May 23, 2024  
2022-2023 Graduate Catalog 
    
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2022-2023 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

 

Education
  

  • EDUC 644 - Educational Linguistics

    [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.
    Course ID: 053612
    Components: Lecture
    Grading Method: Regular
  

  • 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 Intermediate and Advanced Learners of English

    [3]
    This course presents theories, methods, and techniques for teaching and assessing intermediate or advanced ESL and EFL reading and writing for primary school, secondary school, adult, or university learners. This course focuses on teaching academic literacy to English language learners at the intermediate (paragraph-writing) and advanced (essay-writing) levels. Course materials and assignments emphasize the teaching of reading and writing activities that support both creative and analytical writing as well as the relevance and role of culturally responsive pedagogy in reading and writing instruction.
    Course ID: 053623
    Components: Lecture
    Grading Method: Regular
  

  • 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 - Intercultural Communication and Sociolinguistics for TESOL

    [3]
    This course presents sociolinguistic perspectives on intercultural encounters in linguistically diverse settings. It addresses how sociocultural factors mediate language teaching and learning and how principles of sociolinguistics and intercultural communication can inform effective teaching practices for students with multilingual and multicultural backgrounds as well as guide teachers in their reflective practice.
    Course ID: 053634
    Components: Lecture
    Grading Method: Regular
  

  • EDUC 667 - Structure of English for TESOL

    [3]
    The course examines the syntactic, phonological and morphological systems of modern American English, with attention to areas most relevant to teachers of English as an additional language, specifically English features that are particularly challenging for English learners. The course also focuses on techniques for teaching English structure.
    Course ID: 053635
    Components: Lecture
    Grading Method: Regular/Audit
  

  • 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 - Second Language Acquisition

    [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.
    Course ID: 053638
    Components: Lecture
    Grading Method: Regular
  

  • 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.
  

  • EDUC 672 - Multilingualism

    [3]
    This course is an introduction to the social and educational aspects of multilingualism. It offers an overview of the broad range of sociolinguistic and political issues surrounding multilingualism, examines the language mixing behavior of multilingual speakers, and explores the use of two or more languages in popular music, advertising, and online social spaces. The course covers such key topics as language maintenance and shift, attitudes toward multilingualism, multilingual identity, multilingual educational models and policies, and multilingual parenting.  Linked with/also listed as: This course is cross-listed as EDUC 672/LLC 672.
    Course ID: 053640
    Linked with/Also listed as This course is cross-listed as EDUC 672/LLC 672 .
    Components: Lecture
    Grading Method: Regular
  

  • EDUC 673 - Technology, Language and Intercultural Communication

    [1-3]
    This course encompasses critical and practical perspectives on the use and influence of technology on language teaching and language use in intercultural settings. It introduces students to resources and practices for critically evaluating and applying technology, media and information literacy to situations and needs that arise in real-world professional contexts (e.g. P-12 education, higher education, NGOs, etc.). It merges both practical experiences and research skills to guide students in the development of solutions to scenarios that they will encounter in their professional lives.
    Course ID: 102267
    Components: Lecture
    Grading Method: Student Option
  

  • EDUC 675 - Interactive Languages for Computers

    [3]
    The course will examine the strengths and limitation of one or more languages or authoring systems used in training, computer-based instruction on the World Wide Web or in other instructional systems.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 677 - Teaching and Assessing Second Language Speaking and Listening

    3
    This course presents theories, methods, and techniques for teaching and assessing second or foreign language listening and speaking skills in settings such as intensive English programs, schools/colleges/universities, community language programs, and workplace instruction. It also focuses on how to facilitate the development of fluency and accuracy in oral language, emphasizing pronunciation as a common ground between listening and speaking. The course includes theoretical foundations of acquiring and teaching speaking and listening as well as hands-on engagement with practical implications.
    Prerequisite: Consent of Instructor
    Components: Lecture
    Grading Method: R
  

  • EDUC 678 - Instructional Strategies/Students With Diverse Needs

    [3]
    This course is designed to introduce students to strategies for differentiating instruction within general education classrooms. The course examines the legal, philosophical and programmatic underpinning of inclusion, broadly defined. Addressed in the course are approaches for adapting the curriculum, especially in the content areas, to meet the needs of socio-culturally, linguistically, cognitively (e.g., dyslexia, dyscalculia) and behaviorally diverse student populations, including students identified traditionally as having special needs (e.g., gifted and talented, physically challenged). The course of study includes a) legal aspects for schools and teachers; b) characteristics of handicapping conditions; c) social-psychological-cultural perspectives; d) teaching strategies for including diverse populations; and e) differentiating instruction to meet the various learning needs of students. The course includes small/large groups, case studies/scenarios, lecture, video presentations, reflections, inquiries and group presentations. The class will focus on student-centered learning.
  

  • EDUC 679 - Observation and Assessment in Early Childhood Education

    [3]
    This course is characterized by an interdisciplinary approach through the integration of the historical, physical and psychological foundations in relation to the growth and development of young children from birth to age eight, curriculum, and teaching methods including technology. Basic observation techniques will be practiced and used to plan, implement and reflect on appropriate activities. Naturalistic assessment of children’s development will be a focus for developing beginning skills in action research. Maryland Teacher Technology Standards as well as NAEYC Professional Standards will be explored. Graduate teacher candidates will further explore the processes in the “Descriptive Review of the Child” (Himley & Carini).
  

  • EDUC 680 - Seminar in Teacher Research

    [1-3]
    This course is premised on the notion that teachers and students are best served by classrooms in which questions about language and learning are formulated, reflection is considered germane to delivery and the experiences of other practitioners are evaluated critically. Teachers attempt to rethink and change their own classroom practice as they examine relevant epistemological, political and methodological issues.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 681 - Survey of Instructional Technology Applications

    [3]
    First in a series of three instructional technology courses, this course exposes students to a range of multimedia tools used to design interactive instruction, including computer-based training (CBT) and Web-based training (WBT) products. Through analysis and hands-on experience with each tool, the students identify the properties of each tool, describe the strengths and limitations and evaluate their application for different learning events. This course formerly was EDUC 640.
  

  • EDUC 682 - Instructional Technology Design and Development

    [3]
    Second in the series of instructional technology courses, this course continues a student’s development process as he or she applies ISD principles to developing and delivering instruction using a computer-based training model. This course formerly was EDUC 610.
    Prerequisite: Prerequisites: EDUC 640 or EDUC 681  and consent of department.
  

  • EDUC 683 - Multi-Media Project Management

    [3]
    The last of three instructional technology courses, this lab-based course allows students to apply project development and multi-media design skills by completing an industry-based design project. The course is divided into four or more discrete modules that teach specific multi-media development applications required to execute and complete the design project. By the conclusion of the course, each student possesses comprehensive knowledge of the applications and how to apply them to a multi-media design project. This course formerly was EDUC 620.
    Prerequisite: Prerequisites: EDUC 610 or EDUC 682  and consent of department.
  

  • EDUC 684 - Qualitative Research Methods in School and Community

    [3]
    This course focuses on the application of selected field research methods to problems of educational practice. Students will study issues pertaining to the role and responsibility of the field investigator working in schools and in other community groups. Students will plan and conduct a field study using qualitative field techniques.
    Prerequisite: Prerequisites: Consent of department.
  

  • EDUC 685 - The Teaching of Writing

    [3]
    An introduction to theories and techniques of writing instruction. Current theory and research will be applied in developing a repertoire of approaches to writing instruction and curriculum development. Students will examine research that analyzes writing from linguistic, psychological and developmental perspectives. Direct experience in personal writing will reinforce theoretical study of the processes of composition and enable prospective teachers to improve their own writing skills. Each student will design a model writing program or course, including rationale for choices made, and he or she will demonstrate how specific features of the course or program will be taught.
    Prerequisite: Prerequisite: A course in literature or education and consent of department.
  

  • EDUC 686 - Methods of Teaching Foreign Language: FLES and Exploratory Courses

    [3]
    (FLES: Foreign Language in the Elementary School.) Theories of and research on teaching foreign languages at an early age are examined. Students study and then develop various strategies and techniques for teaching foreign language under different conditions.
    Prerequisite: Prerequisites: Foreign language competence, including at least one 300-level course in a modern foreign language; EDUC 301 or equivalent; and consent of department.
  

  • EDUC 687 - Teaching Geography: Advanced Special Topics

    [1-6]
    This course focuses on developing strategies for teaching geography at the elementary and secondary levels. Strategies include using maps, graphs, charts, artifacts, retrieval charts, computers, primary sources, texts and literature in the social studies. Geographic topics include tropical deforestation, food problems, resources, population and trade.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 688 - Methodology of Teaching English as an Additional Language

    [3]
    The course investigates traditional and modern approaches and techniques for teaching English as a second or foreign language; theories of second-language acquisition/learning; curriculum and materials design of ESOL/EFL for academic, social/survival and professional purposes.
    Course ID: 053654
    Prerequisite: Prerequisite: Consent of department.
    Components: Lecture
    Grading Method: Student Option
  

  • EDUC 689 - Advanced Special Topics in Education

    [1-3]
    Topics of current interest in education chosen to suit the interests of the faculty member and the student.
    Prerequisite: Prerequisite: Consent of department.
    Note: May be repeated for a maximum of six credits.
  

  • EDUC 690 - Individual Projects in Education

    [1-3]
    This course is open to students who have special projects and who have applied to the instructor who will supervise the experience. Note: A written request to register in the course must be submitted to the ISD graduate program director for approval. The request will include a brief description of the project, number of credits sought and the instructor’s signature.
    Prerequisite: Prerequisite: Consent of the instructor and department.
  

  • EDUC 691 - Individual Projects in Computer Education

    [1-3]
    This course is open to students who have special computer education projects and who have applied to the instructor who will supervise the experience. A written request to register in the course must be submitted to the ISD graduate program director for approval. The request will include a brief description of the project, number of credits sought and the instructor’s signature.
    Prerequisite: Prerequisites: Consent of instructor and department.
  

  • EDUC 693 - Media Technology Seminar

    [1-3]
    An in-depth study of selected topics concerned with theories, principles, trends, use, selection and/or evaluation of media technology.
    Prerequisite: Prerequisite: Consent of department.
    Note: Topics subject to change each semester.
  

  • EDUC 694 - Instructional Materials

    [3]
    Principles pertaining to selecting and organizing print and non-print instructional materials in various subject fields and levels of education. Emphasis will be placed on reading and language art skills as they relate to the selection process.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 699 - Seminar in Project Design

    [1-4]
  

  • EDUC 710 - Culture & The Design Information & Communication Technologies

    [3]
    This course investigates theories of culture and how culture can influence the design of information and communication technologies (ICTs). It seeks to evaluate frameworks that focus on culture and the design of ICTs, critique existing ICTs that propose a cultural context and engage in design and analytic work that brings culture to the center of the design process. Theory and research gathered across fields (i.e., business, industry, schools) and disciplines (e.g., Information Systems, Learning Science & Cognition, Educational Science & Technology, Information Science, Industrial Engineering, Literacy, Instructional Design & Technology). Participants in this course are encouraged to investigate the design of ICTs in their related disciplines.
  

  • EDUC 711 - Approaches to English Language Teaching for Adults

    [3]
    This course provides an overview of the field of adult ESOL, beginning with a description of potential students, programs, program providers, and types of adult ESOL programs. A special focus is on helping adult English learners (ELs) to transition to further education and/or career training. The course also provides guidance in designing effective learner-centered adult ESOL lessons, selecting appropriate textbooks and materials, identifying and applying effective assessment measures, and managing adult ESOL classes and dealing with challenges. In addition, we review professional program and teaching standards at the national and state level, and identify possible avenues for continuing professional development in the field.
    Course ID: 102775
    Prerequisite: Consent of Department
    Components: Lecture
    Grading Method: Regular
  

  • EDUC 765 - Making Data Driven Decisions In Education Reform

    [3]
  

  • EDUC 771 - Research Designs in Education

    [3]
    This course provides an overview of designs used in educational research. Topics include, but are not limited to, experimental, quasi-experimental, historical, ethnographic and phenomenological modes of inquiry. Emphases are on the assumptions, applications, tools and procedures associated with each of the varied designs. For example, study of experimental and quasi-experimental design will attend to issues such as validity, randomization and multivariate statistics.
    Prerequisite: Prerequisites: EDUC 601 , EDUC 602  and/or consent of department.
  

  • EDUC 772 - Assessment and Evaluation

    [3]
    This course is designed to help middle school teachers acquire deeper understandings of evaluation and assessment. Students will come to realize that effective educational programs are linked to dynamic assessment schemes that help individual students grow and succeed. The primary goal of the course is to help teachers realize that improving assessment in the classroom leads to higher quality student work on all levels and that making these improvements is not a merely a matter of introducing new procedures, frameworks, techniques, rubrics or guidelines. Expanding ideas on assessment is intricately rooted in how a teacher sees one’s self and is seen by the students. A teacher, along with the students, becomes not only a judge of quality, but also a designer of the plans necessary to meet the standards. For achievement to be raised, teachers must help the students learn how to make better judgments about the quality of their own work. The course is focused on helping teachers develop models for assessment that align with the needs of their students, as well as local, state and national standards. The course is taught using a variety of active learning approaches, including inquiries, discussions, debates, collaborative review of student work, descriptive studies, action research projects and clinical trials.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 781 - Teacher Leadership

    [3]
    The course offers experienced teachers an opportunity to design, implement and assess a leadership experience for their own professional growth. Drawing on their own knowledge, skills and resourcefulness in the critical teaching areas of planning, instruction, classroom organization and assessment, experienced teachers develop expertise in adult learning, observation, feedback and instructional improvement, curriculum development and department or grade-level leadership. Extensive use of case studies, classroom observations, clinical supervision and lesson study provides the experienced teacher with tools to work with other teachers while supporting their own growth as a resource and leader in their school. Concepts, methods and practices used by effective teacher-leaders in collaborative leadership and mentorship activities to solve problems at the classroom, school, school system and community levels will be examined in the course.
    Prerequisite: Prerequisite: Consent of department.
  

  • EDUC 782 - Intern Seminar Issues in ECE

    [3]
  

  • EDUC 785 - Advanced Instructional Leadership Practicum

    [3]
    This course is designed primarily for in-service teachers who are working to earn the Master of Arts in Education (MAE) degree. The course will result in the completion and presentation of the Capstone Project for the MAE program. The Capstone Project has three options for completion either: 1) a School-based Internship, 2) a School-based Action Research Project or 3) a Content-based Curriculum Development Project. Students seeking MSDE Endorsement as either a PreK-6 Mathematics, PreK-6 STEM or 4-9 Mathematics Instructional Leader must complete option 1, the school-based internship, which involves working with adults and a range of students from the designated grade levels.
    Course ID: 102075
    Components: Lecture
    Grading Method: R
  

  • EDUC 790 - Teacher Leader Internship

    [3]
  

  • EDUC 791 - Practicum in School Instructional Systems Development

    [1-6]
    This course is designed to provide the student practical experience in observing and analyzing teaching practices and learner development. Students will be expected to demonstrate their understanding of how research and theory affect practices in the classroom by applying basic instructional principles in a carefully supervised setting.
    Prerequisite: Prerequisite: EDUC 601 , EDUC 602  (may be concurrent) or consent of department.
  

  • EDUC 791E - Practicum in Education ECE P-3

  

  • EDUC 791P - Secondary Teacher Practicum in Schools

    [3]
    This course intends to engage students in the study of teaching and learning as it happens in the wonderful world of education with its complexities, challenges, fulfillments and responsibilities. We will be observing (a) classroom management practices; (b) preventive and intervention discipline strategies; (c) how teachers treat student diversity issues; and (d) ways that technology is used to contribute to learning. Students will be offered the opportunity to study a phenomenon, observe it, reflect about it and share their thoughts in discussions with classmates. Through study together, students may realize the power of a community of professionals working on common understandings.
    Prerequisite: Prerequsite: Consent of department.
  

  • EDUC 791S - Practicum for P-12 ESOL Certification

    [3]
    This course constitutes Phase I of a two-phase student teaching internship for those seeking P-12 ESOL certification. The primary purpose of this practicum is to provide those planning to teach ESOL in the public schools with an opportunity to observe and interact with ESOL teachers and students in the classroom and to gain an understanding of the real world of school; of the challenges confronting teachers, administrators and students; and of the resources available to address these challenges. Through a series of structured observations and interviews in their internship placement, along with readings, discussions, reflections, and assignments in the accompanying seminar, students will have an opportunity to build on their current understanding of the teaching-learning process and the roles ESOL teachers play. Students will observe how the knowledge and skills developed in the MA TESOL program can inform and facilitate teacher decision-making and practice. In addition, through opportunities to plan and present activities and complete lessons, the student will develop skills in ESOL teaching.
    Course ID: 053676
    Components: Field
    Grading Method: Pass/Fail
  

  • EDUC 792 - ISD Internship

    [1-6]
    A field-oriented experience in which the student designs and implements a system of instruction, an analysis technique or evaluation design in a setting consistent with the student’s professional preparation.
    Prerequisite: Prerequisites: Full graduate status, prerequisite courses per program map of student’s selected certification/concentration and consent of department. Multiple sections will appear in class schedule. Students must check with their advisor to determine appropriate section for each concentration/certification.
  

  • EDUC 792E - Internship In ECE P-3

    [6]
    This course is repeatable for a maximum of 12 credits.
  

  • EDUC 792L - Internship for P-12 ESOL Certification

    [6]
    This course constitutes Phase II of the P-12 ESOL internship. Under the guidance of an experienced mentor, students will gradually take on responsibility for a full teaching schedule in the P-12 ESOL classroom. The accompanying seminar will focus on pedagogical topics and issues that arise in classrooms with English learners and will support successful completion of the teaching portfolio.
    Course ID: 053679
    Components: Field
    Grading Method: Pass/Fail
  

  • EDUC 792S - TESOL Internship

    [3]
    This course constitutes the internship for MA TESOL students seeking career paths outside of P-12 educational settings in the United States. Students take responsibility for planning and delivering instruction to learners of English in a field setting. The accompanying seminar focuses on pedagogical topics and issues that arise in classrooms with English learners and assignments guide research-based, reflective practice.
    Course ID: 053680
    Components: Field
    Grading Method: Pass/Fail
  

  • EDUC 793E - Internship in Education Elementary 1-8

    [5]
  

  • EDUC 793S - Internship in Education Secondary 7-12

    [5]
  

  • EDUC 794 - TESOL Project Seminar

    [3]

    This course provides the advanced graduate student in TESOL the opportunity to analyze a real-world educational or training need in P-12 schools, adult education programs, colleges and universities, business, industry, government, or other agencies in the U.S. or abroad.  Practice-oriented foundations of research design and methods in language education are introduced.  Students apply the knowledge of research foundations together with skills and competencies gained in prior TESOL coursework in linguistics, language teaching, curriculum design, cross-cultural communication, and assessment to design and develop a research-based instructional plan and materials to address their identified need. 

    Prerequisite: Consent of department.  
    Prerequisite: Consent of department
  

  • EDUC 795 - Seminar in the Study of Teaching

    [3]
    Intended for the advanced graduate student in education, the seminar will examine the knowledge base on teaching and learning as it applies to solving selected teaching and instructional problems. Participants will analyze theoretical perspectives, research and informed practice related to their selected problems. They then will design and develop a strategy for addressing the problem.
    Prerequisite: Prerequisites: EDUC 771  and consent of department.
  

  • EDUC 796 - Human-Performance Technology

    [3]
    This course will focus on a synergistic examination of the current issues related to designing, developing, delivering and evaluating of training systems for employee training in industry and business. Corporate organization and financial, social and political factors will be analyzed in terms of their effect upon the efficacy and efficiency of such training programs. The student will be expected to research such factors and their synergistic effect upon corporations’ internal efforts to respond to training needs.
    Prerequisite: Prerequisites: EDUC 602  and consent of department.
  

  • EDUC 797 - Secondary Teacher Seminar

    [1]
    The course provides a learning community for secondary interns to reflect on learning experiences with their cohort peers and faculty. There are three objectives. Objective one is to provide the support necessary to ensure the success of your student teaching/ internship experience. This will require class members to be prepared to listen to one another and work as a team, share experiences, solve problems and offer advice. Objective two is to prepare class members for the inevitable interview by acquiring valuable interview skills and developing an effective e-portfolio. Objective three is to provide each teacher candidate the opportunity to integrate the necessary teaching skills to maximize the learning experiences for students.
  

  • EDUC 798 - Elementary Teacher Seminar

    [1]
    The course provides a learning community for elementary interns to reflect on learning experiences with their cohort peers and faculty. There are three objectives. Objective one is to provide the support necessary to ensure the success of your student teaching/ internship experience. This will require class members to be prepared to listen to one another and work as a team, share experiences, solve problems and offer advice. Objective two is to prepare class members for the inevitable interview by acquiring valuable interview skills and developing an effective e-portfolio. Objective three is to provide each teacher candidate the opportunity to integrate the necessary teaching skills to maximize the learning experiences for students.
  

  • EDUC 799 - Master’s Thesis Research

    [2-9]
    Prerequisite: Prerequisites: Consent of the student’s advisor, prerequisite courses per program map of student’s selected concentration and permission of the department.
    Note: Six credit hours are required for the master’s (with thesis) degree program.
  

  • EDUC 7700 - Master’s Special Study

    [1]

Electrical Engineering
  

  • ENEE 601 - Signal and Linear Systems Theory

    [3]
    Fundamentals of signals and systems, mathematical theory of continuous and discrete systems, linear time invariant systems, linear time varying systems, state space model and approaches, stability, controllability and observability, minimal realizations.
    Corequisite:

    Co-requisite: ENEE 620 .
  

  • ENEE 605 - Applied Linear Algebra

    [3]
    This course introduces linear algebra concepts and algorithms that are used in Electrical and Computer Engineering with examples.  The algorithms, their applications, and practical limitations are illustrated using Matlab®.  Topics include:  vectors and matrices, solution of algebraic equations, Gauss-Jordan elimination, LU and Cholesky factorization, sparse matrices and sparse matrix routines, vector spaces, metric spaces, inner product spaces, determinants, determinants, singular value decomposition, least square methods and QR factorization, eigen problems and their solutions, linear programming geometries, simplex methods, inner point methods.
    Course ID: 100154
    Linked with/Also listed as CMPE 605
    Components: Lecture
    Grading Method: R, P/F
  

  • ENEE 608 - Graduate Seminar

    [0]
    This course exposes the graduate student in EE to the current research in areas of interest to the department’s faculty and students. The speakers are usually researchers outside, as well as inside, the department and university. On occasion, speakers may be faculty members or advanced students. There are no credits for this course, which meets once a week, but all graduate students are required to attend (one semester for master’s students and two semesters for doctoral students).
  

  • ENEE 610 - Digital Signal Processing

    [3]
    This is a first-year graduate course for communication and signal processing majors in electrical engineering (EE) that covers the fundamentals of digital signal processing (DSP). The goal of this course is to provide the first-year EE graduate student with the foundations and tools to understand, design and implement DSP systems, in both hardware and software. MATLAB and SystemView will be the primary vehicles to provide the student with hands-on DSP design and simulation experience. The student also will acquire an understanding of DSP hardware basics and architecture. Topics covered include: (1) A/D-D/A conversion and quantization, number representations and finite wordlength effects; (2) FIR, IIR and lattice filter structures, block diagram and equivalent structures; (3) multi-rate DSP and filterbanks; (4) digital filter design methods and verification; (5) DSP hardware architecture; and (6) DSP simulation/ laboratory experiences.
    Prerequisite: Prerequisite: ENEE 601 , ENEE 620  or their equivalent or consent of instructor.
  

  • ENEE 611 - Adaptive Signal Processing

    [3]
    Fundamentals of adaptive filters and associated algorithms: mean-square error and least-squares approaches; steepest-descent algorithm; the least-mean-square adaptive filters, recursive least-squares adaptive filters, frequency domain and sub-band adaptive filters and unsupervised adaptive filters; analysis of these adaptive filters and discussion of selected applications.
    Prerequisite: Prerequisites: ENEE 601  or ENEE 610  and ENEE 620  or consent of instructor.
  

  • ENEE 612 - Digital Image Processing

    [3]
    Principles of two-dimensional processing of image data: fundamentals of 2D signal processing, image transforms, image enhancement, image filtering and restoration, color image processing, image coding and wavelet quantization, image thresholding and segmentation, image interpretation and recognition, applications of image processing.
    Prerequisite: Prerequisite: MATLAB or consent of instructor.
    Corequisite:

    Co-requisite: ENEE 620 ,
  

  • ENEE 620 - Probability and Random Processes

    [3]
    Fundamentals of probability theory and random processes for electrical engineering applications and research: set and measure theory and probability spaces; discrete and continuous random variables and random vectors; probability density and distribution functions and probability measures; expectation, moments and characteristic functions; conditional expectation and conditional random variables; limit theorems and convergence concepts; random processes (stationary/non-stationary, ergodic, point processes, Gaussian, Markov and second order); applications to communications and signal processing.
    Prerequisite: Prerequisite: Undergraduate probability course work or consent of instructor.
  

  • ENEE 621 - Detection and Estimation Theory

    [3]
    Fundamentals of detection and estimation theory for statistical signal processing applications; theory of hypothesis testing (binary, multiple and composite hypotheses and Bayesian, Neyman Pearson and minimax approaches); theory of signal detection (discrete and continuous time signals; deterministic and random signals; white Gaussian noise, general independent noise and special classes of dependent noise, e.g. colored Gaussian noise, signal design and representations); theory of signal parameter estimation; minimum variance unbiased (MVU) estimation; Cramer-Rao lower bound; general MVU estimation, linear models; maximum likelihood estimation, least squares; general Bayesian estimators (minimum mean-square error and maximum a posterior estimators); linear Bayesian estimators (Wiener filters) and Kalman filters.
    Prerequisite: Prerequisite: ENEE 620  or consent of instructor.
  

  • ENEE 622 - Information Theory

    [3]
    Shannon’s information measures: entropy, differential entropy, information divergence, mutual information and their basic properties. Entropy rates, asymptotic equipartition property, weak and strong typicality, joint typicality, Shannon’s source coding theorem and its converse, prefix-free and uniquely decodable source codes, Huffman and Shannon codes, universal source coding, source-coding with a fidelity criterion, the rate-distortion function and its achievability, channel capacity and its computation, Shannon’s channel coding theorem, strong coding theorem, error exponents, Fano’s inequality and the converse to the coding theorem, feedback capacity, joint source channel coding, discrete-time additive Gaussian channels, the covering lemma, continuous-time additive Gaussian channels, parallel additive Gaussian channels and waterfilling. Additional topics: narrow-band time-varying channels, fading channels, side information, wideband channels, network coding, information theory in relation to statistics and geometry.
    Prerequisite: Prerequisite: Strong grasp of basic probability theory.
  

  • ENEE 623 - Communication Theory I

    [3]
    A review of the Shannon capacity of the discrete-time additive Gaussian channel. Continuous-time additive Gaussian channels. Elementary signal design principles, baseband and passband pulse amplitude modulation, matched filtering, geometric representation of signals and optimum receivers. Orthogonal signaling and performance analysis, Shannon capacity, reliability function and cut-off rate. RS and BCH codes. Hard- and soft-decision decoding. Capacity approaching codes. Signaling in the band-limited region, Shannon capacity, pulse shaping, lattice codes, trellis codes, multi-level coding and constellation shaping. Equalization and precoding for linear Gaussian channels, waterfilling, multi-carrier signaling. Additional topics: signaling in fading media, multi-sensor and multi-user communications, synchronization.
    Prerequisite: Prerequisites: ENEE 601 , ENEE 621  and ENEE 622 .
     
  

  • ENEE 624 - Error-Correcting Codes

    [3]
    Focusing on the fundamentals of art theory, criticism, analysis and evaluation, this course will examine contemporary art, theory and the historical and philosophical issues that shape and define art and culture.
    Note: Required course for the M.F.A. degree.
  

  • ENEE 625 - Data Compression

    [3]
    Principles and techniques of data compression: review of source coding theory; lossless data compression techniques, such as Huffman coding, bit-plane coding, predictive coding, arithmetic coding and LZW coding; and lossy data compression techniques, such as transform coding, wavelet transform coding, scalar quantitation, vector quantitation, predictive coding and sub-band coding.
    Prerequisite: Prerequisites: ENEE 620  and ENEE 622  or consent of instructor.
  

  • ENEE 630 - Solid-State Electronics

    [3]
    Fundamentals of solid-state physics for the micro-electronics field: review of quantum mechanics and statistical mechanics, crystal lattices, reciprocal lattices, dynamics of lattices, classical concepts of electron transport, band theory of electrons, semi-conductors and excess carriers in semi-conductors.
    Prerequisite: Prerequisite: Consent of instructor.
  

  • ENEE 631 - Semiconductor Devices

    [3]
    Principles of semi-conductor device operation: review of semi-conductor physics, p-n junction diodes, bipolar transistors, metal semi-conductor contacts, JFETs and MESFETs and MIS and MOSFET structures.
    Prerequisite: Prerequisite: ENEE 630  or consent of instructor.
  

  • ENEE 632 - Integrated Circuits

    [3]
    Fundamentals of bipolar and MOS analog and digital integrated circuit techniques: basic IC structure and fabrication, passive components, bipolar transistors and diode, characteristics matching, temperature compensation, output stages, frequency analysis, OpAmps, voltage regulators, multiplers, PLLs, MOS digital and analog circuits, memories, A/D converters, CMOS logic circuits.
    Prerequisite: Prerequisite: ENEE 630 , ENEE 631  or consent of instructor.
  

  • ENEE 634 - Microwave Device and Circuit Design

    [3]
    Basic concept and knowledge of microwave devices and integrated circuits for wireless communications, transmission lines and lumped elements, impedance matching networks, hybrids, couplers, filters, multiplexers, oscillators, amplifiers, detectors and mixers, microwave tubes or frequency multiplers, MMIC and laboratory.
    Prerequisite: Prerequisite: ENEE 681 or consent of instructor.
  

  • ENEE 635 - Introduction to Optical Communications

    [3]
    Introduction to basic principles of optical communications: optical fibers, transmitters, receivers, optical system design and performance, optical amplifiers and multi-channel communication systems.
    Prerequisite: Prerequisite: ENEE 630  or consent of instructor.
  

  • ENEE 636 - Introduction to Wireless Communications

    [3]
    Introduction to wireless communication systems, the cellular concept, mobile radio propagation, large-scale path loss and small-scale fading, multi-path modulation techniques, equalization, diversity, compression, multi-access techniques, wireless networking and wireless systems and standards.
    Prerequisite: Prerequisite: Consent of instructor.
  

  • ENEE 671 - Service Oriented Architecture

    [3]
    This course examines the design consequences in following SOA architectural principles including: Encapsulation, Loose Coupling (Independence), Service Contract (for Communication), Service Abstraction (hiding logic), Reusability, Composability (coordination of composite services), Autonomy (control over encapsulated logic), Statelessness (retention of data from an activity) and Discoverability (finding and accessing services based upon intuitive identification). The course emphasizes the practical implementation of useful enterprise-wide systems using SOA. Working in teams, students will architect, design and implement a system project via simulation of performance and behavior. As result, students will gain fundamental knowledge and hands-on experience to permit them to function as individual contributors and integration leads in the context of an industrial environment.
  

  • ENEE 680 - Electromagnetic Theory

    [3]
    Fundamentals of dynamics in electromagnetic theory: theoretical analysis of Maxwell’s equations, electrodynamics, plane waves, waveguides, dispersion, radiating systems and diffraction.
    Prerequisite: Prerequisite: Consent of instructor.
  

  • ENEE 683 - Lasers

    [3]
    Introduction to basic theory of lasers: introduction to quantum mechanics and time-dependent perturbation theory, interaction of radiation and matter, stimulated and spontaneous emissions, rate equations, laser amplification and oscillation, noise in lasers and laser amplifiers andsemi-conductor lasers.
    Prerequisite: Prerequisite: ENEE 680  or consent of instructor.
  

  • ENEE 684 - Introduction to Photonics

    [3]
    This course covers the fundamentals of photonics and their applications. Subjects include crystal and polarization optics, Jones calculus and Stokes parameters, polarization mode dispersion, fiber-optics, planar waveguide optics, electro-optics, acousto-optics, second- and third-order non-linear susceptibilities, second harmonic generation, sum-frequency generation, parametric down-conversion and oscillation, self-focusing, self- and cross-phase modulation, optical solutions, four-wave mixing, Raman scattering, Brillouin scattering, phase conjugation, photo-refractive optics, photo detectors and noise characteristics.
    Prerequisite: Prerequisite: ENEE 680 .
  

  • ENEE 685 - Introduction to Communication Networks

    [3]
    The fundamentals of communication and computer networking, seven-layer OSI model, review of queuing models, transmissions, WDM, circuit and packet switching, data link and medium access technologies, X.25, frame relays, ISDN, xDSL, cable modem, SONET, the network layer, ATM, TCP/IP, routing techniques, the transport and application layers and quality of services (QoS).
    Prerequisite: Prerequisite: Consent of instructor.
  

  • ENEE 691 - Topics in Electrical Engineering

    [3]
  

  • ENEE 698 - Research Project in Electrical Engineering (Systems Engineering Project)

    [1-3]
    Individual project on a topic in electrical engineering. The project will result in a scholarly paper, which must be approved by the student’s advisor and read by another faculty member. Required of non-thesis option M.S. students.
    Prerequisite: Prerequisite: Completion of core courses or consent of instructor.
    Note: May be taken for repeated credit up to a maximum of three credits.
  

  • ENEE 699 - Independent Study

    [1-3]
    Independent study of topics in electrical engineering.
    Prerequisite: Prerequisite: Consent of instructor.
  

  • ENEE 710 - Digital Speech Processing

    [3]
    Fundamentals and techniques for the digital processing of speech: digital signal processing concepts review, speech production models, characteristics of the speech signal, time domain speech analysis, linear predictive coding (LPC), homomorphic speech processing, speech enhancement, speech recognition, speech coding and speech synthesis.
    Prerequisite: Prerequisites: ENEE 610  and ENEE 611  or consent of instructor.
  

  • ENEE 711 - Neural Networks in Signal Processing

    [3]
    Fundamentals and characteristics of artificial neural network paradigms and their properties in association, learning, generalization and self-organization; introduction and survey of various neural network models and paradigms, multi-layer perceptron and the radial basis function networks; sum of squares and information-theoretic cost functions; different learning procedures (gradient optimization, conjugate gradients, Newton, etc.); learning and generalization properties; applications in communications and biomedical signal processing; and comparisons with linear adaptive signal processing theory and techniques.
    Prerequisite: Prerequisite: ENEE 620  or consent of instructor.
  

  • ENEE 712 - Pattern Recognition

    [3]
    Principles of statistical pattern recognition; hypothesis testing and decision theory; parametric estimation (Bayesian estimation, maximum-likelihood estimation, Gaussian mixture analysis); non-parametric estimation (nearest-neighbor rule and Pazen’s window method); density approximation; linear discriminant functions; feature extraction and selection; feature optimization; neural networks (single-layer perceptrons, multi-layer neural networks); and applications in pattern classification.
    Prerequisite: Prerequisites: ENEE 612 , ENEE 620  and ENEE 621  or consent of instructor.
  

  • ENEE 718 - Advanced Topics in Signal Processing

    [3]
    ENEE 718 comprises advanced topic courses in signal processing that reflect the research interests of the faculty and their doctoral students. A specific offering under this title is designated by a letter appended to this course number and is generally not offered every year.
    Prerequisite: Prerequisite: Depends on offering; consent of instructor.
 

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