3]
    This course is for students who have completed ECON 612  and who would like additional knowledge of econometric methods. This course will be taught simultaneously with ECON 612 . Students will only be allowed to sign up for ECON 613 with the consent of the professors teaching the course, and students will not be able to take ECON 612  and ECON 613 from the same professor.
    Prerequisite: Prerequisites: ECON 612  and consent of instructor.
  

  • ECON 614 - Economics of Government Policy Toward Business

    [3]
    A study of government regulation of the business sector. Topics include pollution controls, regulation of public utilities, anti-trust laws and regulation and other governmental regulation of business.
  

  • ECON 615 - Property Rights, Organizations and Management

    [3]
    This course applies microeconomic theory to managerial behavior in profit-making and not-for-profit organizations. Topics include transaction costs and property rights systems; contracting, information and incentives; coordination, motivation and compensation of managers and labor; financial analysis and incentives; internal structure and dynamics of organizations that include innovation; and application of analysis of corporations to alternative organizational forms, including nonprofit and public-sector organizations and markets and economies as forms of organization.
  

  • ECON 637 - Economics of Natural Resources

    [3]
    This course examines the role of economics in developing policy toward the use and management of natural resources. The theory of optimal management of resources is explored, including applications to both renewable resources such as wind energy and water resources and non-renewable resources such as fossil fuels. Current and alternative policy options toward resource use are explored. Other topics include the importance of ownership rights over resources and tradeoffs between current and future generations in the use of resources.
  

  • ECON 641 - American Economic History

    [3]
    A survey of the growth and development of the American economy from Colonial times to the present.
    Prerequisite: Prerequisites: ECON 311 and ECON 312.
  

  • ECON 642 - European Economic History

    [3]
    A survey of European economic history from prehistoric times to the present.
    Prerequisite: Prerequisites: ECON 311 and ECON 312.
  

  • ECON 651 - Economics of Human Resource Policy

    [3]
    A study of human resources in a broad sense. Topics include human capital and rates of return, economics of education, economics of poverty, minimum wages, welfare program analysis, discrimination, manpower economics and labor relations.
  

  • ECON 652 - Economics of Health

    [3]
    This course is a general survey of the field of health economics. Topics to be covered include medical care price indices; analysis of the markets for insurance; physician services; hospital care and nurses; and discussion of current policy debates, including cost inflation, uninsured populations and new forms of insurance.
  

  • ECON 653 - Household Economics

    [3]
    A systematic and integrative treatment of a range of household decisions that uses, extends and applies consumer theory. Topics include household production, marriage and fertility, life-cycle models of consumption, learning and allocation of time.
  

  • ECON 654 - Economics of Education and Human Capital

    [3]
    This course deals with theoretical and policy issues relating to the development of human resources. Topics to be covered include: 1) the theory and importance of investment in education and training; 2) measuring the rate of return to education; 3) racial and sexual discrimination; 4) poverty and the distribution of income; 5) analyzing the effectiveness of the American educational system; 6) recent innovations in the organization of education; and 7) issues in the financing of primary, secondary and higher education.
  

  • ECON 661 - Microeconomics of Public Finance

    [3]
    A study of the microeconomics of the public sector. Topics include the theory and the policy applications of federal, state and local public finance and expenditures.
  

  • ECON 671 - Money and Capital Markets

    [3]
    Analysis of portfolio theory and the role of finance in the economy. Survey of sources and uses of funds of the major financial institutions in the contemporary American economy. Analysis of sources of funds, organizational structure, yields and impact on the macroeconomy of major money markets (federal funds, commercial paper, Treasury bills) and capital markets (state and local government securities, mortgages, bonds and stocks). Major international financial markets are discussed briefly.
    Prerequisite: Prerequisite: ECON 374 and ECON 311 or consent of instructor.
  

  • ECON 672 - Monetary Theory and Policy

    [3]
    A study of theories of monetary economics. Analysis of contemporary theory and empirical evidence on money supply and demand and the impact of money on the economy. Evaluation of monetary policy in a historical, analytical framework.
    Prerequisite: Prerequisites: ECON 601 , ECON 602  and ECON 611 .
  

  • ECON 674 - Financial Management

    [3]
    Economic analysis of the problems of financing modern corporations. A theoretical and applied treatment of asset pricing, capital budgeting, capital structure and the cost of capital, as well as an analysis of specific debt and equity instruments.
    Prerequisite: Prerequisites: ECON 374 and 311.
  

  • ECON 675 - Financial Investment Analysis

    [3]
    An examination of financial assets, financial markets and investment portfolio decisions. Stocks, bonds and derivative securities and their risk and return characteristics are examined.
    Prerequisite: Prerequisites: ECON 374 and ECON 311.
  

  • ECON 676 - Portfolio Analysis and Management

    [3]
    Application of economic analysis to the process of portfolio management, including objectives and risk preferences, portfolio constraints and optimization techniques (such as linear programming), scenario forecasting and asset selection.
    Prerequisite: Prerequisites: ECON 374, ECON 601 , ECON 602 , ECON 611  and ECON 612 .
  

  • ECON 681 - Economics of International Commercial Policy

    [3]
    A study of the economics of international trade and commerce. Topics include international trade theory and policy, international factor movements and the analysis of economic integration arrangements.
    Prerequisite: Prerequisite: ECON 311.
  

  • ECON 682 - Asian Economic History

    [3]
    A historical survey of the development of Asian economies.
    Prerequisite: Prerequisite: ECON 311 and ECON 312.
  

  • ECON 685 - The Economics of Developing Economies

    [3]
    This course is a survey of the principles and problems of developing economies. Topics covered include the dimensions of poverty, patterns of development, sources of growth, role of trade and industrial development, planning, the agricultural sector and the new international order. We will include case studies from Asia, Africa and Latin America.
  

  • ECON 686 - Topics in Economic Development

    [3]
    Application of economic analysis to a study of some of the major issues in the economics of development. The specific issues and topics covered will vary but may include: income inequality, economic growth, planning, project appraisal and the role of population growth and labor markets.
    Prerequisite: Prerequisite: ECON 311.
  

  • ECON 691 - Selected Topics in Economic Policy

    [3]
    Topics selected on the basis of the background and interests of the faculty member and students.
  

  • ECON 699 - Capstone Seminar for the M.A. in Economic Policy Analysis

    [3]
    A one-semester capstone course in which students will be exposed to research methods used in the economics profession and in policy applications. Students will hear faculty and other professional presentations and read papers in the literature, which they will review and critique. Students will write a proposal for a major policy paper and then write and revise the paper and present it to the class. Presentations and papers will be discussed and reviewed by members of the class. In addition to the faculty member leading the capstone seminar, students will have a faculty advisor for their paper.
    When Offered: (Spring)
    Prerequisite: Prerequisite: Consent of instructor.
  

  • ECON 701 - Individual Study in Economics

    [1-3]
    An independent reading course for master’s-level students.
    Prerequisite: Prerequisites: Consent of instructor.

Education
  

  • EDUC 501 - Using Tech to Support Science & Math Instruction

    [3]
    This course is designed to help teachers learn how to effectively integrate instructional technologies into mathematics and science instruction. All instruction in the course is aimed at improving teacher knowledge and skills related to state and national technology standards for education. Course activities and assignments are aligned with state curriculum. The primary aim of the course is to build teacher leadership capacity in the area of instructional technology.
    Course ID: 053567
    Components: Lecture
    Grading Method: Regular
  

  • EDUC 502 - The Active Science And Mathematics Classroom

    [3]
    This course is designed to help teachers more effectively access, evaluate, process and plan integrated learning experiences that link science, technology, engineering and mathematics using a variety of technologies. The integrated learning experiences will be aimed at helping teachers differentiate and enhance science and mathematics instruction. The primary purpose of the course is to empower teachers and their students to utilize the even expanding and changing base of science and mathematics knowledge.
    Course ID: 053568
    Components: Lecture
    Grading Method: Regular
  

  • EDUC 601 - Human Learning and Cognition

    [3]
    This course emphasizes major principles of human learning and cognition viewed from empiricist, nativist and constructivist perspectives. Topics such as conditioning, memory, information processing, motivation, problem-solving and metacognition will be investigated systematically. Principles of learning as applied to special populations (the gifted and talented, the handicapped, the adult learner) and models of teaching (e.g. discovery, inquiry, cooperative) also are emphasized.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 602 - Instructional Systems Development I

    [3]
    This course includes the elements of analysis, design, development, implementation and evaluation. An emphasis is placed on micro-level design issues, including analysis, design and evaluation. Learners work through the ISD process to assemble a training or education project that is ready for implementation. A design plan and lesson plan is constructed to allow learners real-world experience in the ISD process.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 603 - Instructional Systems Development II

    [3]
    The course focuses on theoretical macro- and micro-models of instructional systems and their applications in public school systems, higher education, government agencies and industry. Learning experiences will include the opportunity to design processes for solving educational and training problems. Students will develop a management proposal for an instructional system based upon a selected model.
    Prerequisite: Prerequisites:  EDUC 602  and consent of the department.
  

  • EDUC 604 - Education: Policies, Issues and Practices

    [3]
    This is the first course for students seeking elementary or secondary teacher certification at the graduate level. The course is designed to provide teacher candidates the opportunity to explore the profession of teaching and to affirm their decision to seek a license to teach. To this end, students will examine literature on educational policy, the culture of schooling, present and emerging school organizations, current trends in curriculum and teaching practices and the role and status of teachers. In addition, students will study the impact of social issues on current practices in schooling, especially as they relate to changing school demographics, the practice of inclusion and school reform efforts. A comprehensive research paper is required that focuses on a specific dilemma of schooling. Complementary school observations, constructed teaching experiences and tutoring will be arranged so theory will be linked to practice.
  

  • EDUC 605 - The Adult Learner

    [3]
    This course covers adult learning theories, instructional strategies and other aspects of adult learning and human performance improvement, with a special emphasis on the implications for design, delivery, evaluation and the application of learning. Other selected topics include alternative methods to traditional learning/training and the characteristics, motivation and learning preferences of adult learners.
    Prerequisite: Prerequisite: EDUC 602  and consent of department.
  

  • EDUC 606 - Curriculum Integration-Theory and Practice

    [1-3]
    Students investigate theoretical and practical aspects of curriculum integration relevant to grades K-8. Participants will meet and work with subject experts, educators and other professionals in the field related to the selected topics. They will engage in discussions, writing and reflection and will explore metacognitive strategies used in curriculum planning, site-specific decision-making and in-service instruction.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 607 - Processes and Acquisition of Reading

    [3]
    This course addresses the processes related to children’s literacy acquisition. Students will demonstrate knowledge of the theoretical and philosophical underpinnings of literacy education, young children’s literacy development and the instructional elements of comprehensive programs. They will demonstrate an understanding of reading comprehension; reading in the content areas; reading fluency and word analysis strategies, including the use of phonics, context and rapid recognition. They will examine practices related to conducting authentic assessments and planning for the needs of diverse learners.
  

  • EDUC 608 - Instruction of Reading

    [3]
    This course addresses methods, materials and strategies for reading and writing instruction in the elementary school. Students will demonstrate knowledge of balanced literacy programs; reading, writing and comprehension strategies in the content areas; vocabulary acquisition and word-recognition strategies. They will demonstrate knowledge of appropriate assessment and the needs of diverse learners. Developing as writers equipped to engage children in authentic writing is a major focus.
  

  • EDUC 609 - Instructional Strategies for Teaching Computer Science in Secondary Schools

    [3]
  

  • EDUC 611 - Constructing Race, Class and Gender

    [3]
    This course provides an interdisciplinary examination of the complex array and interplay of structural and cultural limitations on individual and group mobility in contemporary American society. Using a range of approaches, the course defines and clarifies the limitations of these dominant social categories by problematizing and interrogating four important social categories: race, class, gender and schooling.
    Note: Also listed as LLC 611 .
  

  • EDUC 612 - Message Design

    [3]
    This course is concerned with the theory and practice of designing instructional messages. Emphasis is placed on combining the basic message components-purpose, text design, typography, graphics and color-to create effective visual and oral messages. The student will design, present and critique a variety of messages for cognitive, psycho-motor and affective domains.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 613 - Development of Multi-Media Instruction

    [3]
    The course includes developing instructional materials combining audio and visual media to produce a system of instruction.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 614 - Adolescent Literature

    [3]
  

  • EDUC 615 - Materials for Teaching Reading

    [3]
    This course addresses the selection and evaluation of instructional materials for the elementary classroom. Students will demonstrate an understanding of the role of children’s literature in the curriculum and strategies to promote the construction of meaning and authentic literary responses. They will demonstrate knowledge of implementing the elements of a comprehensive literacy program, including read-aloud, shared reading and independent reading. They will demonstrate knowledge of instructional materials, the role of assessment and strategies for creating a reading community.
  

  • EDUC 616 - Analysis of Learner Variables

    [3]
    A study of learning styles, learning disabilities, exceptionality, self-concept, maturation and skills acquisition as variables affecting instructional decision-making.
    Prerequisite: Prerequisites: EDUC 601  and consent of department.
  

  • EDUC 617 - Principles of Systematic Observation

    [3]
    This course focuses upon the study and use of selected observation instruments and methods for recording and analyzing teacher and student behaviors in the teaching/learning process.
    Prerequisite: Prerequisite: Consent of instructor.
  

  • EDUC 618 - Clinical Supervision

    [3]
    An in-depth study of clinical supervision in action. Extensive use of the model in school settings will be supplemented by on-campus lecture-discussions and seminars. Continuing feedback on progress in the field will be provided. The course is designed for supervising teachers, department chairs, supervisors and administrators.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 619 - Instructional Supervision

    [3]
    This course explores the nature and functions of supervision, analyzes the technical skills of supervision and places a major emphasis on the clinical supervision process. Included will be the clinical supervision model, human relations considerations, conferencing skills, evaluation instruments, behavior description and measures of teacher competence.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 621 - Instructional Strategies for an Integrated Early Childhood Curriculum

    [3]
    Students will examine the theoretical and research base for the early childhood integrated curriculum. In accordance with this study, students will design curriculum projects to develop children’s critical thinking and problem-solving skills appropriate for children’s varying developmental levels, cultural backgrounds and special needs.
    Prerequisite: Prerequisites: EDUC 601  (may be concurrent) and consent of department.
  

  • EDUC 622 - Instructional Strategies for Teaching Elementary Mathematics

    [3]
    The purpose of this course is to develop skills in teaching elementary mathematics and to analyze and synthesize current research in this field. All teaching materials and strategies will be developed through the use of an instructional systems development model.
    Prerequisite: Prerequisites: EDUC 601 , EDUC 602  and consent of department.
  

  • EDUC 623 - Instructional Strategies for Teaching Elementary Science

    [3]
    The purpose of this course is to develop skills in teaching elementary science and to analyze and synthesize current research in this field. All teaching materials and strategies will be developed through the use of an instructional systems development model.
    Prerequisite: Prerequisites: EDUC 601 , EDUC 602  and consent of department.
  

  • EDUC 624 - Instructional Strategies for Teaching Problem-Solving in Social Studies

    [3]
    Students will apply current theory and research in developing a repertoire of instructional strategies to teach problem-solving and critical thinking in social studies. They will participate in and critique demonstration lessons; develop an instructional unit; and write a paper discussing patterns and styles in student problem-solving strategies in terms of their cognitive development, socio-economic background, gender and handicapping conditions. This course is designed for teachers and prospective teachers of grades K-12.
    Prerequisite: Prerequisites: EDUC 601  and consent of department.
  

  • EDUC 625 - Teaching Reading and Writing to ESOL/Bilingual Students: Part I

    [3]
    An investigation of literature that contains approaches and techniques to teaching reading to the bilingual student will be provided through lectures, class discussions, film, video presentations, research and field observations. Psycho-linguistic models of the bilingual reader will be reviewed. Information concerning techniques and activities for teaching reading and writing in the content areas will be examined. Methods of evaluation and assessment will be demonstrated.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 626 - Instructional Strategies for the Teaching of Reading and Writing

    [3]
    This course explores ways theory and research in literacy instruction may be adapted to classroom use. To this end, students will study varying conceptions of reading and writing, models of instruction, evaluation strategies and methods of addressing pupils’ differing developmental and cultural needs.
    Prerequisite: Prerequisites: EDUC 601  and consent of department.
  

  • EDUC 627 - Instructional Strategies for Teaching Foreign Languages in Secondary Schools

    [3]
    An investigation of the traditional and modern techniques in teaching foreign languages will be provided through lectures, class discussions, demonstrations, research and field observations. The nature of language and theories of first- and second language acquisition/learning will be studied. The students will analyze current theory, research and classroom practices of foreign language methodology and curriculum to develop instructional strategies.
    Prerequisite: Prerequisites: EDUC 601  and consent of department.
  

  • EDUC 628 - Instructional Strategies for Teaching Secondary Mathematics

    [3]
    The purpose of this course is to develop skills in teaching secondary mathematics and to analyze and synthesize current research and trends in mathematics education. All teaching materials and strategies will be developed through the use of an instructional systems development model.
    Prerequisite: Prerequisites: EDUC 601 , EDUC 602  and consent of department.
  

  • EDUC 629 - Instructional Strategies for Teaching Secondary Science

    [3]
    The purpose of this course is to develop skills in teaching secondary science and to analyze and synthesize current research and trends in science education. All teaching materials and strategies will be developed through the use of an instructional systems development model.
    Prerequisite: Prerequisites: EDUC 601  or EDUC 602  and consent of department.
  

  • EDUC 631 - Seminar in Early Childhood Education

    [3]
    Selected topics related to major issues in early childhood education. The specific topic will be announced before the semester the course is offered.
    Prerequisite: Prerequisite: Consent of department.
    Note: This course may be repeated once for additional graduate credit.
  

  • EDUC 632 - Instructional Strategies for the Teaching of Secondary English

    [3]
    Students analyze current theory, research and classroom practices of the secondary English curriculum to formulate instructional strategies and means of student assessment.
    Prerequisite: Prerequisites: EDUC 601  or EDUC 602  and consent of department.
  

  • EDUC 634 - Seminar in Children’s or Adolescent Literature

    [3]
    Students will examine the various strategies used in analyzing literature for children and young adults, as well as readers’ responses to literature. An in-depth examination of one of the approaches will be studied each term. Students will become acquainted with the range and depth of children’s and adolescent literature and with the bibliographic tools for selecting and researching these books. Choosing one area of children’s or adolescent literature, students will design a research problem or proposal using an in-depth model discussed during the semester. Students may take the course twice when offered under a different rubric.
    Prerequisite: Prerequisites: EDUC 414, EDUC 615  or equivalent course and consent of department.
  

  • EDUC 635 - Socio-Cultural Theories of Learning and Human Interaction

    [3]
    This seminar examines the process of human learning from an ecological, or socio-cultural, perspective across diverse contexts, including the effects of differences in cultural, ethnic and linguistic backgrounds of student and teacher; differences in learning styles and educational assumptions; and institutional catalysts or barriers to student achievement. The role of social interaction in learning also is addressed.
    Note: Also listed as LLC 635 .
  

  • EDUC 636 - ESOL Testing and Evaluation

    [3]
    This course is concerned with the theory and methodology appropriate for ESOL and EFL testing. Course content includes an investigation of literature containing theoretical foundations of and research for second-language testing. Students will be expected to use research findings in the practical application of test construction, administration and evaluation.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 637 - Teaching With Innovative Technologies

    [3]
    In this course, the effectiveness of using computers and other innovative technologies to deliver instruction will be examined. The appropriate use of software and other instructional materials in tutorial, simulation, practice with feedback and other modes will be investigated, with an emphasis on evaluation and selection. Strategies for integrating new technologies into an instructional system also will be explored.
    Prerequisite: Prerequisites: EDUC 602  and consent of department.
    Note: This is a companion course to EDUC 638 .
  

  • EDUC 638 - Classroom Management With Innovative Technologies

    [3]
    The management of instructional systems at the classroom level will be examined in this course. The appropriate use of generic and specialized software to aid in maintaining student and grade records, generating and grading tests and fulfilling other classroom management functions will be investigated, with an emphasis on evaluation and selection. Strategies for implementing new technologies also will be explored.
    Prerequisite: Prerequisite: EDUC 602  and consent of department.
    Note: This is a companion course to EDUC 637 .
  

  • EDUC 639 - Interactive Video Systems and Conferencing

    [3]
    This course builds skills for delivering successful interactive video courses and seminars. Hands-on exercises and role-modeling facilitate individual practice sessions. Information will be provided about common configurations of distance-learning systems, including auxiliary hardware and support equipment. Site planning, production issues and instructional materials development for this medium also are addressed.
  

  • EDUC 641 - Online Classroom

    [3]
    In this course, various aspects of computer-mediated communication and instruction will be examined. A broad range of distance education issues and applications will be explored from a theoretical and practical standpoint.
    Prerequisite: Prerequisite: EDUC 602  and consent of department.
  

  • EDUC 642 - Instructional Strategies for Processes in Early Childhood Education, Math and Science

    [2]
    This seminar involves experiential learning with materials, equipment and processes related to mathematics and science curricula.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 643 - Principles of Distance Education

    [3]
    This course provides students with a foundation in the history, theory, organization, technologies and instructional procedures used in distance education. Students will gain experience with several distance education delivery systems.
    Prerequisite: Prerequisite: EDUC 602  and consent of department.
  

  • EDUC 644 - Linguistics for ESOL/Bilingual Educators

    [3]
    This course provides an introduction to the basic analytic methods of several core subfields of linguistics, including phonetics, phonology, morphology, syntax, semantics, and pragmatics, as well as an introduction to the history of English, socio-linguistics and bilingualism. Throughout the course there will be opportunities to analyze language data and discuss various language-related issues. No previous training in linguistics is required or assumed. This course will help participants to see language as both a social and cognitive phenomenon.
  

  • EDUC 645 - Quantitative Research Methods I

    [3]
    This is a course in the application of basic statistics in a variety of educational research settings. Emphasis is placed on the use of descriptive statistics, the interpretation and construction of data collection instruments and the application of basic research paradigms.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 646 - Quantitative Research Methods II

    [3]
    Special problems arising in implementing educational research designs are examined. Instrumentation to measure attitudes and the collection of questionnaire data are part of the course content. Statistical procedures in addition to those taught in EDUC 645  and appropriate to analyzing educational research designs are introduced. Problem experiences in instrumentation construction and analysis, as well as research design are emphasized.
    Prerequisite: Prerequisite: EDUC 645  and consent of department.
  

  • EDUC 647 - Corporate Distance Training

    [3]
    This course is designed to identify how to maximize use of organizational technology to deliver distance training. Students will examine case studies to explore current practices and future trends in business applications of distance learning.
    Prerequisite: Prerequisite: EDUC 602  and consent of department.
  

  • EDUC 648 - Issues in Consulting for Training and Development

    [3]
    This course identifies how to maximize use of organizational technology to deliver distance training. Students will examine case studies to explore current practices and future trends in business application of distance learning.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 649 - Best Practices in ISD in Training and Development

    [3]
    This course offers strategies to use instructional systems development in solving training and development problems. Designed for students to explore multiple perspectives of real-world applications and the skills required to be a practitioner in the field of training and development.
    Prerequisite: EDUC 602  and consent of department.
  

  • EDUC 650 - Education in Cultural Perspective

    [3]
    Graduate-level seminar that will focus on the research and theory relating to the cycles of educational reform from the Colonial period to the present. The emphasis will be on the historical shift in attitudes toward children, women and minorities; the rise of and challenges to a tradition of common schooling and teachers; teacher training; and professionalization.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 651 - Intermediate Statistics in Education

    [3]
    Review of t-tests, chi-square analysis, distributional theory, one- and two-way analysis of variance and introduction to multiple correlation and regression.
    Prerequisite: Prerequisites: EDUC 646  or equivalent and consent of department.
  

  • EDUC 652 - Law-Related Education

    [3]
    The course offers a series of specialized methodologies for elementary, middle and secondary social studies teachers, including study of and practice in case studies, mock trials, moot courts and simulation. Topics to be addressed include the Bill of Rights, the Constitution, civil law, due process, critical Supreme Court decisions and juvenile justice.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 653 - Materials for Teaching Reading

    [3]
    The course is focused on developing knowledge of children’s literature and a variety of texts and other media, including technology, for young children, as well selecting and evaluating developmentally appropriate materials to assess children’s reading interests and needs. Issues pertaining to parent involvement and community resources to support the goals of the reading program also will be discussed.
  

  • EDUC 654 - Processes and Acquisition of Reading

    [3]
    This course focuses on the ongoing relationship among the communication skills (listening, speaking, writing and reading) within young children’s lives in their families, educational settings and communities. Teacher candidates will study children’s development of language and literacy within diverse economic, ethnic and language contexts to better understand and appreciate the contributions families make to their children’s earliest learning. Throughout the course, teacher candidates will have opportunities to reflect on their beliefs about how children acquire literacy, develop their personal knowledge of language and literacy acquisition and increase their skills in helping all young children succeed as readers and writers.
  

  • EDUC 655 - Teaching Reading and Writing to ESOL/Bilingual Students: Part II

    [3]
    This course analyzes theories, research and approaches to teaching writing to second-language learners. Included are discussions of academic, professional and expressive writing; cultural contrasts in rhetorical styles and tradition; and the use of modern technology (computer, e-mail and the Internet) in teaching writing.
  

  • EDUC 656 - Teaching of Reading and Writing in Early Childhood Education

    [3]
    Various philosophies of teaching reading are examined. Students study and develop specific techniques in teaching children decoding skills, comprehension skills, appreciation for reading as a lifelong habit and the relationship of reading to other language arts. Various ways of diagnosing children’s reading levels are examined, as well as grouping children for reading experiences.
    Prerequisite: Prerequisite: EDUC 304 or consent of department.
  

  • EDUC 658 - Reading in the Content Areas I

    [3]
    Participants examine developmental strategies for reading, writing, assessment, vocabulary building, comprehension and special-needs adaptations. The reading/teaching behaviors the secondary teacher candidate should be able to demonstrate as a result of taking this course: knowledge of seminal and contemporary theory, research and wisdom of practice; modeling and analysis; and protected practice.
  

  • EDUC 659 - Reading in the Content Area II

    [3]
    This course is designed for students who have completed Teaching Reading in the Content Areas: Part I (EDUC 658 ). Through performance assessment, participants will demonstrate competency in using reading and writing strategies, assessments, vocabulary-building strategies, comprehension and special-needs adaptations. The reading/teaching behaviors the secondary teacher candidate should be able to demonstrate as a result of taking both reading courses are knowledge of seminal and contemporary theory, research and wisdom of practice; modeling and analysis; and protected practice.
  

  • EDUC 663 - Instructional Strategies for Teaching Problem-Solving in Social Studies

    [3]
    This course provides analysis of the social studies curriculum in elementary schools. Aims of the social studies curriculum, along with its trends, methods and evaluation, are emphasized. Field experiences are required in this course.
    Prerequisite: Prerequisites: EDUC 312 and consent of the department.
  

  • EDUC 664 - Methods of Teaching Secondary Social Science

    [3]
    This course seeks to introduce participants to the concepts, issues and methods relevant to teaching social studies at the secondary level. Teacher candidates will gain conceptual knowledge and practical experience with planning, materials development, instructional approaches and assessment use in multiple-ability classrooms. The course also provides participants with an introduction to various audio-visual and computer technologies for use in curricular planning and instruction. Field experiences are required in this course.
  

  • EDUC 666 - Cross-Cultural Communication for ESOL

    [3]
    The Purpose of this online course is to study communication within the context of the cultural setting. The three main goals are: 1) to provide the students with materials, both cognitive and experimental, with which they can develop an awareness of their own cultural identity; 2) to increase their knowledge of the special communication problems to be expected in a cross-cultural situation; and 3) to offer students the opportunity to apply new insights to cross-cultural encounters. The course is an online version of MLL 625 - Intercultural and Cross-Cultural Communication .
  

  • EDUC 667 - The Grammar of American English for ESOL Teachers

    [3]
    The course examines the syntactical, phonological and morphological systems of modern American English, with particular attention to areas most relevant to teachers of English as a second or foreign language. The course focuses on English features that are particularly difficult for English language learners. Simplified ways of describing their features and techniques for teaching them are presented.
    Note: Also listed as LING 694.
  

  • EDUC 668 - Creating an Electronic Portfolio

    [3]
    Participating teachers will learn how to generate, evaluate and celebrate their own performance and accomplishments, as well as document their students’ creative productions and academic achievements through the development and publication of an ePortfolio. Course activities include rigorous exploration of theories and processes of ePortfolio in the context of teaching and learning, and hands on experience using technology and new media to maximize effectiveness and efficiency.
  

  • EDUC 669 - Assessment for Reading Instruction

    [3]
    This course addresses the use of ongoing assessment to identify children’s reading needs and to plan for instruction. Students will demonstrate knowledge of the processes of learning to read, reading assessment within a balanced literacy program and creating classrooms that promote reading development. They will demonstrate the use of guided reading lessons and explicit instruction in word analysis, including children’s use of grapho-phonemic knowledge.
  

  • EDUC 670 - Theories of Language Learning in the ESOL Classroom

    [3]
    This course will cover current theories of how second language is learned, providing participants a greater understanding of the processes involved in language acquisition and how English language learners’ (ELL’s) personal characteristics influence this process. This understanding will allow participants to effectively differentiate instruction for each ELL as well as plan instruction and strategically utilize TESOL methodologies and techniques.
  

  • EDUC 671 - Principles of Training and Development

    [3]
    This course will examine key principles relevant to training and development, including the role of training in an organization, adult-learning theory, needs assessment, training methodology, organizational support, resources and constraints, evaluation of training and managing the training function. Issues that influence training implementation, such as ethics and interpretation, also will be addressed.
    Prerequisite: Prerequisite: Consent of department.
 

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