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2022-2023 UNDERGRADUATE CATALOG [ARCHIVED CATALOG]
Course Descriptions
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Criminal Justice |
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CJ 3601 - Sex Crimes: Theory, Practice and Policy
(3)
The course provides an in-depth and critical examination of sexual offending. Emphasis will be given to theoretical explanations of sexual offending, treatment strategies, and policies directed towards sex offenders. Societal attitudes, beliefs and reactions regarding these offenders will be analyzed as well as the impact societal attitudes have had on policies regarding these offenders.
Prerequisite: CJ 1000 and CJ 2000 .
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CJ 3700 - Research Methods in Criminal Justice
(3)
The fundamentals of empirical research design are explored through common social science research methods. The student is introduced to both quantitative and qualitative methods as well as a variety of research designs, such as experimental, quasi-experimental, survey, evaluation designs and other emerging research techniques. Through the development of an appropriate research proposal, the student will design a research project to address a research question of interest.
Prerequisite: CJ 1000 , CJ 2000 and BSS 2100 .
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CJ 4510 - Psychopathy
(PY 4510 )
(3)
This course explores the scientific literature on psychopathy and its applications in clinical and criminal justice settings. Emphasis is placed on a critical examination of the evolving conceptualization of psychopathy; the measurement of psychopathy; the interaction of biological, psychological, and environmental factors in the development and expression of psychopathy; treatment of psychopathy, and implications of research on psychopathy for criminal justice policy and practice. Students will synthesize, evaluate, and apply research on psychopathy in discussions and written assignments. CJ 4510 is a writing-intensive course designed for advanced students.
Prerequisite: PY 2550 or CJ 2000 .
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CJ 4940 - Criminal Justice Capstone
(2)
As the culminating educational experience for Criminal Justice majors, this class meets weekly. An end of semester capstone project is submitted and presented. This course is reserved for Criminal Justice majors at the senior level.
Prerequisite: CJ 1000 , CJ 2000 , CJ 3700 and senior status in the major.
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CJ 4941 - Innocence Project
(3)
The intent of the course is to provide an opportunity for students to apply Criminal Justice principles learned in class to an actual case review. Participants will be required to review, analyze and digest an actual criminal case for issues of innocence, including police reports, witness statements, forensic evidence, trial transcripts and appellate pleadings. A final paper will be prepared and presented to the Midwest Innocence Project by the participants, identifying areas which require additional legal and investigative review. Participation in the class requires prior approval by the instructor.
Prerequisite: Instructor approval.
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CJ 4969 - Introduction to Criminal Justice Internship
(1)
This course will prepare the Criminal Justice major for the CJ 4970 Internship required of all Criminal Justice majors. Students will identify and contact potential internship opportunities related to the interests of the student. Students will also be instructed on preparing a resume, professionalism, and interview procedures and etiquette.
Prerequisite: CJ 1000 and CJ 2000 .
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CJ 4970 - Criminal Justice Internship
(2)
This course combines an internship placement experience with a weekly class meeting in which students apply content and skills from the criminal justice curriculum to their internship experience. This course is reserved for Criminal Justice majors at the senior level.
Prerequisite: CJ 1000 , CJ 2000 , CJ 3700 , CJ 4969 and senior status in the major.
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Communication |
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COMM 1100 - Oral and Interpersonal Communication in Health
(3)
The ability to communicate effectively in a one-on-one setting and in a larger group is a critical skill that all health professionals must have. Scenarios in which such communication skills are needed include conversations with patients, discussions of cases with colleagues, teaching within the context of morning rounds or patient care, and interdisciplinary care.
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CT 1120 - Career Planning
(2)
Students learn a career/life planning process geared toward determining education and career goals. Class work includes assessment of interests, abilities and values, research of literature, investigation of major fields of study and on-site information gathering in work environments. Identification and exploration of options are followed by evaluation, decision making and goal setting.
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CT 2000 - Fundamentals of Communication
(3)
An introduction to effective communication with emphasis on presentational speaking, critical listening, intrapersonal, interpersonal communication and small group communication. Focus on theory and practice of human communication through individual and group experiences.
(OCP)
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CT 2020 - Public Speaking Module
(1)
This course is an introduction to public speaking for students who have only taken an interpersonal or human communication course previously. The interpersonal or human communication course and this module together are equivalent to CT 2000 and satisfy the oral communication proficiency requirement. The course is also for students who wish to develop their public speaking skills beyond taking CT 2000 - Fundamentals of Communication .
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CT 2040 - Interpersonal Communication
(3)
Application of communication theory to face-to-face unplanned and planned interactions. Emphasis on acquiring and demonstrating effective communication skills in dyadic and group communication contexts as well as understanding the cause and effect patterns that constitute relationships. The course will focus on interpersonal topics including perception, language and meaning, nonverbal communication, listening, feedback, conflict management, and leadership communication.
Prerequisite: CT 2000 .
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CT 2150 - Honors Communication
(3)
Intensive study of interpersonal and presentational communication in three phases: information gathering, message preparation and process, and style of delivery.
Prerequisite: EN 1110 or EN 1140 or EN 1150 ; honors status or instructor approval.
(OCP)
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CT 3000 - Listening for Personal and Professional Success
(3)
Listening is the most widely used communication skill, and listening effectively is critical to academic, personal, and professional success. In fact, listening is consistently one of the top 3 skills employers seek in hiring new employees. Yet, most students never have any formal listening instruction in their lives. This course will have two primary emphases. The first emphasis is on understanding the interdisciplinary research that supports the listening process. The second emphasis is in acquiring and demonstrating the skills and strategies to be an effective listener from the cognitive and behavioral perspectives. When applying the skills and strategies successfully, students will increase their listening effectiveness as well as their long term memory.
Prerequisite: The Core Oral Proficiency Requirement.
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CT 3010 - Leadership Theory and Practice
(3)
This course examines some of the most common elements of leadership, such as legitimate authority, expert knowledge, power, charisma, and influence. Examples of effective leadership, taken from history and contemporary society, are studied.
Prerequisite: CT 2000 .
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CT 3200 - Cinema Critique
(3)
An introduction to the art of film; students experience and discuss a variety of films from different genres, time periods and artistic styles.
Lab fee.
(ARI)
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CT 3210 - The Films of Alfred Hitchcock
(1)
For about 40 years, from the ‘30s to the ‘70s, Alfred Hitchcock built a reputation as a cinematic master of suspense. His name was synonymous with sophisticated, exciting, engagingly complex movies that were guaranteed to thrill. Hitchcock delighted in playing games with the audience, seducing them into little traps, then laughing at their red faces. He has been imitated many times, but no one has yet exhibited Hitchcock’s understanding of the film medium. In this course we examine what makes Hitchcock’s movies so enjoyable and yet so disturbing. We study how Hitchcock worked closely with his writers, cinematographers and composers. We view four examples of Hitchcock’s best work in order to discover how and why they had such a profound impact on the movie industry and on American culture.
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CT 3211 - The Films of Woody Allen
(1)
From joke writer for television stars and newspaper columnists to stand-up comic, to playwright, to ground-breaking film director, Woody Allen has consistently recreated the borders of American humor. A self-defined social misfit, his special brand of cynical parody and devastating understatement has developed into a level of absurdist theater that ranks with the best observers of social manners. His films, typically disjointed, contain a great many moments of comic brilliance, encompassing Jewish humor, jokes turned on himself and an endless parade spoofing filmmakers, authors,and philosophers. We will study four Woody Allen films, showcasing what makes his comedy so unexpected, so unsettling. We will analyze why he is one of the very few American directors who can be counted on to make an interesting film every time.
(ARI)
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CT 3212 - The Reel West
(1)
We will take a look at the Western film as historical document-what it told us of the settlers and soldiers, the women, the gunfighters, the politicians, the law and of course, the American Indian. We will probe the controversy over and sometimes highly falsified view given to audiences by the movies, and attempt to resolve the question over whether or not these movies had any responsibility to be historically accurate. We will also study the Western and discover its very distinct rise and all, while attempting to determine why the western no longer appeals. To that end, we will watch several important examples of western filmmaking.
(ARI)
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CT 3220 - Screening Science Fiction
(1)
Contrary to a popular misconception, science fiction is not necessarily about other planets, or alien invaders, or wars in outer space. It is about us, the people and institutions that shape our world and our future. Perhaps more than any other genre, science fiction is a barometer of the times. In this course we look at four science fiction films that probe the dynamics of the constant struggle between our sometimes vaunting aspirations and the often exorbitant price we must pay for them.
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CT 3230 - The Horror Film
(1)
Why do we like to be scared? There is nothing truly attractive in fear, but perhaps horror literature and film are so popular because for most of us, we are never more alive than when we think we are being scared to death. With horror films, the fear is actually twice removed-it is not happening to us, and it is not really happening at all. Horror films seem to confirm our worst anxieties and give substance to nightmares, yet we know we will awaken unharmed. This course focuses on the history of this peculiar yet durable genre from the Frankenstein monster phase to the exorcism craze of the mid-1970s and the recent blending of horror and high fashion. Analysis will center on what these films speak to in human nature that causes their continued appeal.
(ARI)
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CT 3240 - The Reel West
(1)
as historical document—what it told us of the settlers and soldiers, the women, the gunfighters, the politicians, the law, and of course the American Indian. The course addresses topics such as the controversy over the sometimes highly falsified views given to audiences by the movies, the question of whether or not these movies had any responsibility to be historically accurate, the Western as a film genre, its very distinct rise and fall, and contemporary perspectives on the genre. To that end, we will watch several important examples of Western filmmaking.
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CT 3250 - The Dark World of Film Noir
(1)
Film Noir (black film) is, with the western, the only truly American contribution to world cinema. It usually centered on a hardboiled American cop, detective, or insurance man who finds himself in a sick society—going into its darkest corners, ferreting out corruption. The greatest threat to the Film Noir hero is not his male antagonist, but a Medea figure who can draw him with her witchlike powers into evil. Lasting from the mid-1940s to the mid-1950s, film noir reflected a transitional period from the dislocation following World War II to the complacency of the Eisenhower years. This course focuses on four examples of Film Noir. Analysis will center on what made the films so evocative of its era and so popular with audiences even today.
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CT 3260 - History and the Movies
(1)
For most people, ideas about history come not from textbooks or scholarly papers, but from movies or television. Although motion pictures have sometimes blundered, distorted and downright lied, still, at their best, they have given a vivid and memorable picture of the ages to an infinitely wider audience than traditional historians such as Tacitus or Gibbon. At a minimum, historical films have shown history more faithfully than they have been given credit for and as it was never seen before. This course engages students in viewing and analyzing films with historical events as their organizing principle.
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CT 3270 - The War Film
(1)
One of the most common and tragically enduring behaviors of human beings has been to wage war. From ancient times to the present, there always seems to be an excuse for nations or individuals to ritually destroy each other in the name of politics, commerce, love, or very often, religion. As it does with most major events, the motion picture industry has attempted, with varying degrees of success, to capture the horror, the glory, the sadness of war. All war films deal with the whys and hows of warfare, in an effort to answer the haunting question: why do we have wars? This course engages students in viewing and analyzing four examples of war era films, some involving combat, some merely the effects of combat, as answers to that question.
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CT 3300 - Presentational Speaking and Listening
(3)
A performance based course in platform speaking and listening. Emphases will include 1) topics in speech development such as audience analysis, appropriate and effective organizational designs, and content, 2) topics in speech delivery such as speaker credibility, forms of delivery, appropriate process analysis, and use of multimedia aids to assist the speaker, and 3) topics in listening to public speaking such as evaluating the speaker and the speech, and critical and ethical listening. The course includes preparation, presentation, and critiques of several speeches throughout the semester.
Prerequisite: CT 2000 .
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CT 3500 - Introduction to Public Relations
(JN 3500 )
(3)
This course will examine the history, theory, philosophy, and functions of public relations practices and programs in organizations. The course may provide case study and/or service learning opportunities for students to identify, analyze, and critique public relations practices.
Prerequisite: Junior standing.
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CT 3700 - Health Communication
(3)
This course provides an introduction to the field of health communication. Topics include how health is communicatively constructed, social support, illness & health narratives, recipient-provider communication, health campaigns and communication in health-care organizations.
Prerequisite: CT 2000 or equivalent
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CT 3800 - Study Abroad: Organizational and Intercultural Communication Perspectives
(3)
This course provides an orientation in organizational and intercultural communication in a study abroad context. The foundation of the course includes common organizational and intercultural communication theory and skill. Special topics include, but are not limited to leadership, symbolism, organizational behavior, cultural barriers and opportunities, and other relevent subject matter as it is experienced in the culture within which the student is immersed. Additional fees are associated with this course, payable directly through the Study Abroad organization.
Prerequisite: Instructor approval.
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CT 3840 - Persuasion: Theories of Social Influence
(3)
A study of the rhetorical, psychological and ethical principles of influencing change in others which includes consideration of the role of attitudes, beliefs, values and motives in human behavior. Application of theories through preparation and presentation of persuasive speeches and analysis of campaigns.
Prerequisite: CT 2000 .
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CT 3850 - Intercultural Communication
(3)
Examination of how people communicate, evaluate, and build attitudes about members of different cultures and co-cultures. Exploration of varied communication patterns which take place nationally and internationally.
Prerequisite: OCP.
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CT 3860 - Media and Politics
(PS 3860 )
(3)
A study of the growing importance of mass media in American politics and their interaction with the formal and informal elements of the decision-making process.
(SRII or SRI)
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CT 3930 - Research in Communication
(1-3)
This course is designed to introduce students to the research process by participating in faculty sponsored research. Activities may include reading literature relevant to the topic, data collection, data entry, data coding, and attending research meetings. Students contract with a faculty mentor to determine their level of participation in the research process. Three hours of participation per week are required to earn one hour of college credit, and students may sign up for one, two, or three credit hours. Students must have the approval of the supervising faculty member to sign up for the course. Students can earn a maximum of three credit hours per semester, repeatable once during their academic career.
Prerequisite: CT 2000 ; minimum 3.0 cumulative GPA; instructor approval.
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CT 4170 - Principles of Advertising
(JN 4170 )
(3)
A general survey of the field of advertising. Includes focus on conception and execution of creative, effective advertising for print, online, and broadcast media. Introduces stategic planning, media selection, buyer behavior, campaigns, ways to measure advertising effectiveness, and career opportunities. Case studies and prize-winning advertisements may be included.
Prerequisite: Junior standing.
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CT 4220 - College-to-Career Transition
(2)
Seniors/juniors experience a career decision-making process designed to facilitate the college-to-career transition. Reflecting on their college experience, students will examine their personal work ethic and will identify their strengths, interests, and work-related values. Speakers will present job market information. The course will include learning about the following job research skills: researching literature, conducting information interviews, developing a resume, interviewing for a job, and writing good cover letters.
Prerequisite: Junior or Senior standing.
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CT 4350 - Organizational Communication
(3)
This course provides an orientation into the ways communication operates in organizations through historical, philosophical, and theoretical issues. Case study and organizational research are emphasized for study of leadership styles; communication climates; organizational design, coordination and symbolism; and communication satisfaction.
Prerequisite: CT 2000 , CT 2040 .
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CT 4500 - Social Media and Contemporary Culture
(3)
This course examines social media as a means of shaping and reflecting contemporary culture. Course content is based on the foundation of “media-as-environment” (media ecology), constructed by human beings, within which we live our lives and use media to meet personal needs. The primary goal of the course is to understand the central place of mediated communication in many aspects of culture including, but not limited to, consciousness, personal identity, social movements, politics, popular culture, law, news media, propaganda, and so on.
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CT 4750 - Rhetorical Criticism
(3)
An examination and evaluation of verbal, visual and rhetorical artifacts which are formed due to social issues. Emphasis is placed on the relationship among the rhetor, the message, the audience, the cultural environment in which they communicate, and their ethical standards. This course is designed to develop critical thinking, listening and visual literacy.
Prerequisite: CT 2000 , CT 2040 .
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CT 4860 - Seminar in Group Interaction
(3)
This course will focus on the study of the principles and processes unique to group situations. Topics will include leadership, followership, group roles, norms, tasks, social functions, problem-solving, decision making, and conflict resolution. Emphasis is on learning and acquiring group communication skills, including self-disclosure, conflict management skills, and leadership and followership skills.
Prerequisite: CT 2000 , CT 2040 .
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CT 4870 - Seminar in Communication Theory and Research
(3)
A survey of the contemporary contributions to the study of human communication. Evaluation and analysis are designed to explore what occurs when humans communicate and why certain effects occur. Survey includes considerations of interpersonal, intercultural, organizational, mass media and rhetorical communication.
Prerequisite or Concurrent: CT 2040 .
Prerequisite: CT 2000 , junior standing.
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CT 4880 - Research Methods in Communication
(3)
This course introduces students to the theory and practice of social science methods in the field of communication. Students will learn quantitative and qualitative research methods. Students will learn to be critical readers of research, and emphasis will be placed on understanding research and assigning credibility to these findings. Students will also learn the importance of conducting and identifying ethical research. Students will design and conduct their own research including asking research questions, developing theoretical explanations for communication phenomena, formulating hypotheses, designing methodologies, analyzing data, and drawing conclusions about research findings. Students will present findings orally and in writing.
Prerequisite: CT 2000 , CT 2040 , CT 3000 or CT 4860 , senior standing.
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CT 4890 - Seminar in Mass Media
(3)
Topics vary each semester but may include such themes as First Amendment issues, journalistic ethics, theories of the effects of mass communication, federal regulation, cultural impact of media and global issues in mass communication.
Prerequisite: Junior standing.
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CT 4940 - Senior Capstone
(3)
The Senior Capstone in Communication is the culminating experience for all students enrolled in tracks within the Bachelor of Arts in Communication. The Capstone course provides students with the opportunity to integrate and synthesize knowledge and skills acquired throughout their coursework in an original comprehensive project. The project requires management through research using primary and secondary sources, report writing, and oral presentation to assess students’ level of mastery of the learning outcomes of the Communication program.
Prerequisite: OCP, CT 2040 , Junior standing.
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CT 4970 - Internship
(2-3)
Opportunities for students to apply their education by working in career fields related to a specific track in either communication or business communication. Internships may be in business, industry, government and not-for-profit organizations. Locations include Kansas City, St. Louis, and Paris. The Paris internship requires additional concurrent course enrollment.
Prerequisite: Junior standing, upper-level courses relating to the specific internship, and internship faculty advisor approval.
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Cybersecurity |
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CYBS J1500 - Foundations of Security and Strategic Intelligence
(Saint Louis University SSI 1500)
(3)
An introduction to the program of study, providing the student with a foundation for the study of security and intelligence by identifying security concepts (securing humans, tangible assets, and information), intelligence concepts (the cycle of intelligence: collection, processing, analysis, dissemination, feedback/utilization), and the roles of security and intelligence professionals within corporate and governmental organizational contexts.
Prerequisite: BIA 2000 .
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CYBS J2000 - Threat and Risk Assessment
(Saint Louis University SSI 2000)
(3)
An investigation of the tools utilized to identify threats and risks and then effectively assess, mitigate, and manage those risks. The course integrates components of information technology, analytics, and psychology with threat and risk analysis and spans the issues inherent in both corporate and governmental contexts.
Prerequisite or Concurrent: CT 2000 or (EN 1110 and EN 1120 ).
Prerequisite: CYBS J1500 .
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CYBS J3000 - Coordination across Agencies, Organizations, and Departments
(Saint Louis University SSI 3000)
(3)
An investigation of the roles of SSI professionals within large organizations, including creation and maintenance of effective relationships across departmental, organizational, and agency lines and exploration of the benefits for the both the SSI professional and his/her organization gained through identifying and creating innovative ways to provide service and added value across these lines.
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CYBS J3100 - Analytics in Security and Intelligence
(Saint Louis University SSI 3100)
(3)
This course introduces students to the application of analytics in the security and intelligence arenas. It will teach methods used to understand problems, explore true attributes of a question, use data to understand the specifics and trends, translate that data into a new understanding and potential recommendations, and then present those recommendations in a way that can be understood by diverse audiences. The course is about helping those who will take actions understand where, when, why, and sometimes how to take actions that will be relevant and effective to making a desired change. The class will focus on refining the students’ thinking about the organization of problems. It will teach the student to unpack problems, independently gather the right data to understand the problems better, and to formulate an independent response.
Prerequisite: CYBS J1500 and CS 3100 .
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CYBS J3200 - Terrorism: Causes, Tactics, and Mitigation
(Saint Louis University SSI 3200)
(3)
This course provides the student with knowledge regarding the issue of terrorism, including cyber-terrorism. Students will learn to identify terrorism; discuss its history; explain how terror organizations develop; and understand current, emerging and possible future threats and how to effectively mitigate those threats.
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CYBS J3250 - Cybersecurity Principles
(Saint Louis University CIS 3250)
(3)
Cybersecurity Principles provides an overview of the field of Cybersecurity. Students will explore the key concepts of data and technology that frame and define cybersecurity. Upon completing the course, students will be able to apply security concepts involved in maintaining a secure computer networking environment.
Prerequisite: CS 1000 , and BSS 2100 or BIA 2200 .
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CYBS J3300 - Integrated Risk Planning, Strategy and Compliance
(Saint Louis University SSI 3300)
(3)
This course focuses on analyzing and evaluating the balance of value and risk as a component in the strategic development of risk management strategies. Topics include identifying, evaluating, managing, and mitigating unacceptable risks and evaluating risk tolerance positions.
Prerequisite: CYBS J3010 .
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CYBS J3800 - Trends in Strategic Security and Intelligence
(Saint Louis University: SSI 3800)
(3)
This course utilizes modern, sometimes evolving, case studies through which the student develops key competencies through practical application. Whether concerning legal and regulatory issues, advances in security and intelligence technology, or scenario planning based on recent events, the course provides students with cutting-edge tools and techniques for responding to current and future security and intelligence demands.
Prerequisite: CYBS J2000 .
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CYBS J4300 - The Fundamentals of Computer Forensics
(Saint Louis University CIS 4300)
(3)
The course offers computer forensics theory and methodology. The course explores how to find traces of illegal or illicit activities left on a disk with computer forensic tools and manual techniques. The student will learn about the elements of an effective computer crime policy. It is a study of the investigations of computer crime from both a legal and technical perspective.
Prerequisite: PL 3100 and CS 3100 .
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CYBS J4600 - Cyber Threats and Defense
(Saint Louis University SSI 4600)
(3)
Cyber Threats and Defense reviews security principles, controls, and monitoring technologies from both a network defense and offensive perspective. The course will develop a student’s competencies related to detecting and analyzing network vulnerabilities and threats. At the completion of the course, students will be able to design and implement a systematic plan for defending domestic and organizational networks from internal and external threats.
Prerequisite: CYBS J3250 .
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CYBS J4960 - Security and Strategic Intelligence Capstone
(Saint Louis University SSI 4960)
(3)
The program capstone provides students with a service-learning opportunity in which they work with an organization of their choice or are assigned a “case study” where they demonstrate how their academic tools have been applied. The capstone serves to integrate the students’ program of study of security and intelligence and provides oversight into the concepts and information learned and insight into practical application over the course of a career.
Prerequisite: Senior classification or permission of the Chair.
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Economics |
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EC 1000 - Principles of Macroeconomics
(3)
A first course in macroeconomics, a social science, that introduces students to theories of how the economy operates and demonstrates the interrelationships of macroeconomic policies, national debt, inflation and unemployment. From primary information sources and educational media, students learn to hypothesize, gather data and test fundamental economic relationships, as well as learn to anticipate the performance of the overall economy.
(SRI)
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EC 1050 - Honors Macroeconomics
(3)
This is a first course in macroeconomics, a social science that introduces students to theories of how the economy operates and demonstrates the interrelationships of macroeconomic policies, national debt, inflation and unemployment. From primary information sources and educational media, students learn to hypothesize, gather data and test fundamental economic relationships, as well as learn to anticipate the performance of the overall economy. This course takes the place of EC 1000 for honors students.
(SRI)
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EC 1100 - Principles of Microeconomics
(3)
A first course in microeconomics, a social science, that introduces students to theories of how consumers and producers interact through supply and demand within the economy. This course helps students in developing a scientific approach to studying economic systems such as modern capitalism. Students investigate the structure of market behavior, performance in the marketplace and optimizing behavior regarding consumer demand, revenues, costs and profits.
(SRI)
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EC 1150 - Honors Microeconomics
(3)
A first course in microeconomics, a social science, that introduces students to theories of how consumers and producers interact through supply and demand within the economy. This course helps students in developing a scientific approach to studying economic systems such as modern capitalism. Students investigate the structure of market behavior, performance in the marketplace and optimizing behavior regarding consumer demand, revenues, costs and profits. This course takes the place of EC 1100 for honors students.
(SRI)
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EC 3000 - Intermediate Macroeconomics
(3)
Intermediate Macroeconomics is a social science that focuses on the fundamental determinants of output, employment, prices and interest rates. As an extension of the foundation built in Principles of Macroeconomics, critical economic factors and issues such as technology, the labor force, the capital stock and government policies are investigated. Students gain an understanding of the competing economic analyses explaining macroeconomic problems and the variety of possible alternatives for fiscal, monetary, investment, and labor force policies.
Prerequisite: EC 1000 or EC 1050 , EC 1100 or EC 1150 , introductory statistics.
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EC 3100 - Intermediate Microeconomics
(3)
An advanced study of microeconomics that includes the study of consumer behavior, production theory and general equilibrium. Topics include indifference analysis, costs, isoquants, and welfare economics.
Prerequisite: EC 1000 or EC 1050 , EC 1100 or EC 1150 , introductory statistics.
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EC 3250 - Sustainability and Environmental Policy
(3)
This course focuses on the theory and policy issues involved in resource creation and depletion; environmental destruction, preservation, and sustainability; and the interrelation of these problems and prospects for a sustainable future.
Prerequisite: EC 1000 or EC 1100 .
(SRII)
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EC 3400 - The Developing World: Economics, Politics and Culture
(3)
The Developing World has often been viewed through the lens of theory that evolved in the context of what is known as the Developed World. This seminar course assembles profiles of developing countries and regions from a wide variety of sources to give students a foundation to understand theories focused on the Developing World. Such a foundation includes examinations of the interacting forces of economics, culture, politics, and the natural world.
Prerequisite or Concurrent: (with permission of the department): EC 1000 or EC 1100 ; withdrawal from concurrent course will result in automatic drop of EC 3400.
(SRII or SRI, GPR)
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EC 3750 - Law and Economics
(3)
The purposes of government intervention in markets are the focus of the course. The market failures that government is designed to correct are weighed against government failures. Industry studies are used to illustrate public choices about regulation, deregulation, antitrust, and other legal interventions in markets. Students learn the role of property in our legal system and economic analysis. The structure of the U.S. and foreign legal systems are examined from an economic perspective. Students learn to read, interpret, and apply Supreme Court cases to economic analysis of markets. A prior course in economics is helpful.
Prerequisite or Concurrent: (with permission of the department): EC 1000 or EC 1000 ; withdrawal from concurrent course will result in automatic drop of EC 3750.
(SRII or SRI)
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EC 4001 - Forecasting and Data Analysis for Decision Making
(BUS 6201)
(3)
This course will provide students with the practical business and market research tools required for today’s data-driven decision needs. Understanding your products, customers, competitors, employees and processes is essential to achieve competitive advantage. These business intelligence tools include market research, data mining, forecasting, financial modeling and industry research. This course will focus on the processes and analysis of data using software, not the mathematics.
Prerequisite: EC 1000 or EC 1050 , EC 1100 or EC 1150 , introductory statistics and skills in using windows-based software.
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EC 4200 - International Economics
(3)
This course introduces the student to international trade, with emphasis on the balance of payments, foreign exchange rates and adjustments, the history of trade laws, and current directions in free trade and protectionism.
Prerequisite: EC 1000 or EC 1050 , EC 1100 or EC 1150 , BIA 2200 or introductory statistics.
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EC 4300 - Political Economy: Economics Systems of the World
(3)
Capturing the essence and dynamism of economic systems is the focus of this course. In this discussion-based course, students will engage in critical reflection of the criteria for comparing economic systems, apply criteria to a self-determined research of particular economy, and examine the different types of economic systems. Particular topics include the role of culture in understanding systems, transitioning systems in Eastern Europe, the emerging role of Islam and issues particular to developing countries.
Prerequisite or Concurrent: (with permission of the department): EC 1000 or EC 1100 ; withdrawal from concurrent course will result in automatic drop of EC 4300.
(SRII, GPR)
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EC 4400 - Industrial Organization
(3)
The study of industrial organization provides a well-organized, widely accepted set of principles about the ways markets fail depending upon how they are structured, how governments do or do not intervene to correct market failures, and the kinds of failures governments experience in trying to correct market failures. The course analyzes the structural characteristics, conduct patterns and social performance of industries with special attention given to major U.S Industries. The point of this analysis is to develop skill in analyzing whether or not government intervention is effective and desirable.
Prerequisite or Concurrent: (with permission of the department): EC 1100 ; withdrawal from concurrent course will result in automatic drop of EC 4400.
(SRI or SRII)
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EC 4500 - Applied Quantitative Methods
(3)
This course introduces applied concepts in mathematical analysis, statistics, and spreadsheet application. The focus is on providing a background in the quantitative methodology used in areas such as economics, finance, operations management, marketing, and management. Major topics include linear and non-linear functions, linear programming and statistical concepts. Waived in lieu of six hours of undergraduate statistics and quantitative analysis. This course cannot be taken by BSBA majors to apply toward the BSBA degree requirements or by BA in Economics majors to apply toward the BA in Economics.
Prerequisite: Junior standing or post-baccalaureate pre-MBA student.
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EC 4550 - Principles of Economics
(3)
This course examines major topics including role of the price system, the factors which impact prices in resources and product markets, determinants of price level and national income, and the effects of governmental stabilization policies. Waived in lieu of six hours of macro and microeconomics. The course cannot be taken by BSBA majors to apply toward the BSBA degree requirements or by BA in Economics majors to apply toward the BA in Economics.
Prerequisite: Junior standing or post-baccalaureate pre-MBA student.
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ED 1340 - Introduction to Education
(3)
Introduces students to a possible career in education. Students observe a K-12 classroom in a diverse setting, reflect on this field observation, and then synthesize it with course readings and class discussions. On-campus sessions develop students’ ability to analyze and place these experiences into the broader cultural context that is the 21st-century classroom. Students will examine trauma-informed teaching practices, culturally-relevant pedagogy, and socioeconomic effects on student populations. This course requires non-credit hour field placement experience.
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ED 1350 - Introduction to Design Thinking
(3)
This course provides an overview of design thinking, including the frameworks and tools needed to effectively apply this method to create innovative solutions to complex problems. We will review and discuss theories, practices and methods of design thinking, and experience a six-stage design thinking process: challenge, interpret, create a plan, build and test, then pitch and share. We will also identify collaborative team dynamics that need to be mastered for the design thinking process to succeed and practice these skills to gain deeper insight into its requirements and challenges. Learners will develop a deeper understanding about STEAM (science, technology, engineering, art, and math) related professions of engineering, architecture, technology, urban planning, education, and environmental design.
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ED 2100 - Math Methods for the Elementary Teacher
(3)
Students explore and practice teaching and learning mathematics as a subject area that requires problem-solving and critical thinking. Preservice teachers will re-conceptualize mathematical concepts and develop skills reasoning with various representations while building knowledge and critically examining the complexities of elementary school mathematics instruction. Focus will be given to numbers and quantities, measurement, and the development of algebraic reasoning. Time will be spent on the use of concrete learning aids and the use of student interviews/conferencing, which will facilitate discussion and development of knowledge related to methods of remediating math difficulties.
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ED 2450 - Literature in the Classroom
(3)
This course provides a survey of children and young adult literature and aims at expanding levels of literacy for teachers and their prospective students. Students consider various genres of literature as well as award winning books for children. While reading widely in this rich contemporary and classical body of work, particular attention is given to criteria for selection and evaluation of literature for the classroom. Books with alternative views of childhood, families, and diversity are examined.
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ED 2500 - Curriculum and Instruction in Health and Physical Education
(2)
This course examines the goals and methods of elementary health and physical education. Students will look at the role of health education in today’s society and the need for a coordinated health education program in schools. Students will also construct, teach and evaluate a short unit in health education.
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ED 3100 - Math Methods for the Elementary Teacher II
(3)
Students explore and practice teaching and learning mathematics as a subject area that requires problem-solving and critical thinking. Preservice teachers will re-conceptualize mathematical concepts and develop skills reasoning with various representations while building knowledge and critically examining the complexities of elementary school mathematics instruction. Focus will be given to reasoning about shapes, symmetry, transformation geometry, and reasoning about chance and data. Time will be spent on the use of concrete learning aids and the use of student interviews/conferencing, which will facilitate discussion and development of knowledge related to methods of remediating math difficulties. This course requires non-credit field placement experience that analyzes curriculum, assessment, and classroom management in the elementary classroom for grades 1-6.
Prerequisite: ED 1340 .
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ED 3200 - Teaching Elementary School Science
(3)
This course examines the goals, principles, and procedures of science education in elementary schools. Science is examined as both a process and product. Students examine the roles of developing students’ science process skills and understanding of the nature of science as these issues relate to teaching science for concept attainment. The role of science-technology-society connections in science education is emphasized for purposeful curriculum and instructional planning. Issues of successful teaching and learning for a broad range of science learners are addressed through data driven decision making from experiments and student data. This class requires service learning hours.
Course Fee.
Prerequisite: ED 1340 .
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ED 3300 - Teaching Elementary School Social Studies
(3)
This course will explore and analyze a variety of issues and approaches to the teaching of elementary school social studies. Students learn about social studies curriculum including the development of a unit of study, lesson plans, authentic student data-driven informal and formal assessments, differentiated learning activities, the integration of technology, and working with culturally diverse learners, including English Language Learners. In addition to learning the methods of teaching social studies, students are engaged in critical thinking and problem solving methods. Students participate in on-campus teaching demonstrations and varied sample instructional activities. This course includes a non-credit field placement experience.
Prerequisite: ED 1340 .
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ED 3700 - Teaching Elementary Language Arts
(3)
Students receive both a theoretical and practical background in language learning and its connections to literacy acquisition in a language arts program. Particular emphasis is placed on integrating language arts into the total elementary school curriculum by examining the process of developing effective communication skills and integrating content areas. Students learn about language arts curriculum including the development of a unit of study that addresses the development of children’s language and thinking skills, written communication and grammar, listening and speaking skills, spelling and handwriting. Lesson plans, authentic student data-driven informal and formal assessments, differentiated learning activities, the integration of technology, and working with culturally diverse learners, including English Language Learners will also be a focus. This course requires non-credit field placement experience that provides for implementation and assessment of the student’s unit.
Prerequisite: ED 1340 .
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ED 4005 - Evaluation of Abilities and Achievement
(ED 6005)
(3)
The focus of this course is to investigate evaluation and assessment techniques used in special education for identification, placement, IEP/ITP/IFSP development and prescriptive planning for children and youth with mild/moderate cross-categorical (MM/CC) disabilities. Candidates will learn to interpret assessment guidelines as set forth in the Individuals with Disabilities in Education Act (IDEA), understand scoring and interpretation of aptitude and achievement measures used to identify children and youth with MM/CC disabilities and reflect on the ethical dilemmas frequently posed as part of the special education assessment process. Candidates will (a) evaluate and display basic descriptive statistics and measurement concepts used in norm-referenced and criterion-based measurement, (b) administer, score, and interpret informal assessment instruments and teacher-made probes, (c) discuss comprehensive assessment reports, and (d) develop individualized instruction plans in a multidisciplinary team session. Assessment measures will include academic, behavioral, and social skills instruments, as well as the construction of a functional behavioral assessment (FBA). Candidates will examine the role of Response-To-Intervention (RtI) in the pre-referral process.
Prerequisite: (ED 4450 )
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ED 4010 - Foundations of Education
(ED 6010)
(2)
This is a fundamental course that assists students in concentrating on the development of a philosophical, historical, and social model to assist in understanding the complexities, strengths, and problems of present-day education. This course challenges students to think critically as they acquire and apply foundational knowledge in education. Foundational areas addressed, include historical, philosophical, sociological, cultural, political, economic, ethical, and legal foundations as well as introductions to the areas of theory, curriculum, and teaching as a career. The main theme for this course is teaching for social justice, where students practice critical literacy, evaluating the evolution of education, analyzing the role of cultural diversity in schools and its effect on instruction, exploring educational philosophies and its influence on instruction, determining the relationship between standards, assessments, and accountability, and debating current issues in education.
Prerequisite: ED 1340 .
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ED 4020 - Fundamentals of Literacy Learning
(ED 6020)
(3)
This course explores literacy instruction designed to improve reading and writing for all students across all content areas. Instruction focuses around problem-solving strategies that allow students to gain meaning from critical interpretation of text in varying contexts, whether print or digital. These differentiated strategies address all types of students that will populate a diverse, modern classroom: English language learners, special education students, and students performing above or below grade level. A broadened definition of literacy is investigated, one that entails not only reading and writing, but coherence, analysis, inference, and synthesis. This approach is presented within the context of scaffolding for students so that all may be able to critically analyze a variety of texts.
Concurrent: ED 4021 for Elementary Education majors only.
Prerequisite: ED 1340 .
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ED 4021 - Literacy Practicum
(1)
Students focus on assessing and teaching various reading/writing instructional strategies through a supervised classroom experience. Classroom opportunities for developing and implementing appropriate literacy activities with individual, small, and large groups are incorporated. Preservice teachers receive on-going guidance in the components of their reading curriculum, (e.g. independent reading, guided reading, book talks, word study, and reading aloud).
Concurrent: with ED 4020 for Elementary Education majors only.
Prerequisite: ED 1340 .
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ED 4030 - Technology and Education: Applications and Implications
(ED 6030)
(3)
Students will develop proficiency with a wide range of software applications and examine and evaluate educational software programs. Students will also examine emerging information technologies that show promise in the field of education and explore how these technologies might be of assistance in meeting the needs of diverse learners through differentiated learning. Students will learn how to identify and select appropriate technology for purposeful curriculum and instructional planning. This course requires service learning hours.
Prerequisite: ED 1340 .
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ED 4055 - Social and Affective Interventions
(ED 6055)
(3)
This course will apply research-validated practices from eclectic theoretical perspectives to classroom and individual behavior management. Candidates will learn and practice strategies for social and affective intervention from the fields of psycho-educational, behavioral, cognitive behavioral, humanistic, and attribution restructuring therapies. Candidates will design positive behavior support plans, write a behavior intervention program (BIP), and examine the role of tiered intervention in the pre-referral process for students with mild/moderate cross-categorical (MM/CC) disabilities. Social skill development techniques will be reviewed with emphasis placed on students diagnosed with autism spectrum disorder (ASD), emotional/behavioral disorder (EBD), and attention-deficit hyperactivity disorder (ADHD). Candidates will explore the legalities and prevention of manifestation determination hearings.
Prerequisite: ED 1340 and (ED 4450 ).
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ED 4060 - Counseling Techniques and Family Advocacy in Special Education
(ED 6060)
(2)
This course is designed to develop personal dispositions and skills necessary to effectively collaborate and conference with parents, caregivers, professionals, and families of children and youth with mild/moderate cross-categorical (MM/CC) disabilities. Emphasis will be placed on applying these skills across multicultural settings. Principles and procedures for fostering collaborative partnerships that lead to outcomes of mutual empowerment will be examined. Self-awareness and human relations skills will be developed. Candidates will engage in reflection on their own personal schemata and belief systems with respect to actively involving parents/caregivers in their children’s education. Technology and resources related to self-determination, parent and family support networks, and community services will be explored.
Prerequisite: ED 1340 and ED 4450 .
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ED 4070 - Characteristics and Language Development of Students with Exceptionalities
(ED 6070)
(3)
This course is designed to introduce candidates to the characteristics of students with receptive and expressive language deficits. Candidates will explore general language acquisition, pragmatic and social uses of language development. Candidates will develop appropriate activities, sequence-based learning, and assistive/augmentative communication technology. Non-credit hour field experiences will be required.
Prerequisite: ED 1340 and ED 4450 .
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ED 4080 - Educational Methods in Mild/Moderate Cross-Categorical Disabilities
(ED 6080)
(4)
In this course, candidates will apply research validated academic practices to the education of children and youth with mild/moderate cross-categorical (MM/CC) disabilities. Candidates will write individualized student programs including an Individual Education Plan (IEP), an Individual Transition Plan (ITP) and an Individual Family Service Plan (IFSP). Salient features of the Individuals with Disabilities in Education Act (IDEA) will be examined with respect to court cases, amendments and reauthorization. Candidates will learn techniques to integrate IEP and ITP goals into multicultural-sensitive academic, behavioral, social, and transition objectives in the school curriculum. Candidates will create lesson plans and implement lessons, using diagnostic teaching techniques. Instruction focusing on transition skills and post K-12 educational and career opportunities will be included. Issues related to grading and academic advancement will be discussed.
Prerequisite: ED 1340 and (ED 4450 ).
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ED 4090 - Specialized Instructional Strategies Across the Curriculum for Special Educators
(ED 6090)
(3)
This course utilizes personalized techniques and instructional strategies for remediation of academic learning needs to include students with mild-moderate cross-categorical (MMCC) disabilities in the general education classroom. Candidates will address the role of basic skills in reading, writing, and mathematics as related to content area instruction across the curriculum. Special attention will be given to middle school and secondary curricular content and methodology. Candidates will identify student needs and plan individualized and small group instruction utilizing research-based best practices for reading, writing, and math strategies. Differentiated lesson design will be emphasized.
Prerequisite: ED 1340 and (ED 4450 ).
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ED 4160 - Teaching Secondary School Mathematics
(ED 6160)
(3)
Students will explore and practice the methods for teaching all children, with some special attention given to English language learners (ELLs) and secondary school mathematics. Students will problem solve and critically think about mathematics and mathematics teaching as they re-experience and begin to teach the mathematics of secondary school. In order to develop the ability to evaluate and create mathematics curriculum and instructional plans, students develop lesson plans, a unit plan, collect student data, and begin the practice of data-driven decision making in the classroom. An emphasis is placed on the use of technology, activity-based learning experiences, and differentiated learning in the secondary school classrooms. This course requires non-credit field placement experience.
Prerequisite: ED 1340 .
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ED 4170 - Integrating Arts Instruction into the Elementary School Curriculum
(3)
In this course, students focus on learning about, with, and through the arts. Students will design, implement and assess art experiences that are interrelated, developmentally appropriate, meaningful, and challenging for all students. As future educators it is imperative to acquire strategies to integrate the arts meaningfully into the elementary school curriculum. Students will be expected to develop interdisciplinary units of study that incorporate a variety of visual arts mediums, music, movement, and drama.
Prerequisite: ED 1340 .
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ED 4260 - Teaching Secondary School Science
(ED 6260)
(3)
This course examines the goals, principles and procedures of science education in secondary schools. Science is examined as both a process and product. Students examine the roles of developing students’ science process skills and understanding of the nature of science as these issues relate to teaching science for concept attainment. The role of science-technology-society connections in science education is emphasized. Issues of successful teaching and learning for a broad range of science learners are addressed. This course will prepare the pre-service and in-service teachers about the challenges of today’s modern classroom; therefore, it will focus on how to best serve English language learners, underperforming students, and a diverse student body. Critical thinking and problem solving will be central to the training of the students. This class requires a non-credit field placement experience. The graduate-level course requires independent accelerated additional coursework appropriate for the graduate level.
Prerequisite: ED 1340 .
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ED 4300 - Child and Adolescent Development in Education
(3)
The physical, social, emotional, and cognitive development of children and adolescents will be examined in this course. Motivational and learning theories and theorists will be explored, applying theory and research to today’s diverse classroom settings. Students will be asked to consider the implications of their decisions regarding appropriate selection of curriculum, teaching strategies, and assessment as they apply to the varied needs of children and adolescents.
Prerequisite: ED 1340 .
(SRII)
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ED 4360 - Teaching Secondary School Social Studies
(ED 6360)
(3)
Students explore and analyze a variety of issues and approaches to the teaching of secondary school social studies. The development of curriculum is emphasized, as well as the development of quality assessments and learning activities. Students participate in on-campus teaching demonstrations and varied sample instructional activities. Students prepare a unit of instruction and demonstrate their understanding of the major concepts and tools of the social studies disciplines. This course, additionally, will prepare the pre-service and in-service teachers about the challenges of today’s modern classroom; therefore, it will focus on how to best serve English language learners, underperforming students, and a diverse student body. Critical thinking and problem solving will be central to the training of the students. This course includes a non-credit field placement experience. The graduate-level course requires independent accelerated additional coursework appropriate for the graduate level.
Prerequisite: ED 1340 .
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ED 4400 - Assessing Literacy Development and Teaching Elementary Grade Readers
(3)
Students learn to assess literacy development of elementary grade students using a variety of authentic assessment techniques including informal reading inventories, retelling, miscue analysis and spelling. After collecting and reviewing data, students will develop lesson plans including reading strategies, word work and writing to help diverse, including ELL, students develop fluency, comprehension, word analysis (including phonics), and writing skills in appropriate contexts.
Prerequisite: ED 1340 , ED 4020 , and ED 4021 .
Corequisite: ED 4411 .
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ED 4411 - Practicum in Assessing Literacy Development and Teaching Elementary Readers
(2)
Students engage in continuous assessment including informal reading inventories, retelling, miscue analysis and spelling to develop lessons to meet the diagnostic need of individual children in diverse elementary classrooms, including ELL students. Instructional strategies learned in ED 4020 and ED 4400 will be used to develop fluency, comprehension, word analysis and writing. These strategies are taught in the context of reading and practiced during site field experiences.
Prerequisite: ED 1340 , ED 4020 , and ED 4021 .
Corequisite: ED 4400 .
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ED 4450 - Foundations of Special Education
(ED 6450)
(3)
This course provides an overview of the theoretical and practical issues of educating students with special needs from the early childhood years through adolescence. The needs of students qualifying for services under the 13 federally-funded disability areas, as well as English Language Learners and the gifted and talented, are addressed with an emphasis on inclusion in the general education classroom. Topics include pedagogical theory and best practices such as differentiated instruction and Response to Intervention (RtI), cultural diversity, legal and ethical considerations related to each area of disability, academic and behavior intervention strategies for elementary and secondary students, consultation and collaboration with special education personnel, assistive technology use, and transition services. This course requires non-credit field experience.
Prerequisite: ED 1340 .
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ED 4460 - Teaching Secondary School English
(ED 6460)
(3)
Students will explore and analyze a variety of issues and approaches to the teaching of secondary school English. The development of curriculum will be the foundation of the course, from lesson planning through full unit design. Pre-service and in-service teachers will learn how to use formative, summative and standardized student data to drive curricular decisions in the classroom. Differentiated instructional methods will be modeled and practiced; methods emphasized will reflect best practice and current educational technology. This course will prepare the pre-service and in-service teachers about the challenges of today’s modern classroom; therefore, it will focus on how to best serve English language learners, underperforming students, and a diverse student body. Critical thinking and problem solving will be central to the training of the students. This course also requires a non-credit field placement experience.
Prerequisite: ED 1340 .
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ED 4500 - Curriculum, Methods, and Assessment in Secondary Education
(ED 6500)
(3)
Students will focus on the application of theory to practice as it pertains to curriculum development, instructional strategies, and assessment practices in secondary classrooms. To demonstrate knowledge and understanding, students develop a unit that includes coherence amongst standards, assessments, and instructional practices. Specific topics of inquiry will include the practice of instructional planning and implementation with technology, collecting student data, and data-driven decision making in order to evaluate and modify curriculum in response to students’ needs. This course includes a non-credit field placement experience.
Prerequisite: ED 1340 .
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