Course Descriptions
Courses in the BPS, MBA, MSMIS, and MBA-MSMIS Dual Degree are
generally offered at an accelerated pace and in blended formats, combining
online and face-to-face instruction. During course sessions, on-campus class
time is supplemented with online instruction, providing convenience for
students who manage multiple responsibilities. In addition, several classes at
the College are offered entirely online. Regardless of instructional method,
students are expected to understand the time commitment necessary for
meeting all course requirements.
| ACCT | BPST | COMM | CIST |
| EDCI | EDEL | EDLS | EDSE |
| GISC | INDS | INDT | LRSP |
| MBUS | MMIS | MSCS | MAED |
| TESL |
Accounting (ACCT)
ACCT 201 Accounting for Managers (3 credits)
This course introduces the student to key financial and managerial
accounting concepts. Emphasis is placed on understanding the financial
statements and other accounting data and using the information to better
understand the economic performance of the organization. Topics include:
elements of financial statements including public disclosures of Notes to Financial
Statements and Management Discussion and Analysis, filings with the SEC,
financial ratios and analysis, cost behavior, budgeting for profits, and performance
evaluation. (Credit is not granted for both ACCT 201 and LRSP 302.)
ACCT 301 Intermediate Accounting I (3 credits)
Prerequisite: ACCT 201 or equivalent
This course is a review of basic accounting concepts followed by an
examination of the accounting process emphasizing financial statement
presentation and theory. Current assets and liabilities are studied in depth,
drawing heavily on Financial Accounting Standards along with SEC rules and
concept releases.
ACCT 302 Intermediate Accounting II (3 credits)
Prerequisite: ACCT 301 or equivalent
This course continues the examination of accounting processes with an
emphasis on noncurrent assets and liabilities, including pensions and other
employee compensation issues, leases, and debt financing. This study focuses
on Financial Accounting Standards along with SEC rules and concept releases.
ACCT 303 Business Law for Accountants (3 credits)
This is an in-depth study of business law issues for accountants. Topics
covered are sales and lease contracts, negotiable instruments, creditors’ rights
and bankruptcy, agency and employment law, business organizations, and
government regulation. Ethics are incorporated into every aspect of this
course. (Credit is not given for both BPST 314 and ACCT 303.)
ACCT 304 Cost Accounting (3 credits)
Prerequisite: ACCT 201 or equivalent
This is a study of cost accounting principles and procedures. The focus is
on cost behavior, standard costing, activity-based costing, flexible budgeting,
cost allocation, performance measurement, and analysis for decision making
and control.
ACCT 305 Intermediate Accounting III (3 credits)
Prerequisite: ACCT 302 or equivalent
This course continues the examination of accounting processes looking
in depth at equity accounts of corporations. It also includes accounting for
income taxes, comprehensive income, derivatives, contingencies, business
segments, and accounting changes and error correction. This study focuses on
Financial Accounting Standards along with SEC rules and concept releases.
ACCT 450 Forensic Accounting (3 credits)
Prerequisites: ACCT 302 and 460 or equivalents
This is a survey course which emphasizes the conduct of fraud
examinations, including specific procedures used in forensic accounting
examinations. It also examines the role of strong internal controls in fraud
prevention and detection and looks at financial statement fraud when there is
management override of internal controls. Also the course covers detection,
investigation, and prevention of fraud against corporations.
ACCT 460/560 Auditing (3 credits)
Prerequisites: ACCT 302 or equivalent and BPST 316 or equivalent
Recommended prerequisite: ACCT 305
Recommended prerequisite for ACCT 560: ACCT 564
This course covers generally accepted auditing standards as they apply to
the study of audit preparation and procedures, creating working papers, and
audit write-up. The course also covers internal and external audit procedures
and a comprehensive study of professional auditing ethics and professional
responsibilities. ACCT 560 also requires a research paper and presentation in
a selected area relevant to auditing. (Credit is not granted for both ACCT 460
and ACCT 560 or MBUS 560.)
ACCT 461/561 Advanced Accounting (3 credits)
Prerequisite: ACCT 305 or equivalent
This course applies financial accounting principles to the preparation
of consolidated financial statements, segment disclosures, foreign currency
adjustments and translations, partnership accounting, reorganizations and
liquidations, and mergers and acquisitions. ACCT 561 also requires a research
project and presentation covering a topic related to the course. (Credit is not
granted for both ACCT 461 and ACCT 561 or MBUS 561.)
ACCT 465/565 Governmental and Nonprofit Accounting (3 credits)
Prerequisite: ACCT 305
This is a study of nonprofit organizations emphasizing accounting for
governments, hospitals, universities, and other nonprofit entities. It covers
principles of fund accounting, financial reporting, budgeting, and auditing
governmental and nonprofit organizations. ACCT 565 students must also
complete a research project and presentation in a topic/area of interest germane
to governmental or not-for-profit accounting. (Credit is not granted for both
ACCT 465 and ACCT 565 or MBUS 565.)
ACCT 499 Internship (1-6 credits)
The Professional Experiences and Networking (PEN) Program offers
students opportunities to experience various fields of employment while
working with a variety of organizations on important and challenging projects.
These experiences augment classroom learning while allowing on-the-job
training. Interested students should contact the program director for
additional internship information.
ACCT 562 Income Tax Procedure (3 credits)
Prerequisite: ACCT 301 or equivalent
This course presents an analysis of federal tax laws for individuals and
unincorporated organizations. Key tax accounting principles are examined,
including the measurement of income, asset exchanges, capital transactions,
and business expenses.
ACCT 563 Corporation and Partnership Tax (3 credits)
Prerequisite: ACCT 301 or equivalent
This course examines the taxation of corporations, partnerships, and
limited liability companies. Includes corporate organizations and §351
transfers, corporate income tax, subchapter S, dividends, nonliquidating
distributions other than dividends, liquidating distributions, redemptions,
corporate reorganizations, and transfer of corporate tax attributes. Also
includes income tax aspects of partnership formations, distributions,
withdrawals, and terminations.
ACCT 564 Accounting Information Systems (3 credits)
Prerequisites: ACCT 305 or equivalent and MBUS 509 or MMIS 500
This course covers the use of information technology in effectively
managing and controlling the financial transactions associated with
electronic commerce in a global, internet-based economy. Systems selection,
development, and implementation are analyzed, as are the business processes
that are integral to the value chain. Specific transaction cycles are discussed
with a focus on internal controls.
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Bachelor of Professional Studies (BPST)
BPST 311 Critical Thinking, Research, and Presentation (3 credits)
Prerequisite: English Composition 101 or equivalent
ATC Designation: Writing Intensive and Speaking Intensive
This course focuses on academic writing, scholarship, and presentation.
Critical thinking and research skills as they apply to academic discourse are
stressed. Further, students study argument with a focus on Aristotle, as well
as Toulmin and Rogerian logic. Students apply their critical analysis, research,
and argumentative skills in the production of a number of written documents
such as literature reviews, abstracts, white papers, and case studies. In addition
to individual writing and speaking assignments students take part in a
collaborative written project and presentation. Throughout the course, students
use and become increasingly familiar with resource materials within their
academic discipline and perform a significant amount of secondary research
using professional and academic journals.
BPST 312 Technical and Business Communication (3 credits)
Prerequisite: English Composition 101 or equivalent
ATC Designation: Writing Intensive and Speaking Intensive
Students delineate the importance of effective professional written
and oral communications skills. Students analyze examples of workplace
writing, including memos, letters, technical and professional documents,
reports, and proposals, and develop skills in understanding, editing,
revising, and creating appropriate written materials. Students also learn the
elements of conceptualizing, researching, and writing an academic paper,
including appropriate use of the American Psychological Association (APA)
format. Students study the importance of effective oral communication and
delineate the impact of power, position, age, ethnicity, culture, and gender
on interpersonal, group, and organizational communications. Students also
demonstrate proficiency in the development of individual and group oral
presentations employing presentation graphics software.
BPST 314 Business Legal Environment (3 credits)
ATC Designation: Global Inquiry
Students examine a broad spectrum of legal principles as they relate to
business organizations. Students study the critical nexus between law and
the environment in which business operates. Students analyze the creation
of rights, liabilities, and regulations under the law as expressions of societal
forces. The course addresses the legal aspects of business agreements and
relationships. Subjects covered include constitutional law, dispute resolution,
contracts, torts, product liability, and property issues. Students study the
different forms of business organizations available and the fiduciary duties
of officers, directors and shareholders. The legal aspects of the employment
relationship as they relate to protection of trade secrets, agency, discrimination,
and wrongful termination are also covered. Students analyze relevant legal
cases and statutes to learn the impact of law on organizations. (Credit is not
granted for both BPST 314 and ACCT 303.)
BPST 316 Statistics for Managers (3 credits)
Statistical methods employed in the collection and analysis of data to
assist management decision-making. Topics include, but are not limited to,
probability distributions, sampling, hypothesis testing, analysis of variance,
simple regression analysis, and correlation. Spreadsheet software is used. A
basic knowledge of algebra and spreadsheets is assumed.
BPST 471 Special Topics (3-6 credits)
Prerequisite: Topic dependent
Selected topics that reflect faculty specialization or program needs. Topics
may include areas related to BPS core topics. May be repeated for credit with a
change in topic.
BPST 491 Directed Study (1-6 credits)
This is an individual study under faculty direction on a topic of relevance
to the BPS core area.
BPST 499 Internship (1-6 credits)
The Professional Experiences and Networking Program offers students
opportunities to experience various fields of employment while working
with a variety of organizations on important and challenging projects. These
experiences augment classroom learning while allowing on-the-job training.
Communication (COMM)
COMM 315 Communication and Technology (3 credits)
ATC Designation: Writing Intensive
This course introduces students to the terms and theories central to an
understanding of communication and information technology. Quantitative
and qualitative methods of scholarly research in communication theory such
as experiments, surveys, and data collection are studied as well as emerging
communication technologies. Students are asked to analyze and critique such
technologies in light of current communication theory.
COMM 316 Strategic Communication (3 credits)
This course emphasizes communication in organizations with a specific
focus on persuasive communication, negative news delivery, conflict
management, and crisis resolution. Students learn effective communication
strategies for dealing with conflicts among individuals, personnel, and
management. The course stresses conflict identification and intervention
strategies and underscores the importance of consensus building, negotiation,
mediation, and arbitration.
COMM 317 Corporate Interpersonal Communication (3 credits)
ATC Designation: Speaking Intensive
This course addresses personal communication within corporations,
organizations, and non-profit agencies. Students discuss and learn effective
communication strategies for different audiences, contexts, and rhetorical
situations. Document design, content, and tone are discussed in relation to
letters, memos, and emails as well as other common communication formats
in the workplace such as wikis and blogs. The legal issues and ramifications
relating to these forms of communication are addressed. In addition, students
analyze their oral personal communication skills in one-on-one settings, group
meetings, briefings, and formal presentations, and with distinct audiences such
as: colleagues, subordinates, supervisors, vendors, suppliers, and customers.
Students also explore the significance of non-verbal communication. Cross-cultural
communication and workplace diversity are also covered.
Computer Information Systems (CIST)
CIST 299 Introduction to Computer Information Systems (3 credits)
This course provides a foundational knowledge base for students in
computer information systems. Topics include file structures, pseudocode,
algorithms, and basics in procedural and object-oriented programming. The
operating systems component includes reviews of popular operating systems,
file management, and computer hardware. The Internet component introduces
infrastructure of the Internet, electronic mail, FTP, creating web pages using
HTML, and basics of e-business and e-commerce.
CIST 301 Business Information Systems (3 credits)
ATC Designation: Global Inquiry
This course covers how organizations can use information systems
strategically to reengineer business processes. Topics include theories,
principles, and business cases about a variety of business applications
supporting different organizational levels and functions.
CIST 304 Computer Information Systems Programming I (3 credits)
Prerequisite: CIST 299 or equivalent
This course is an introduction to the implementation of business
applications using structured and object-oriented logic for business systems.
Emphasis is on problem solving, report generation, and programming skills
for business applications. Topics include basic controls and events, operations
and built-in functions, input and output procedures, menus and multiple form
applications, principles of programming elements, graphical user interface
design, and database transactions.
CIST 305 Computer Information Systems Programming II (3 credits)
Prerequisite: CIST 299 or equivalent and CIST 304
This course covers effective modeling techniques using a standard
modeling programming language. Students learn to model and create special
applications in spreadsheets to support business processes and decision
making. Students also develop customized programming solutions and
gain the skills necessary to develop macros, format worksheets, create user-interactive
macros, and perform calculations.
CIST 401 Database Systems (3 credits)
Prerequisite: CIST 299 or equivalent
The course focuses on the principles of relational database design and data
management. It covers application development in a database environment
including evaluation, installation, maintenance, and administration of
relational databases. The role of databases in the business environment is
covered in detail with an advanced introduction to the concepts for modeling,
designing, querying, and managing large databases.
CIST 406 Data Communications and Networking (3 credits)
Prerequisite: CIST 299 or equivalent
Topics covered in this course include data communication technologies;
the role of data communication in business; computer networks and data
communication architectures; network protocols and topologies; technical
challenges underlying the integration of data communication technologies
for business process improvement; concepts of local area network and wide
area network management; network program interfaces; and emerging
computer network applications. Emphasis is placed on the use of networks and
data communications to support business applications and their associated
information systems.
CIST 425 Systems Analysis (3 credits)
Prerequisite: CIST 299 or equivalent
This course introduces the concepts and theory that underlie business
processes from a systems analysis perspective. The course covers principles,
methods, techniques, and tools to guide and assist in the processes of systems
analysis and design. Topics include technical aspects such as data modeling
and organizational and human aspects of a systems analysis.
CIST 426 Managing Emerging Technologies (3 credits)
Prerequisite: CIST 299 or equivalent
Students learn to compare and contrast established and emerging
technologies and to identify common difficulties faced by managers making
the transition from one to another. Students examine the technology
management process related to emerging technologies, including assessment
of market potential, development of management strategies, review of financial
obligations and tradeoffs, and the potential impact on organizational mission
and culture. Students are exposed to theory and practice in an area that
demands rethinking of traditional practices in all management functions.
CIST 440 Computer Information Security (3 credits)
This course equips students with a sound knowledge of the underlying
principles of information security and provides them with the skills needed
to analyze and evaluate information security problems, intrusion detection,
firewalls, operational security, physical security, legal issues, steganography,
and Internet security. Students explore security policies and models,
cryptography, security in distributed systems, and malware prevention
disaster recovery techniques. An emphasis is placed on current issues, future
directions, and research areas of information security. (Credit is not awarded
for both CIST 440 and MMIS 540.)
CIST 441 Network Security and Cryptography (3 credits)
Prerequisite: CIST 440 or equivalent
Topics include fundamentals of network security, security threats and
vulnerabilities, viruses, cryptography, digital signatures, and key certification
and management. In addition, this course covers areas such as access control,
authentication, intrusion detection, firewalls, and virtual private networks.
Wireless and mobile network security is covered in detail. (Credit is not
awarded for both CIST 441 and MMIS 541.)
CIST 442 Security Policy, Planning, and Assurance (3 credits)
Prerequisite: CIST 440 or equivalent
This course covers policy, legal systems, ethical issues, physical security,
disaster recovery, business continuity issues, and risk in information systems.
Topics also include maintenance of essential business processes following a
disaster, restoration of systems, assurance, and building systems with formal
evaluation methods. (Credit is not awarded for both CIST 442 and MMIS 542.)
CIST 443 Computer Forensics (3 credits)
Prerequisite: CIST 440 or equivalent
This course introduces the student to computer forensics, use of technology
to obtain evidence for court depositions and cases, responses to a variety of
information systems incidents in organizations, and tools with hands-on
approaches to solving such incidents. This course teaches students how
intruders breach the infrastructure, how to identify compromised systems,
and approaches for developing remedies for such breaches. Topics include file
creation, modification, access, downloads, and communications. (Credit is not
awarded for both CIST 443 and MMIS 543.)
CIST 444 Ethical Hacking and Malware Analysis (3 credits)
Prerequisite: CIST 440 or equivalent
This course introduces students to penetration testing methods that can be
used in an ethical hacking situation. Students learn in interactive environments
where they scan, test, hack and secure their own systems, and gain experience
with essential security systems. Topics include perimeter defenses, scanning
and attacking students’ networks, escalating privileges, and steps to secure a
system. Students learn about intrusion detection, policy malware, DoS and
DDoS attacks, buffer overflows and virus creation. (Credit is not awarded for
both CIST 444 and MMIS 544.)
CIST 461 Project Management for IT (3 credits)
Prerequisite: Minimum of 18 credits in CIST course work or permission of
instructor
This course covers methods for the analysis, design, and implementation of
information technology projects from a project management and information
systems perspective. Topics include investigating hardware and software needs,
cost estimating, scheduling, and human resource management. Students
are required to design feasibility plans based on current research. Principles,
methods, tools and techniques available to assist managers in planning,
implementing, and controlling projects are also discussed. Practical projects
and the implications for managers are addressed.
CIST 471 Special Topics (3-6 credits)
Prerequisite: Topic dependent
Selected topics that reflect faculty specialization or program needs.
Topics may include simulation techniques, parallel processing, and artificial
intelligence. May be repeated for credit with a change in topic.
CIST 490 IT Research Project (3 credits)
Prerequisite: Minimum of 18 credits in CIST course work or permission of
instructor
Students select, propose, and write a research paper on a topic related to
computer information systems. The study may include data collection from
actual field observations and is substantiated with a current literature review.
The course culminates with an oral presentation accompanied by visual
displays and a research paper.
CIST 491 Directed Study (1-6 credits)
Prerequisites: Senior standing and permission of program director
This is an individual study under faculty direction on a topic of relevance
to the Computer Information Systems concentration.
CIST 499 Internship (1-6 credits)
Prerequisites: Permission of internship director and program director
The Professional Experiences and Networking (PEN) Program offers
students opportunities to experience various fields of employment while
working with a variety of organizations on important and challenging projects.
These experiences augment classroom learning while allowing on-the-job
training. Interested students should contact the program director for
additional internship information.
Education Curriculum and Instruction (EDCI)
EDCI 500 Teaching and the Development of the Learner (3 credits)
This course provides the teacher candidate with an orientation to teaching,
and the growth and development of the learner. The course introduces the
knowledge, skills, and attitudes requisite to competent teaching that must
be demonstrated by the candidate to successfully complete the program.
Required performance-based standards in planning, instruction, classroom
environment, communication, and professionalism, as well as key indicators
and evaluation instruments used to assess these standards, are presented. In
compliance with state-mandated training, the teacher candidate completes
study in child abuse recognition and intervention. The teacher candidate
should self-monitor his/her professional development throughout the program.
Virginia Standards of Learning in subject areas and technology are introduced.
The range of human development through adolescence, including physical,
intellectual, social, emotional, and speech and language aspects, and its impact
on instructional practices and decisions are examined.
EDCI 502 Educational Goals and Practices: Elementary (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 503 or approval of program advisor
This course focuses on the application of teaching and learning models
in the elementary classroom. Special emphasis is placed on the relationships
among assessments, instruction, and monitoring student progress. The course
allows the prospective teacher to explore discipline-based curriculum methods,
including practices for second language learners, English language learners,
gifted and talented students, and those students with disabling conditions.
EDCI 503 Practicum in Goals and Practices: Elementary (1 credit)
Prerequisite or corequisite: EDCI 502 or approval of program advisor
This practicum provides the prospective teacher with experience in
assessment/evaluation strategies. The prospective teacher designs and implements lesson plans focused on the assessment and evaluation of learning,
based on the Virginia Standards of Learning. The use of instructional
technology is encouraged within these lesson plans. (Pass/fail option only)
EDCI 506 Foundations of American Education (3 credits)
Recommended prerequisite or corequisite: EDCI 500
This course introduces the prospective teacher to the issues and challenges
of schooling in the United States. Although historical and philosophical
contexts are addressed, contemporary political, sociological, and economic
issues are emphasized. Teaching is viewed in the context of the culture
of schools and the influences that shape it, including the important role
assessment plays in instructional design and decision making. The legal rights
and responsibilities of teachers and students, diverse learner populations, and
school and community involvement are specific topics addressed in the course.
EDCI 507 Early Literacy and Language Development (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 508 or approval of program advisor
This course focuses on early literacy instruction that is based on
knowledge of language acquisition that promotes young children’s and literacy
development. Emphasis is placed on current theories, instructional approaches,
assessment, and evaluation of teaching and learning language processes.
Virginia Standards of Learning in elementary English and technology are
addressed. Course topics include language acquisition and reading, specifically
phonemic awareness, concepts of print, systematic explicit phonics instruction,
word study curriculum, fluency, vocabulary, comprehension, writing process,
literature-based and curriculum integration, and classroom organization.
EDCI 508 Practicum in Early Literacy and Language Development
(1 credit)
Prerequisite or corequisite: EDCI 507 or approval of program advisor
This practicum allows the prospective teacher to experience early literacy
development in a classroom setting and to apply appropriate strategies and
techniques, materials and technologies, and organizational patterns to this
context. (Pass/fail option only)
EDCI 509 Language and Literacy Development (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 510 or approval of program advisor
This course focuses on promoting the intermediate learner’s literacy
development and language acquisition. Emphasis is placed on current
theories, models, and methods of teaching, learning, and communicating
through the language processes of reading, writing, listening, and speaking
in the content areas. Specific topics include comprehension skills, writing
processes, questioning strategies, summarizing, and retelling. This course
allows prospective teachers to explore literature to support instruction and
independent reading.
EDCI 510 Practicum in Language and Literacy Development (1 credit)
Prerequisite or corequisite: EDCI 509 or approval of program advisor
This practicum allows the prospective teacher to experience literacy and
communication development in a classroom setting and to apply appropriate
strategies and techniques, materials, technologies, and organizational patterns
to this context. (Pass/fail option only)
EDCI 511 Educational Goals and Practices: Middle or Secondary
(3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 512 or approval of program advisor
This course focuses on the principles of learning, the application of skills
in discipline-specific methodology, communication processes, selection and
use of course materials, and evaluation of pupil performance in middle and
secondary school settings. Emphasis is placed on the relationship among
assessment, instruction, and monitoring student progress, in order to make
decisions about how to improve instruction. This course, co-taught by lead
teachers in the specific subject disciplines, allows the prospective teacher to
explore and develop ways to teach all students in an inclusion classroom.
EDCI 512 Practicum in Goals and Practices: Middle or Secondary
(1 credit)
Prerequisite or corequisite: EDCI 511 or approval of program advisor
This practicum provides the prospective teacher with experiences in
secondary or middle school curriculum and instruction. The prospective
teacher designs and implements lesson plans based on the Virginia Standards
of Learning. The use of instructional technology is encouraged within these
lesson plans. (Pass/fail option only)
EDCI 515 Literacy and Language Across the Curriculum (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 516 or approval of program advisor
This course explores reading and language acquisition in the content areas.
Emphasis is placed on comprehension skills in all content areas, including
a repertoire of questioning strategies, summarizing and retelling skills, and
strategies in literal, interpretive, critical, and evaluative comprehension.
Students explore strategies to foster appreciation of literature that supports the
curriculum.
EDCI 516 Practicum in Literacy and Language Across the Curriculum
(1 credit)
Prerequisite or corequisite: EDCI 515 or approval of program advisor
This practicum addresses the assessment of student literacy needs in a
content area classroom, as well as the application of appropriate strategies,
materials, and technologies to assist students in becoming competent with
learning strategies. (Pass/fail option only)
EDCI 519 Managing the Classroom Environment: Elementary
(3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 520 or approval of program advisor
This course focuses on the understanding and application of classroom
and behavior management techniques, the development of a classroom
community environment, and individual interventions. The prospective
teacher addresses behavioral, cognitive, social, affective, and ecological-based
practices that support the development of social skills and self-discipline to
promote learning in the elementary classroom.
EDCI 520 Practicum in Managing the Classroom Environment:
Elementary (1 credit)
Prerequisite or corequisite: EDCI 519 or approval of program advisor
This practicum provides the prospective teacher with experience in
classroom management strategies. The prospective teacher designs and
implements lesson plans that contribute to the development of a classroom
community environment, follow designed procedures, and comply with a
classroom management plan. (Pass/fail option only)
EDCI 521 Managing the Classroom Environment: Middle or
Secondary (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 522 or approval of program advisor
This course focuses on the understanding and application of classroom
and behavior management techniques, the development of a classroom
community environment, and individual interventions. The prospective
teacher addresses behavioral, cognitive, social, affective, and ecological-based
practices that support the development of social skills and self-discipline to
promote learning in the middle and secondary classroom.
EDCI 522 Practicum in Managing the Classroom Environment:
Middle or Secondary (1 credit)
Prerequisite or corequisite: EDCI 521 or approval of program advisor
This practicum provides the prospective teacher with experience inclassroom management strategies. The prospective teacher designs and
implements lesson plans that contribute to the development of a classroom
community environment, follow designed procedures, and comply with a
classroom management plan. (Pass/fail option only)
EDCI 523 Managing the Classroom Environment: PreK-12 (3 credits)
Recommended prerequisite or corequisite: EDCI 500
Corequisite: EDCI 524 or approval of program advisor
This course focuses on the understanding and application of classroom
and behavior management techniques, the development of a classroom
community environment, and individual interventions. The prospective
teacher addresses behavioral, cognitive, social, affective, and ecological-based
practices that support the development of social skills and self-discipline to
promote learning in the PreK-12 classroom.
EDCI 524 Practicum in Managing the Classroom Environment:
PreK-12 (1 credit)
Prerequisite or corequisite: EDCI 523 or approval of program advisor
This practicum provides the prospective teacher with experience in
classroom management strategies. The prospective teacher designs and
implements lesson plans that contribute to the development of a classroom
community environment, follow designed procedures, and comply with a
classroom management plan. (Pass/fail option only)
EDCI 525 Mathematics Content for the Elementary Classroom
(3 credits)
This course addresses the content of the Virginia Standards of Learning
for grades PreK-6 and covers the knowledge and skills necessary for effective
mathematics instruction in the elementary classroom. Emphasis is placed on a
diagnostic-prescriptive instructional approach to mathematics content.
EDCI 526 Social Sciences Content for the Elementary Classroom
(3 credits)
This course addresses the content of the Virginia Standards of Learning
for grades PreK-6 and covers the knowledge and skills necessary for effective
social sciences instruction in the elementary classroom. Emphasis is placed
on developing critical thinking skills in helping students understand social
sciences content.
EDCI 527 Science Content for the Elementary Classroom (3 credits)
This course addresses the content of the Virginia Standards of Learning
for grades PreK-6 and covers the knowledge and skills necessary for effective
science instruction in the elementary classroom. Emphasis is placed on the
processes and organizing concepts of the core scientific disciplines.
EDCI 540 Characteristics and Education of Gifted Students (3 credits)
This course is designed to provide a broad overview of the field of
gifted education, including a brief history of the field, varied conceptions
of giftedness, various identification methods, characteristics and needs of
a wide range of gifted learners, programming options, and curriculum and
instruction for gifted learners, underserved populations, social and emotional
needs, parent/community involvement, and best practices in gifted education.
Course participants gain a foundation about the field of gifted education and
the needs of gifted learners that are built upon in subsequent courses.
EDCI 541 Identification of Gifted Students (3 credits)
Recommended prerequisite or corequisite: EDCI 540
This course explores the variety of techniques that can be used to identify
gifted students, including psychometric procedures and performance and
product assessment. Emphasis is placed on identifying giftedness and the
continuous assessment required to turn potential into maximal levels of
performance. Topics include standardized testing; alternatives, such as
performance assessment and portfolios, rating scales and checklists, evaluation
of student records information, and case studies; and gathering, analyzing, and
reporting formative and summative data.
EDCI 542 Models and Strategies for Teaching Gifted Learners
(3 credits)
Recommended prerequisite or corequisite: EDCI 540
This course focuses on specific strategies and program models that
adapt instruction for gifted students. Specific strategies that relate to student
differences are applied in the classroom setting. Participants should develop
an understanding of both the theoretical and practical implications of the
models and strategies and learn how they can contribute to promoting
academic challenge and learner independence. Topics include accelerated
and enriched core academic programs, models and strategies that address specific expressions of giftedness, the integration of curriculum (both multiple
disciplines and gifted curriculum into the regular school curriculum), and
curricula for gifted students in special populations.
EDCI 543 Differentiated Curriculum for the Gifted (3 credits)
Recommended prerequisite or corequisite: EDCI 540
This course focuses on current theory and principles of differentiation
and specific strategies that adapt instruction in order to meet the needs of the
characteristics of gifted learners. Specific differentiation strategies that relate
to student differences with high levels of ability are applied in the classroom
setting.
EDCI 544 Creative Problem Solving (3 credits)
This course focuses on creative problem solving, both for the teachers
and their students. Course participants gain and apply knowledge about
the various definitions of creativity, problem solving style, generating and
focusing tools, thinking strategies, and the process of creative problem solving.
Participants apply the tools, strategies, and creative problem solving processes
to instruction and classroom environment through class activities.
EDCI 545 Issues and Trends in Gifted Education (3 credits)
Prerequisite: EDCI 540
This seminar-style course focuses on the current issues and trends in
gifted education. Students analyze, synthesize, and discuss current research
and views to formulate their own positions regarding the issues and trends.
Students write scholarly papers and lead discussions supporting various
themes addressed.
EDCI 546 Evaluation for Instructional Improvement (3 credits)
This course focuses on models and practices for assessing student
learning outcomes, including value-added assessment and the use of test
data in establishing a program improvement plan. Topics include issues in
accountability, data organizers and analysis, the use and interpretation of
test scores, the identification of performance indicators and improvement
objectives, and basic statistical analysis for test and program evaluation.
Participants write a data-based improvement plan.
EDCI 547 Special Topics Seminar (3-6 credits)
This course is designed to treat current topics in education that are of
particular interest to program participants and faculty.
EDCI 550 Field Mentorship (6 credits)
Prerequisites: EDCI 500-524 and INDT 501
This is the capstone experience of the initial licensure program.
The prospective teacher is challenged to blend personal and educational
experiences to teach in the classroom under the mentorship of a skillful
practicing teacher. Field mentorship is a 14-week field-based teaching
experience at the appropriate grade level or subject area. Self-analysis and
reflection on planned and implemented instruction, and conferencing with
the mentor teacher and College supervisor, are prominent aspects of the
experience. Prospective teachers meet as a group throughout the experience
for seminars and workshops. The field mentorship experience and concurrent
seminars are designed to assist the teacher candidate with performance of the
required program standards and competencies, which must be demonstrated
to successfully complete the initial licensure program.
EDCI 551 Field Internship (3-6 credits)
Recommended prerequisite: All course work required for an add-on endorsement
This practicum is the capstone experience for an added endorsement. It
provides the opportunity to apply the skills, understandings, and competency
requisite to the specific endorsement under the auspices of a mentor licensed in
that endorsement. Credit requirements and placement are determined by the
specific add-on endorsement sought. (Pass/fail option only)
EDCI 580 Introduction to Research (3 credits)
This course introduces M.Ed. candidates to scholarly research and writing
in the field of education. The emphasis is on understanding and conducting
educational research for instructional improvement and professional
development. It provides thorough exposure to theoretical and research
literature and to quantitative and qualitative research methodologies. It also
covers essentials of research project development, including development of
topic, problem statement and annotated bibliography, review and synthesis
of literature, collection and analysis of data, and use of APA style. Students
conduct a literature review and draft a quality research proposal upon
completion of the course. (Strongly recommended as a Track II elective.)
EDCI 589 Applied Research (3 credits)
Prerequisite: 24 credits of Initial Licensure/M.Ed. course work or approval of
program advisor; open to Track I students only
This course provides an experience in conducting and applying research
for the advancement of the educational profession. In a workshop format, the
course covers principles of educational research, including development of a
topic, review and synthesis of scholarly literature, and practical application
of research findings. Students write an in-depth literature review on a topic
of their choice that is beyond the scope of regular course offerings. They also
develop an authentic means of applying the findings from their literature
review (such as a unit plan, web site, or professional development presentation).
Final project reports are archived in the campus library.
EDCI 590 Individual Research (3 credits)
Prerequisite: 27 credits of M.Ed. course work or approval of the program advisor;
open to Track II students only
This is an experience in self-directed learning and research in practice, primary goals of the program. Track II M.Ed. candidates conduct original
research on a topic of study in education that is beyond the scope of regular
course offerings. Working individually with a faculty advisor, students review
the pertinent literature, conduct qualitative or quantitative research, and write
a report of their research following conventions of the discipline. Although
research is the primary goal, the final project may include a supplemental
component, such as a curriculum restructuring plan, a proposal for public
policy change, or a professional development workshop. A formal research
proposal must be submitted for approval by the M.Ed. faculty in a semester
preceding enrollment in the course. Final project reports are archived in the
campus library.
EDCI 591 Individual Study (1-6 credits)
By permission of the program director, students may engage in 1-6
credits of individual study under the direction of a member of the full-time
M.Ed. faculty. A proposal for the study project and number of credits must be
approved by the faculty member and program director before registration.
Educational Leadership (EDEL)
EDEL 539 Special Education Leadership in Schools (3 credits)
This course focuses on the knowledge and skills necessary to administer
special education programs and to ensure the achievement of students with
disabilities. Topics include legal requirements and procedures, characteristics
of students with disabilities and the effect of these characteristics on student
behavior, effective instructional and behavior management practices,
managing school teams, facilitating inclusion and collaboration, assessment of
students with disabilities, and assistive technology.
EDEL 540 Leadership for Learning and Diverse Student Populations
(3 credits)
This course provides the knowledge, understanding, and application of
applied learning and motivational theory, of systems and organizations and
basic leadership theory, and purpose of education necessary for effective
instructional leadership through collective professional capacity. Emphasis
is placed on analyzing and assessing instructional needs in order to design,
implement, and evaluate instruction that is appropriate for diverse student
populations. Topics include the application of human development and
motivation theories to various learning environments, the range of learner
difference in a diverse school community, principles of effective instruction
including technology, and techniques for the assessment and evaluation
of learning, and planning for curricular alignment and instructional
management.
EDEL 541 Developing, Administering, and Evaluating Curriculum
(3 credits)
This course examines leadership in K-12 curriculum design,
implementation, evaluation, and change. Perspectives are provided on
developing a systematic school curriculum that meets the needs of a diverse
student population. Influences on curriculum leadership at the school,
division, state, and national levels are addressed. Topics include balancing
the mastery of fundamentals with curriculum enrichment, providing for the
highest achievement of all students, developing and implementing mapping
and pacing guides, interpreting data, and integrating technology. In addition,
students are provided opportunities to develop research skills that assist them
in discovering, understanding, and applying best practices as they exercise
instructional leadership in their schools.
EDEL 542 Managing Schools and School-Community Relationships
(3 credits)
This course focuses on the social and political contexts of schools and
provides an overview of practical and theoretical aspects of managing a
school and relating to its larger communities. It emphasizes utilizing school
staff, parents, and community resources and partnerships to build a positive
culture necessary to achieve desired educational goals. Topics include
understanding political structures, management and leadership skills that
achieve effective and efficient organizational operations, community relations,
improving communication, shared decision making, conflict negotiation
and management/crisis intervention, legal and ethical issues, and strategic
marketing and utilization of media.
EDEL 543 Professional Development and Supervision of School
Personnel (3 credits)
This course focuses on the theory and practical applications related to
human resources management in public and non-public school systems.
Strategies and assessment related to human resources management and
development, including adult learning, motivation, and professional
development, are examined. Interviewing skills, consensus building, and
performance evaluation of school personnel are emphasized. Instructional
strategies include simulations, case studies, and practice in oral and written
communication.
EDEL 545 School Law and Society (3 credits)
This course examines administrative, judicial, statutory, and constitutional
laws and regulations which have application to public education. Through
the use of the case study approach and the Code of Virginia, the legal rights
and responsibilities of public and non-public school personnel are addressed.
Emphasis is placed on special education law as it applies to diverse learner
populations and legal issues surrounding school safety, finance, and technology
in the school setting.
EDEL 546 Educational Policy and Decision Making (3 credits)
This course focuses on the political, economic, and social concepts and
strategies involved in educational policy development and decision making in a
school setting.
Emphasis is placed on the role of leadership and ethics in a global society,
as grounded in educational foundations. Course topics include problem
analysis, strategic and long range planning, models for change management in
educational settings, conflict resolution, policy development, personnel issues,
technology and the value of diverse school communities (e.g., issues in ESL
policy for language minority students) in a democratic society. Theory and
practical applications, simulations, and demonstrations are emphasized.
EDEL 547 Literacy Leadership for Administrators (3 credits)
This course focuses on building capacity in schools for high quality literacy
programs and instruction. This seminar is intended for school administrators,
aspiring school leaders, and school specialists with an interest in literacy.
This course explores the role of leadership in creating a school culture that
promotes literacy development, achievement, and motivation. Topics include
national and local trends in literacy, foundations of literacy development,
current research for developing school-wide literacy programs, evaluating
and supporting teachers’ professional growth in literacy, and fostering literacy
achievement for special student populations. Other literacy-related topics may
be decided by the class. A seminar format is utilized with discussion related to
current research and guest speaker presentations. Students complete projects
related to their individual interests in literacy.
EDEL 548 Evaluation for Instructional Improvement (3 credits)
This course focuses on models and practices for assessing student
learning outcomes, including value-added assessment and the use of test
data in establishing a program improvement plan. Topics include issues in
accountability, data organizers and analysis, the use and interpretation of
test scores, the identification of performance indicators and improvement
objectives, and basic statistical analysis for test and program evaluation.
Participants write a data-based improvement plan.
EDEL 551 Internship in Educational Leadership (3 credits)
Recommended prerequisite: At least 12 credits in the University of Mary
Washington Educational Leadership Program.
Students complete 150 hours of embedded experiences in the core
courses prior to, during, and following the intense school division placement
experience. This 170-hour practicum component is the capstone experience
for the add-on endorsement in administration and supervision. It provides the
opportunity to apply the skills, understandings, and competencies learned in
the program under the auspices of a mentor licensed in the administration and
supervision endorsement. Students are encouraged to identify, analyze, and
resolve problems using effective problem-solving techniques throughout this
sustained experience. (Pass/fail option only)
Literacy Specialist (EDLS)
EDLS 540 Psychology of Literacy (3 credits)
This course investigates the sociological, cultural, cognitive, and
psychological bases of the reading process. Emphasis is placed on developing
a working knowledge of current research in literacy, brain development,
adolescent literacy, and psychology to support decision making. Course topics
include comprehension strategies to develop questioning skills, understanding
of the dimensions of word meaning, teaching summarizing and retelling skills,
and guiding students to understand meaning beyond the text. Participants
develop strategies in literal, interpretive, critical, and evaluative comprehension
and demonstrate an understanding of child and adolescent psychology,
including personality and learning behaviors and the special needs of diverse
student populations.
EDLS 541 Linguistic Foundations of Literacy (3 credits)
This course provides an up-to-date understanding of how learners acquire
language as well as thorough coverage of the linguistic aspects of the reading
process including phonetics, syllable structure, phonology, morphology,
syntax, vocabulary, semantics, and discourse. Participants develop skills in
linguistic analysis needed to instruct and assess learners’ development of
phonemic awareness, concepts of print, construction of meaning from text,
and the writing process. The course also focuses on the cultural contexts of
language and on the similarities and differences between oral and written
language, between standard English and other dialects, and between native
and nonnative language proficiencies.
EDLS 542 Literacy Curriculum and Instruction I: Emergent-
Elementary (3 credits)
Recommended prerequisite: EDLS 541
This course explores early literacy development and the implementation of
the language arts curriculum through the elementary grades. Topics include
emergent literacy, language development through word analysis, vocabulary
strategies, creative thinking, expression, guided reading practices, and family
literacy. Emphasis is placed on developing an understanding of reading
and language arts supported by strategies directly applicable to classroom
situations. Participants engage in activities to foster an appreciation of a
variety of genres, including fiction and nonfiction, and to promote creative
thinking and expression such as storytelling, drama, and choral/oral reading.
The course also covers selection and use of quality literature to support early
literacy instruction.
EDLS 543 Literacy Curriculum and Instruction II: Adolescent
(3 credits)
Recommended prerequisite: EDLS 541
This course explores literacy and the language arts with an emphasis on
the knowledge, skills, and processes necessary in teaching the adolescent.
Topics include language development through word analysis, vocabulary
strategies, creative thinking, expression, guided reading practices, and family
literacy. Emphasis is placed on developing an understanding of reading and
language arts supported by modeling and explicit instructional strategies
in reading comprehension and study strategies across the curriculum.
Participants engage in activities to foster an appreciation of a variety of genres,
including fiction and nonfiction. The course also covers selection and use of
quality literature to support adolescent literacy.
EDLS 544 Literacy Assessment and Evaluation (3 credits)
Recommended prerequisite: EDLS 541
This course focuses on individual and program assessments and
evaluation. Emphasis is placed on experiences that enable candidates
to contribute to literacy assessment in instructional contexts, i.e., assist
in the development of formal and informal assessment and screening
instruments, conduct assessments for individuals or groups of students, assist
in interpretation of test data, and share results of assessment with school
personnel and parents. Topics include strategies for planning, evaluating, and
revising literacy instruction to meet the needs of all students.
EDLS 545 Writing Process and Instruction (3 credits)
This course focuses on the knowledge, skills, and processes necessary for
teaching writing. Topics include the stages of the writing process, elements of a
model writing program, invented spelling and spelling development, discourse
forms, writing across the curriculum, and the assessment and evaluation of
writing. Emphasis is placed on promoting the thinking and expression of K-12
students through imaginative and expository writing and enhancing writing
instruction through the use of technology.
EDLS 546 Leadership in Literacy Education (3 credits)
Recommended prerequisites: EDLS 542, 543, 544
This course provides experiences that enable participants to serve as
literacy leaders in instructional contexts, including serving as a resource to
teachers, developing curriculum, coordinating the literacy program, selecting
or identifying literacy material, and providing professional development.
Topics include the roles of the reading specialist, special reading teacher,
administrator, and supervisor as they relate to the reading program.
Participants explore effective communication skills and the use of technology
to enhance instruction.
EDLS 547 Literacy and Diverse Student Populations (3 credits)
This course focuses on a wide range of instructional practices, curriculum
approaches, and assessment tools, including technology-based practices
for learners at differing stages of development and cultural and linguistic
backgrounds. Emphasis is placed on tailoring instruction using flexible, skill-level
grouping options (individual, small-group, whole-class, and computer-based)
to meet the needs of a diverse student population. Topics include
language acquisition, instructional technology, print and nonprint materials
representing multiple levels, broad interests, and diverse backgrounds.
EDLS 548 Internship: Applied Literacy Research (3 credits)
Recommended prerequisite: EDLS 546
This course focuses on employing research-based practices that directly
address the literacy needs of all students. Emphasis is placed on utilizing
current research, literacy theories, and instructional practices in developing
sound instructional models and materials for students from diverse
backgrounds and with diverse needs. Participants focus on implementing
research-based literacy programs to address the needs of the local school
divisions.
Special Education (EDSE)
EDSE 519 General and Special Education Goals and Practices:
Elementary (3 credits)
Recommended prerequisite or corequisite: EDCI 500 or EDSE 531
Corequisite: EDSE 520 or approval of program advisor
This course focuses on the characteristics of students with mild disabilities
and the application of elementary school curriculum through teaching and
learning models for general and special education. This course allows the
prospective teacher to explore and develop ways to adapt curriculum and
accommodate students with disabilities in a variety of educational settings.
Topics include characteristics and educational needs of students with
disabilities who are accessing the general curriculum, instructional planning,
individualized education planning, mathematics education, assessment and
evaluation techniques, and the use of assistive technology.
EDSE 520 Practicum in Special Education: Elementary (1 credit)
Prerequisite or corequisite: EDSE 519 or approval of program advisor
This practicum provides the prospective teacher with experience in
general and special education curriculum and instruction for students with
disabilities who are accessing the general curriculum at the elementary level.
The prospective teacher designs and implements lesson plans, especially
using technology when possible, and learn from the host teacher’s classroom
management plan and assessment and evaluation methods. (Pass/fail option
only)
EDSE 521 Language and Literacy for Special Populations (3 credits)
Recommended prerequisite or corequisite: EDCI 500 or EDSE 531
Corequisite: EDSE 522 or approval of program advisor
The study of language development provides a context for understanding
and diagnosing language and reading problems. Topics include normal and
abnormal language development patterns, basic reading skills, explicit phonics
instruction, multisensory structured language programs, comprehending,
assessment and evaluation, and effective language, reading and writing
instructional strategies for students with disabilities.
EDSE 522 Practicum in Language and Literacy for Special
Populations (1 credit)
Prerequisite or corequisite: EDSE 521 or approval of program advisor
This practicum allows the prospective teacher to experience literacy
development in a special needs classroom and to apply appropriate strategies
and techniques, assessment and evaluation, and materials and technologies to
this context. (Pass/fail option only)
EDSE 527 Principles of Learning and Behavior (3 credits)
Prerequisite: Psychology 100 and admission to the BCaBA course sequence
This course is the first in a three-course sequence covering all academic
content required to take the Board Certified Assistant Behavior Analyst
Examination (BCaBA). The course covers the major definitions, characteristics,
principles, processes, and concepts of behavior analysis. These include the
techniques of operant and classical conditioning. Of particular interest is
the application of learning principles to the classroom and to working with
children with autism. Additionally, the measurement of behavior and the
ethical ramifications of using learning techniques to modify behavior are
discussed.
EDSE 528 Basic Methods of Applied Behavior Analysis (3 credits)
Prerequisites: EDSE 527 and admission to the BCaBA course sequence
This course is the second of a three-course sequence covering all academic
content required to take the Board Certified Assistant Behavior Analyst
Examination. The course focuses on the principles and practices related to
the use of behavior analysis methods with learners with autism. Students
practice and apply such basic techniques as defining behaviors, setting
objectives, identifying reinforcers, gathering data, and designing and carrying
out behavior change programs. Students implement specific research designs
and make decisions based on evidence. Additional topics include designing
environments that support students with behavior challenges, conducting
functional behavioral assessments, and adhering to ethical principles.
EDSE 529 Techniques in Behavior Analysis (3 credits)
Prerequisites: EDSE 527, EDSE 528, and admission to the BCaBA course
sequence
This is the third of a three-course sequence covering all academic content
required to take the Board Certified Assistant Behavior Analyst Examination.
Class content includes behavior change techniques, graphic analysis, ethical
considerations related to behavior change techniques, and behavior analytic
systems support.
EDSE 531 Survey of Special Education: Characteristics and Legal
Issues (3 credits)
This course presents an overview of the historical basis and regulatory
requirements related to special education, including the Individual Education
Program (IEP) as a legal document and the rights and responsibilities of
parents, teachers, and schools. The characteristics of learners with disabilities
and their educational and medical implications are also examined, as well as
the cultural, familial, and ethical issues involved.
EDSE 533 Positive Approaches to Behavior Management (3 credits)
Recommended prerequisite or corequisite: EDSE 531
This course focuses on how to utilize a variety of positive behavior
management strategies within the classroom to increase the learning of
students with disabilities and enable them to learn as close to the general
education setting as possible. Applied behavior analysis and positive behavioral
support provides the basis for the implementation of classroom and individual
behavior management plans.
EDSE 534 Assessment, Evaluation, and Instructional Planning
(3 credits)
Recommended prerequisite or corequisite: EDSE 531
This course examines a variety of formal and informal approaches to
assessing and evaluating student learning and behavior. Experiences are
provided in selecting, administering, and interpreting norm-referenced,
criterion-referenced, and curriculum-based measures; participating in
eligibility decisions and response to intervention programs; developing
instructional plans; and monitoring the progress of students with disabilities in
the K-12 setting.
EDSE 535 Collaborative Consultation and Transition Planning
(3 credits)
Recommended prerequisite or corequisite: EDSE 531
This course is designed to enhance collaboration, consultation, and
communication skills as they relate to working with other teachers and
professionals, assisting others in working effectively with students with
exceptionalities, and involving families in the education of their children
with disabilities. The course also emphasizes coordination with community
agencies, other professionals, and the family to plan for life transitions,
including self-advocacy, post-secondary training, career development, and life
skills.
EDSE 537 Characteristics of Students with Autism Spectrum
Disorders (3 credits)
This course provides educators with data related to disabilities under the
category of Autism Spectrum Disorders, with an emphasis on autism, Asperger
syndrome, and pervasive developmental disorder not otherwise specified.
This course includes a discussion of the core behavioral and secondary
characteristics, as well as the known physiological components associated with
these disorders. Students learn about the prevalence as well as the common
theories on etiologies. Dual diagnoses, co-morbidity, along with medical issues
are discussed. Additionally, a review of the characteristics across the lifespan,
from infancy and childhood through adulthood, is provided. Family concerns
and considerations are discussed in the context of age, development, and need
for support.
EDSE 538 Methods for Teaching and Supporting Students with
Autism Spectrum Disorders (3 credits)
This course teaches educators how to review assessment data to choose and
implement effective teaching strategies and curricula for students with Autism
Spectrum Disorders. This course reviews current research-based strategies
used to support students with autism in the areas of communication, sensory
issues, social skills, and academic learning. Interventions covered include
structured teaching, social skill development, aspects of applied behavior
analysis, language/communication interventions, and sensory integration.
Educators gain exposure to various curricula to support students in these
areas.
EDSE 539 Characteristics of Students Accessing an Adapted
Curriculum (3 credits)
Recommended prerequisite or corequisite: EDSE 531
This course provides an examination of characteristics of students with
various disabilities that may require functional, academic, and community
support in their educational plan. Medical, sensory, positioning, and
communication interventions are discussed. Person-centered planning and
social skill development, in addition to academic adaptations and functional
curriculum are addressed.
EDSE 540 Practicum in Characteristics of Students Accessing an
Adapted Curriculum (1 credit)
Prerequisite or corequisite: EDCI 539 or permission of the program advisor
This practicum allows the prospective teacher to observe the
characteristics of students who are accessing an adapted curriculum and to
interact with them in instructional settings. (Pass/fail option only)
EDSE 541 Goals and Practices for Students Accessing an Adapted
Curriculum (3 credits)
Recommended prerequisite or corequisite: EDSE 531
This course provides an understanding of educational models, methods, and resources employed in teaching students with disabilities who may require
teaching on an adapted curriculum. Planning and implementing group and
IEP programs for students of all age levels is emphasized. Topics include ways
to collaborate with parents and other professionals, structure a classroom,
teach social skills, communicate with students, utilize adaptive technology,
modify curricula, and instructionally accommodate students with diverse
needs.
EDSE 542 Practicum in Goals and Practices for Students Accessing an
Adapted Curriculum (1 credit)
Prerequisite or corequisite: EDCI 541 or permission of the program advisor
This practicum provides the prospective teacher with experiences in
adapted curricula and instruction and classroom management strategies. The
prospective teacher designs and implements lesson plans using, instructional
technology when possible, and learns from the host teacher’s instructional
methods and behavior management strategies. (Pass/fail option only)
EDSE 547 Special Topics in Special Education (3 credits)
This course focuses on new and current educational trends in special
education. (May be repeated for credit with a change in topic and faculty
permission.)
Geographic Information Science (GISC)
GISC 200 Introduction to GIS (4 credits)
Introduction to GIS focuses on the theory and application of GIS
technology. The course combines theory and laboratory assignments in an
effort to provide students with the knowledge required to plan and undertake
a project that has a GIS component. The course uses ArcGIS for practical
laboratory work and to illustrate theoretical concepts. There are three main
components to the course. The first focuses on a brief introduction of GIS, the
nature of geographic data, map projections and data integration. The second
deals with the various types of spatial data and the tools, technology, and
utilities available to work with spatial data. The third focuses on the various
forms of spatial data, vector and raster, and their associated extensions and
tools.
GISC 351 Spatial Analyses, Data Models, and Modeling (4 credits)
Prerequisite: GISC 200 or GEOL/EESC 205 or GEOG 250 or permission of
instructor
This course develops hands-on skills with industry-standard GIS
software beyond the level acquired in the introductory courses GISC 200,
GEOL/EESC 205, and GEOG 250. Students complete assignments in a
wide variety of applications, including urban infrastructure management,
environmental modeling, and demographic analyses. The course focuses
on GIS as an analytical research tool. Upon completion, students have
a thorough understanding of the various forms of spatial data and an
understanding of their structure. In addition they convert and integrate data
in ArcGIS, create GIS layers (themes) in multiple formats, conduct geographic
analyses, customize software applications through scripts, and draw and
present conclusions and results. Students also have the necessary skills to
independently complete a GIS project including establishing objectives,
reviewing literature and/or practices elsewhere, and identifying, acquiring,
editing, correcting, and modifying GIS layers. Students are introduced to
alternative GIS applications providing a broader perspective of applications
that are used in industry.
GISC 440 Application of Spatial Statistics and Models in GIS
(4 credits)
Prerequisite: GISC 351 or GEOG 351
This course focuses on the application of statistics and quantitative
methods in GIS. It emphasizes the development of statistical methodology
appropriate for analyzing spatial data, modeling spatial relationships, and
exploring data within ArcGIS.
GISC 450 ArcObjects Programming (4 credits)
Prerequisites: GISC 351 or GEOG 351
This course teaches the fundamental concepts of VBA, OOP concepts,
and ArcObjects. Students are introduced to ArcObjects libraries for Visual
Basic Applications and develop custom applications and solutions that extend
core ArcGIS functionality to build GIS applications. Students learn to apply
object-oriented programming concepts as they develop VBA resources to
create applications and tools that perform specific GIS tasks as map navigation,
feature selection and rendering. Course includes hands-on programming
exercises, where students write code that exposes them to many ArcGIS tasks
and commonly used ArcObjects.
GISC 460 Designing Geodatabases (4 credits)
Prerequisite: GISC 351 or GEOG 351
This course presents a theoretical study of the concepts of geodatabase
modeling, including datasets, domains, relationships, spatial rules, and map
layers. A methodology for building geodatabases is discussed. Case studies
are used to evaluate existing geodatabase designs and implementations. The
importance of industry standards is emphasized throughout the course. Lab
exercises are used to build geodatabases and provide students with practical
applications of the uses for geodatabases in the public and private sectors.
GISC 471 Special Topics (3-6 credits)
Prerequisite: Permission of the instructor
Advanced course in Geographic Information Science. Topic selected in
advance by instructor.
GISC 491 Directed Study (3-6 credits)
Prerequisites: GISC 200, GEOG 250 or GEOL/EESC 205 and permission of
instructor
Intensive individual research using GIS under the guidance of a faculty
member. Must be taken during the last semester or summer session of a
student’s program.
GISC 499 Internship (3-6 credits)
Prerequisites: GISC 200, GEOG 250 or GEOL/EESC 205 and permission of
instructor
The Professional Experiences and Networking (PEN) Program offers
students opportunities to experience various fields of employment while
working with a variety of organizations on important and challenging projects.
These experiences augment classroom learning while allowing on-the-job
training. Interested students should contact the program director for
additional internship information.
Interdisciplinary Studies (INDS)
INDS 490 Interdisciplinary Research Project (3 credits)
Prerequisite: A minimum of 21 concentration credits
Students select, propose, and write a research paper on a topic related to
the chosen area of study. The study may include data collection from actual
field observations and is substantiated with a current literature review. An oral
presentation accompanied by visual displays and a research paper is required.
(May not be taken with INDS 499.)
INDS 499 Interdisciplinary Externship (3 credits)
Prerequisite: A minimum of 21 concentration credits
Students are required to locate and study a prospective employer or
employment opportunity based on their chosen area of study. Students observe
and possibly participate in the organization’s processes related to their area of
study. A final analytical report about the externship and the student’s focus of
study is expected. (May not be taken with INDS 490.)
Instructional DESIGN and Technology (INDT)
INDT 501 Instructional Technologies (3 credits)
This course provides an overview of the design, development, integration,
and evaluation of instructional technologies and associated instructional
strategies. Ethical and legal issues, communicating and accessing information,
evaluating hardware/software, and meeting the needs of diverse learners are
reflected in course projects. Students develop a digital portfolio of artifacts that
demonstrates attainment of technology skills and implementation of theories
of learning related to the integration of technology to improve performance.
The competencies addressed reflect State (TSIP), national standards (NETS,
ISTE), and/or standards established by the American Society of Training and
Development (ASTD).
INDT 510 Foundations and Theories of Instructional Design and
Technology (3 credits)
This course explores the field of instructional design and technology and
focuses on the development of an awareness and understanding of the theories
and philosophies in the discipline. The course also prepares students to assume
leadership roles as instructional designers in learning organizations. Students
explore the instructional system design approach, the history and evolution
of educational technology as well as foundations, theories, trends, and current
issues in the field of instructional design.
INDT 521 Information Literacy in the Digital Age (3 credits)
This course provides students with opportunities to develop and use a
wide variety of electronic information resources in order to increase their
understanding, knowledge, and skills in information literacy. Students
define a framework for understanding the retrieval, organization, evaluation,
presentation, and use of digital information in a global environment. Students
acquire a working knowledge of information resources to assist in performance
development and research activities. This course ensures, through course-embedded
applications, that students are effective users of information and
are prepared to take leadership roles in various environments by critically
evaluating the usefulness and validity of different types of digital resources.
INDT 522 Distributed Learning and Collaboration (3 credits)
This course examines the historical perspectives, theoretical framework,
and practical issues surrounding distributed learning and explores current
and emerging trends relative to learning organizations. Instructional strategies
for designing, facilitating, and managing online learning are reviewed with
emphasis on instructing, interacting, and providing feedback. Online learning
communities and communities of practice are also analyzed. Students design
and develop interactive online instructional modules for a targeted audience in
a distributed learning environment.
INDT 530 Instructional Design (3 credits)
This course examines the systems design process for various learning
environments. Students explore the design, development, and evaluation of
instructional materials. Emphasis is placed on effective planning, developing,
evaluating, and managing the instructional process. Students use the
instructional systems design process, learning theories, instructional methods,
and tools to evaluate performances. Cognitive task analysis is implemented to
determine instructional content, to develop instructional goals and product
specifications, and to create a prototype of instructional products.
INDT 531 Emerging and Assistive Technologies (3 credits)
This course explores emerging and assistive technologies with appropriate
application of learning theories. Students investigate and analyze innovative
instructional technologies to determine their value in learning environments.
Assistive technology and its application within instructional programs to assist
those with disabilities are examined. Students identify legislation, theory, and
best practices associated with technology-based instruction and information as
it relates to emerging and assistive technologies.
INDT 532 New Media Design (3 credits)
This course examines interactive design through theory and practice.
The instructional systems design approach is used to develop new media to
improve performance. Emphasis is placed on the analysis, design, development,
production, and delivery of instruction using information and communications
technology. New design paradigms and interactive technologies are explored.
Focus is placed on creating meaningful learning experiences through interaction
and interface design using emerging technologies.
INDT 533 Visual Literacy and Design (3 credits)
This course explores vision-competencies, image comprehension, and
visual communication. Students analyze, apply, and create conceptual
representations that promote knowledge acquisition. Students use visual
learning research to design instruction to achieve performance objectives.
Assessment strategies using visuals are explored to enhance the systematic
design of instruction. Visualization principles, tools, formats, and theory are
used to achieve enhanced cognitive processes.
INDT 534 Alternative Sensory Input and Communication (3 credits)
This course examines the use of assistive technology for communication
and sensory input. Reasons and concepts behind the development of
alternative sensory input and augmentative communication are discussed.
Varying levels of technological solutions are presented and evaluated from
economic and social perspectives. Demonstrations and hands-on experience
with several products provide students with practical experience to
complement the concepts presented in the course.
INDT 545 Organizational Leadership in Educational Technology
(3 credits)
This course examines the current and future roles of technology leadership
for exchanging and communicating information and enhancing learning
environments in instructional settings. Technology is explored from a
variety of organizational perspectives to include access, planning, budgeting,
maintenance, and management of the instructional environment. Emphasis
is placed on leading innovative technology applications within the learning
organization.
INDT 547 Special Topics in Instructional Design and Technology
(1-6 credits)
The topics in this course vary each semester and focus on current issues
and evolving topics in the field of instructional design and technology.
INDT 557 Workplace, Transition, and Environmental Issues in
Assistive Technology (3 credits)
This course surveys the issues and trends surrounding the use of assistive
technology in the workplace. Hands-on demonstrations for a variety of
products help students understand how assistive technology can increase
productivity and independence. Environmental topics affecting the adoption
and use of assistive technology in the workplace are presented. This course
presents strategies for successful transitioning from one environment to
another or for adapting to existing work or educational environments.
INDT 558 Legal and Regulatory Environments of Technology
Management and Emerging Technologies (3 credits)
This course examines the legal and regulatory framework for professionals
who have responsibility for managing the use and development of technology
in the workplace. Students consider the historical foundation and current
status of laws that govern technology. In addition, they analyze issues
concerning federal legislation, litigation, and policy concerning those with
disabilities. And they evaluate meaningful access and privacy issues in the
use and development of technology. Topics include laws surrounding Internet
use in the workplace, right of access to information, the free flow and use of
information, and the roles of government and the private sector in protecting
access and privacy. The course assesses how litigation, the Assistive Technology
Act and the Americans with Disabilities Act impact the use and development
of technology in the workplace. Students also assess technology law as it
relates to relevant issues surrounding confidentiality of medical information,
intellectual property, and cybercrime. (Cross listed with MBUS 558 and MMIS
558. Credit is awarded for only one of these.)
Leadership and Management (LRSP)
LRSP 305 Public Sector Management (3 credits)
This course provides an overview of the theoretical foundations,
structures, and processes of public and nonprofit organizations, as well as their
historical development and socioeconomic environment, and the complexities
of managing in public and nonprofit organizations.
LRSP 306 Economics for Business (3 credits)
ATC Designation: Global Inquiry
This course provides students with a general overview of economic
tools and concepts used by managers in making effective business decisions.
Students study theories of producer and consumer behavior, externalities,
income distribution, monetary and fiscal policy, employment, inflation, gross
domestic product, and economic growth. Students integrate essential global
considerations into the study of economic decision making. Application of
microeconomic and macroeconomic theory to management decision making
is stressed. (Credit is not granted for both LRSP 306 and LRSP 304.)
LRSP 311 The Management Process (3 credits)
This course examines management theory and practice as a unified body
of knowledge. The course covers historical development of management
theory, the nature and purpose of organizations, and the functions, strategies,
structures, and a sampling of challenges facing management in contemporary
organizations. Emphasis is placed on the roles of executives managing
organizations, improving their performance, and achieving desired operating
results. Experiential exercises, cases, and other strategies are applied to
enhance learning the theory, and to acquire, enhance, and integrate key
management skills related to managing contemporary work organizations.
LRSP 331 Organizational Behavior (3 credits)
This course explores human behavior in work organizations from the
perspective of a practicing manager. Individual and group behavior are
examined as critical factors in developing ethical work practices, with special
attention being given to effective, successful communication, motivation,
leadership, and organizational culture. Assessments of internal and external
environments are studied as they relate to interpersonal skills and needs in a
dynamic world. (Credit is not granted for both LRSP 331 and LRSP 301.)
LRSP 343 Leadership Theory and Practice (3 credits)
This course involves study of contemporary leadership theory, with
emphasis on practical application of those theories. Characteristics of effective
leaders, contemporary leadership models, strategic leadership, ethics, power,
politics, influence tactics, teamwork, motivation and coaching skills, creativity
and innovation, communication, and conflict resolution, are discussed.
Students have opportunities to explore personal leadership styles, learn
how to modify them, how to apply them effectively in their work, and write a
personal vision statement. Experiential exercises, cases, and other strategies
are applied to enhance learning theory and acquire, enhance, and integrate
leadership skills related to leading contemporary work organizations. (Credit is
not granted for both LRSP 343 and LRSP 301.)
LRSP 344 Financial Management (3 credits)
Prerequisite: ACCT 201 or equivalent
This course studies financial management, with an emphasis on using the
financial statements and other financial data to make decisions to improve the
organization’s economic performance. Topics include financial management
principles and concepts, financial risk, working capital management, time
value of money, cost of capital, stock and bond valuation, and the financial
regulatory environment.
LRSP 400 Introduction to the MBA Program (1 credit)
Prerequisite: Admission to MBA program
An orientation to the MBA Program in which students learn the
expectations and requirements of being an MBA student at UMW. Topics
include, but are not limited to, problem-solving and decision-making skills,
communication skills, critical and creative thinking skills, team building,
managing multiple commitments, and basic Excel functions to analyze typical
business problems. Must be taken during first semester following admission to
the MBA program.
LRSP 406 Human Resource Management (3 credits)
This course examines the principles and practices of human resource
management, including recruiting, hiring, orienting, training, developing,
disciplining, rewarding, and recognizing employees. The evolving strategic
role of human resource professionals and HR practices are delineated and
discussed. (Credit is not granted for both LRSP 406 and LRSP 405 or LRSP
430.)
LRSP 407 Employment Law (3 credits)
Prerequisite: BPST 314 or equivalent
This course emphasizes federal employment statutes including Title VII,
Fair Labor Standards, Americans with Disabilities Act, Family and Medical
Leave Act, Age Discrimination in Employment Act, and other federal statutes.
Cases are used to illustrate the various federal courts’ interpretation of the
federal statutes. Federal agencies such as Equal Employment Opportunity
Commission and Department of Labor and their guidelines are also studied.
(Credit is not granted for both LRSP 407 and LRSP 405 or LRSP 431.)
LRSP 412 Marketing for Managers (3 credits)
From a marketing manager’s perspective, this course builds upon
the foundation of marketing knowledge found in the classical strategic
factors of price, product, place, and promotion. In addition, contemporary
competitive factors of quality, speed, innovation, and customer service are
considered. Additional topics include service strategy, development of service
systems, differentiating services from products, the role of the Internet,
and the application of key marketing concepts to a variety of profit and
nonprofit organizations. Attention is given to developing a knowledge base
of fundamental marketing research techniques, a basic understanding of
free market economics, and the importance of marketplace information to
marketing practices. (Credit is not granted for both LRSP 412 and LRSP 404 or
LRSP 410.)
LRSP 433 Production/Operations Management (3 credits)
Prerequisites: BPST 316 and LRSP 305 or LRSP 311 or equivalents
This course examines current concepts and methods of managing
operations and production for the manufacturing and service industries. It
presents quantitative and qualitative techniques for product and service design,
process analysis, job design and measurement, facility layout, waiting line
management, material and customer requirements, control, and scheduling.
This course also explains concepts and models of supply chain management
and total quality management focusing on Six Sigma.
LRSP 434 International Management (3 credits)
Prerequisites: LRSP 311 and LRSP 412 or equivalents
ATC Designation: Global Inquiry
This course studies the role of managers in global markets and
international organizational settings. Topics in this class include the following
areas: the external economic and political environment, international strategic
planning, partnerships and alliances, global human resource management,
managing technology, product and service design, and ethics and leadership
as a global manager. This course utilizes innovative learning techniques and
case study analysis from a variety of national, multinational, and global firms.
(Credit is not granted for both LRSP 434 and LRSP 350.)
LRSP 435 Leadership, Innovation, and Creativity (3 credits)
Prerequisite: LRSP 331 or LRSP 343 or equivalent
This course focuses on the role of leaders in developing an innovative
organization and managing creative employees. Topics include the creative/innovation process, management of innovation, and the individual and team based
skills necessary for organizational success in an increasingly global, competitive
environment. (Credit is not granted for both LRSP 435 and LRSP 310.)
LRSP 460 Leadership Strategy and Policy (3 credits)
This course studies the formulation and direct application of strategy at
the business and corporate levels. Emphasis is given to the role of leadership in
strategic planning and thinking. Through the use of a variety of instructional
techniques, e.g., computer-based simulations and case studies, students
learn to make critical leadership decisions concerning organizational policy,
competitiveness, operational and marketing tactics, and the role of corporate
governance while addressing ethical considerations. (Must be taken during
final semester of enrollment in the program. Credit is not granted for LRSP
460 and LRSP 461.)
LRSP 471 Special Topics (3-6 credits)
Prerequisite: Topic dependent
Selected topics are reflective of faculty specialization or program needs.
The purpose of this course is to provide opportunities for concentrated study
or to equip students with specialized knowledge and competencies that are
required of leaders. May be repeated for credit with a change in topic.
LRSP 491 Directed Study (1-6 credits)
Prerequisites: Senior standing and permission of program director
This is an individual study under faculty direction on a topic of relevance
to the leadership and management concentration.
LRSP 499 Internship (1-6 credits)
The Professional Experiences and Networking Program offers students
opportunities to experience various fields of employment while working
with a variety of organizations on important and challenging projects.
These experiences augment classroom learning while allowing on-the-job
training. Interested students should contact the program director for further
information about internship opportunities.
Master of Business Administration (MBUS)
MBUS 501A Organization Theory and Design (3 credits)
This course studies organizational theory, the design dimensions and
structure of organizations, and organizations as complex social systems.
Included is the application of organizational theory concepts to new
and emerging organizational structures. Particular attention is given to
understanding the relationship between organizational structure, managerial
action, and competitiveness.
MBUS 502 Financial Decision Making for Managers (3 credits)
Prerequisite: ACCT 201 or equivalent
This course focuses on financial decision making in business. Emphasis
is placed on the application of financial data to a wide range of management
decisions designed to develop a conceptual and analytical understanding of
financial management. Topics include financial analysis, financial planning,
financial investments and capital markets, security valuation techniques,
working capital management fundamentals, and capital budgeting techniques.
MBUS 512 Organizational Research and Assessment (3 credits)
Prerequisite: BPST 316 or equivalent
Emphasis is on developing and executing basic research designs to provide
data for organizational problems and assessing organizational performance in
a variety of areas such as customer satisfaction, market share, product quality,
and employee job satisfaction. Topics include research design, data collection,
data analysis and interpretation, and reporting research results.
MBUS 516 Project Management (3 credits)
This course provides a comprehensive overview of project management.
The course addresses the framework, culture, principles, and the basic
techniques of project management. The course reviews the general stages
of a project and describes how the stages interrelate. Basic tools of project
management, such as work breakdown structure, scheduling, earned
value analysis, and risk management, are introduced and used in student
assignments. The elements of project management critical to the success
of a project also are identified and explained. The principles and tools are
integrated and clarified through case studies from a variety of organizational
settings and through creation of project management plans developed by
students working in teams.
MBUS 517 Organizational Behavior (3 credits)
An examination of the principles and practices related to the effective
management of organizational behavior from a line manager’s perspective.
The course examines the role of individual differences, perception, learning,
motivation, leadership, communication, group dynamics, group and team
dynamics, conflict, stress, and other factors that impact individual job
performance and overall organizational performance in contemporary
businesses, not-for-profits, and public sector agencies. Emphasis is placed on
underlying causes of human behavior in organizations, and how to effectively
manage behavior in work settings. Experiential exercises are used to enhance
learning and integration of key management skills related to managing human
behavior at work.
MBUS 518 Budgeting and Finance in the Public Sector (3 credits)
Prerequisite: ACCT 201 or equivalent
This course examines budgeting and financial policies and practices in
the public and nonprofit management arena. Students gain an understanding
of the role of finance in public and nonprofit organizations, the processes and
methods relevant to fiscal health, and how to construct budgets and capital
improvement plans.
MBUS 521 Human Resource Management and Development
(3 credits)
This course examines the human resource management function of
an organization’s personnel/human resource department, and the effective
utilization of human resources as a critical responsibility of all managers.
Topics include employment planning, recruitment and selection, performance
measurement, training and development, compensation, and labor relations.
MBUS 523 Marketing Strategy (3 credits)
Prerequisite: LRSP 412 or equivalent
This course is a study of marketing from a strategic management
perspective. Emphasis is placed on marketing ‘driving’ the decision-making
process, with strategic evaluation of internal (marketing mix) and external
(competitive, economic, technological, social and government) forces affecting
the firm. Critical evaluation beyond an introductory level is required.
MBUS 524 Learning Organizations and Knowledge Management
(3 credits)
This course covers knowledge management’s value to organizations,
creating and sustaining a learning organization, and generating intellectual
capital.
MBUS 525 Visionary Leadership (3 credits)
Prerequisite: LRSP 305 or LRSP 311 or equivalent
This course examines the theory, implications, and practical applications
of contemporary leadership. Students are introduced to historical and
contemporary leadership issues and theories, and the vital central role of
leadership in managing and transforming organizations to meet the needs
of the 21st century. Topics include leadership principles and their impact
on organizational behavior, culture, motivation, group dynamics and team
building, organizational structure, design, change, and development.
MBUS 526 Organizational Change and Transformation (3 credits)
This course examines models of organizational change and development,
the key role of the leader as a change agent in organizations, and considers
direct application of these models and this role in case situations. (Credit is not
granted for both MBUS 522 and MBUS 526.)
MBUS 527 Legal and Regulatory Environment of Public
Administration (3 credits)
Students in this course study the constraints imposed on public
administrators by law and judicial oversight. Topics include the legal basis and
statutory framework for administrative agencies and actions in government,
including federal and state constitutions.
MBUS 528 Personnel Administration in the Public Sector (3 credits)
This course studies current practices in managing human resources
in public and nonprofit organizations. Topics include compensation,
classification, affirmative action, performance appraisal, labor relations,
unions, and legal decisions affecting personnel issues in the public sector.
MBUS 529 Quantitative Business Modeling (3 credits)
Prerequisite: BPST 316 or equivalent
Spreadsheet modeling of business activities, processes, and decisions.
Topics include optimization and linear programming, network models,
sensitivity analysis, regression analysis, time series models and forecasting,
simulation models, queuing theory, and decision analysis. Extensive use of
Microsoft Excel.
MBUS 531 Designing, Implementing, and Evaluating Training
Programs (3 credits)
This course provides the tools and techniques necessary for planning,
organizing, constructing, and evaluating a performance-based training
program. Topics include assessing training needs, setting performance
standards, instructional design, program delivery, and evaluation measures for
improvement of instruction and program delivery.
MBUS 532 Federal Procurement Policy and Practices (3 credits)
This course covers the major topics in contract formulation,
administration, termination, and performance assessment, including the
laws regarding government contract formation. Subcontract administration,
acquisition strategies, and ethical and legal aspects of procurement policies are
emphasized.
MBUS 533 Contract Performance and Evaluation (3 credits)
Prerequisite: MBUS 532 or MBUS 583
This course covers contract performance and evaluation topics, such as
administrative contracting officer duties and assignments, payments, and past
performance. Ethical and legal aspects of contract performance are presented.
MBUS 534 Pricing Contracts (3 credits)
Prerequisite: BPST 316
This course covers cost and price analysis concepts and principles. It
addresses current methodologies used in the development of cost analysis
studies. Ethical and legal aspects of contract pricing are presented.
MBUS 535 Negotiation and Persuasion (3 credits)
This course is designed to broaden students’ understanding of negotiation
and interrelated processes (e.g., communication, persuasion) within and
between organizations. Extensive in-class negotiations focus on various
negotiation tools and techniques and in a variety of contexts (e.g., one-on-one,
team-based, and global negotiations) to build negotiation skills and confidence.
Ethical and legal aspects of negotiation are presented.
MBUS 537 Contracting for Managers (3 credits)
This course provides a general management overview of the contracting
and procurement process. It emphasizes contracting and procurement’s
strategic role, its effect on organizational operations, the importance of
the organization’s internal and external linkages (e.g., supply chain), and
performance risk sharing through type of contract selection. Ethical and legal
aspects of contracting are presented.
MBUS 539 Project Evaluation (3 credits)
Prerequisite: MBUS 516
This course presents a variety of methods and theories for the financial and
technological evaluation of a project. Topics include definition and evaluation
of mutually exclusive alternatives, analysis of replacement, synergy analysis
with existing operations, and considerations of size and risk of investments.
Emphasis is given to the direct application of these theories and techniques
using exercises and class discussion of business cases from different industries
and organizations. A final comprehensive feasibility study of a real business
dilemma serves as a capstone project for this course.
MBUS 542 Intergovernmental Relations (3 credits)
This course examines the relationships among federal, state, and local units
of government. Topics include current trends, issues, judicial interpretations,
and administrative actions involving intergovernmental relations.
MBUS 546 Risk Management for Project Managers (3 credits)
Prerequisite: MBUS 516
This course builds upon topics covered in MBUS 516 and studies issues of
risk for every stage of project management. Issues of impact, risk assessment,
and quantitative and qualitative techniques to evaluate risk are discussed. This
course also investigates the importance of contingency plans and proper filing
systems.
MBUS 547 Quality Management for Projects (3 credits)
Prerequisite: MBUS 516
This course examines the evolution and scope of Total Quality
Management (TQM) and its applications in project management. Topics
include quality assurance and control as applied to the different stages
of project management, the importance of quality statistical control and
documentation, and the role of national and international certifications. A
final comprehensive project conducted by students applies these principles and
techniques to a real business setting.
MBUS 548 Managerial Economics (3 credits)
Prerequisite: LRSP 306 or equivalent
Students examine microeconomic theory with selected business
applications. This course focuses on demand and supply analysis, cost and
production functions, optimization techniques, pricing strategies, market
structure, firm architecture, game theory and competitive strategy, and
risk evaluation. Antitrust policies and other government regulations are
also delineated and discussed. This course emphasizes the application of
microeconomic analysis to find optimal solutions to managerial decision
problems in a global environment.
MBUS 550 Computer-Based Decision Support Systems (3 credits)
This course explores the use of Decision Support Systems (DSS) within
public and private organizations. Conceptual and practical discussions help
students understand the design and use of these systems. Students explore
commonly used DSS tools and the possible incorporation of these tools in
different business environments. A simple decision support system is designed
and developed during the course using a commercially available tool or
programming language.
MBUS 554 Management Risk Analysis with Computer Simulations
(3 credits)
Prerequisite: BPST 316 or equivalent
Students research how computer simulations are used for risk management
in today’s technology business environment. Computer simulation
methodology and how it applies to risk management methodology is presented.
Students are expected to execute several existing risk simulation models.
Results from these models are used to rank identified risks, design and develop
appropriate risk management strategies, and assess the overall effects on an
organization.
MBUS 555 Knowledge Management Systems (3 credits)
This course examines the shift from transaction processing to technical,
information, and application architectures. Methods for gathering, organizing,
sharing, analyzing, and disseminating knowledge to the appropriate levels
within the organization for better decision making is discussed in detail.
MBUS 558 Legal and Regulatory Environments of Technology
Management and Emerging Technologies (3 credits)
This course examines the legal and regulatory framework for professionals
who have responsibility for managing the use and development of technology
in the workplace. Students consider the historical foundation and current
status of laws that govern technology. In addition, they analyze issues
concerning federal legislation, litigation, and policy concerning those with
disabilities. And they evaluate meaningful access and privacy issues in the
use and development of technology. Topics include laws surrounding Internet
use in the workplace, right of access to information, the free flow and use of
information, and the roles of government and the private sector in protecting
access and privacy. The course assesses how litigation, the Assistive Technology
Act and the Americans with Disabilities Act impact the use and development
of technology in the workplace. Students also assess technology law as it
relates to relevant issues surrounding confidentiality of medical information,
intellectual property, and cybercrime. (Cross listed with INDT 558 and MMIS
558. Credit is awarded for only one of these.)
MBUS 566 The U.S. Health Care System (3 credits)
This course provides an overview of the U.S. health care delivery systems.
The structure, organization, governance, and process of heath care are
introduced. A systems framework is used to provide a theoretical, as well as a
practical basis, in order to explore the sub-systems of public, private, and social
elements that impact the U.S. health system and provide the context for the
future course work.
MBUS 567 Health Care Economics (3 credits)
Prerequisite: LRSP 306
This course covers the basic economics of health care including, but
not limited to: demand for health insurance, moral hazard, health as an
investment, technological change, occupational entry, supply of physician
services, and the competing objectives of agents in the health care marketplace.
The role of insurance as a risk-sharing device is explored, along with its
implications for pricing and health care utilization.
MBUS 568 Health Care Accounting and Financial Management
(3 credits)
Prerequisites: ACCT 201
This course focuses on applying financial management concepts to health
care organizations. It is intended to provide overview to important financial
concepts, issues, tools, and vocabulary useful both for policy makers and
administrators. The effect of health care payment systems is analyzed. Students
learn to read and evaluate financial information in the context of the health
care environment. This course assumes familiarity with Excel or an equivalent
spreadsheet package.
MBUS 569 Health Care Policy and Legislation (3 credits)
Prerequisite: MBUS 566
This course provides an understanding of the broad context of health
policy and legislation and its effect on the planning, delivery, and financing
of health services. It looks at the way health policies and laws are formulated,
enacted, and enforced. Ethical principles and issues are also explored.
MBUS 570 Special Topics (1-3 credits)
Prerequisite: Topic dependent
Selected topics reflect faculty specialization or program needs. A special
topics course provides opportunities for additional study in a particular
specialized area. May be repeated for credit with a change in topic and mentor
permission.
MBUS 584 Policy Development, Analysis, and Implementation
(3 credits)
Prerequisites: Completion of 6 graduate credits from the public administration
concentration, or permission of the program director
This course examines the process by which public policies are formulated,
implemented, and evaluated. Topics include analysis of program objectives,
evaluation methodologies, and the administration of evaluation systems.
MBUS 591 Directed Study (1-3 credits)
Prerequisite: Permission of program director
This is an individual study under faculty direction on a topic of relevance
to the MBA program.
MBUS 595 Strategic Management (3 credits)
This capstone, integrative course for the MBA program examines
the complex strategic problems facing top management in a variety of
contemporary organizations. Includes strategy formulation, implementation,
and evaluation. Emphasis is given to thinking strategically about management
issues, problems, and decisions from the perspective of the total organization,
and how the organization ‘fits’ within its environment to ensure long-term
survival and success. (Must be taken during final semester of enrollment in the
program.)
MBUS 599 Internship (1-6 credits)
Prerequisites: Current enrollment as a degree-seeking student in the MBA
program, completion of at least six credits in the MBA program, a minimum
GPA of 3.0, and approval of the program director
The Professional Experiences and Networking Program (PEN) offers
students opportunities to experience various fields of employment while
working with a variety of organizations on important and challenging projects.
These experiences augment classroom learning while allowing on-the-job
training.
Master of Science in Management Information Systems (MMIS and MSCS)
MMIS 500 Management Information Systems (3 credits)
This course explores the concept of managing information systems and
related information technologies (IS/IT) as a part of a broader socio-technical
system and their impacts on people and processes that extend well beyond
organizational boundaries. Included are more subjective and debatable issues
associated with IS/IT. Accordingly, critical thinking is an important part of this course and is essential for an analysis and understanding of important
issues associated with the management aspects of information systems.
MMIS 505 Information Systems Analysis and Design (3 credits)
This course explores the functions and methods of systems analysis and
design from a theoretical, practical, and managerial perspective. Students
use analysis and design techniques in real-world settings, compare methods,
tools, and techniques, manage real or simulate IS projects throughout the
development life cycle, and participate in the prototyping and rapid application
development of an information system. This course culminates with a research
project in an area that demands rethinking of traditional practices.
MMIS 515 Information Technology Project Management (3 credits)
This course covers the theory of project management including planning,
budgeting, scheduling, resource allocation, monitoring techniques, evaluation,
and quality assurance. Case studies and journal articles demonstrate current
use of these concepts in organizations heavily dependent on information
technology. Project management tools are used in class projects and research to
demonstrate the use and applicability of support systems throughout the life of
a project.
MMIS 531 Managing and Leading the Information Technology
Workforce (3 credits)
The history of management and leadership throughout the evolution of the
information worker gives students a basis from which to build their knowledge
and perspectives. Leadership and management styles are discussed in relation
to effective management of information technology workers. Emphasis is
placed on the expansion and growth of virtual work environments and how
they affect management and leadership. Related topics include the effects of
organizational culture and the importance of communication.
MMIS 532 Enterprise Information Systems (3 credits)
This course introduces students to key strategies and technologies involved
in enterprise information systems. Topics include concepts of incremental
change, business process redesign, and reengineering. Top down and bottom
up design approaches are studied with respect to successfully matching
systems with organizational structure. Students analyze the strategic fit
between information system design and organization structure, understand
the methods through which organizational processes are derived and mapped,
comprehend the elements, modules, and integration of an ERP package, and
use analytical tools and strategies to solve real-world business application cases.
MMIS 533 Management of Information Technology Outsourcing
(3 credits)
This course introduces management aspects of information technology
outsourcing and discusses trends, models, and implications of outsourcing in
relation to a variety of business perspectives and concerns including customer
satisfaction, ethical issues, benefits, risks analysis, economic advantage,
partnerships, competition, strategic management, and international challenges.
Other topics include adoption, innovation, business process outsourcing,
evolving role of IT outsourcing, outsourcing as a catalyst for change, and
linkage between IT outsourcing and business strategy.
MMIS 534 Business Database Systems (3 credits)
This course introduces students to database management systems and
practical issues to support the design and implementation of databases in
business applications. Topics include data modeling, relational model, query
languages, web-based database, current/emerging technologies, data mining,
and warehousing. Additionally this course includes data communication and
technology with focus on managerial decisions and applications.
MMIS 535 Strategic Management of Information Systems and
Innovation (3 credits)
This course investigates strategies for information systems innovation
and management, and provides conceptual frameworks for the development
and evaluation of information systems management strategies. It also
examines concepts of analyzing strategic applications, and planning as it
relates to information systems management strategy and the interface with
organizational strategies. (Credit is not awarded for both MBUS 556 or MMIS
530 and MMIS 535.)
MMIS 540 Computer Information Security (3 credits)
This course equips students with a sound knowledge of the underlying
principles of information security and provides them with the skills
needed to analyze and evaluate information security problems, intrusion
detection, firewalls, operational security, physical security, legal issues,
steganography, and Internet security. Students explore security policies and
models, cryptography, security in distributed systems, malware prevention
disaster recovery techniques. An emphasis is placed on current issues, future
directions, and research areas. This course provides a broad overview of the
threats to the security of information systems, responsibilities, and basic tools.
A research paper or project is required. (Credit is not awarded for both MMIS
540 and CIST 440.)
MMIS 541 Network Security and Cryptography (3 credits)
Prerequisite: MMIS 540 or equivalent
This course covers areas such as fundamentals of network security,
security threats and vulnerabilities, viruses, cryptography, digital signatures,
and key certification and management. Other topics include access control,
authentication, intrusion detection, firewalls and virtual private networks.
Wireless and mobile network security is covered in detail. A research paper or
project is required. (Credit is not awarded for both MMIS 541 and CIST 441.)
MMIS 542 Security Policy, Planning, and Assurance (3 credits)
Prerequisite: MMIS 540 or equivalent
This course covers policy, legal systems, ethical issues, physical security,
disaster recovery, business continuity issues, and risk in information systems.
Topics also include maintenance of essential business processes following a
disaster, restoration of systems, assurance, and building systems with formal evaluation methods. A research paper or project is required. (Credit is not
awarded for both MMIS 542 and CIST 442.)
MMIS 543 Computer Forensics (3 credits)
Prerequisite: MMIS 540 or equivalent
This course introduces the student to computer forensics, use of technology
to obtain evidence for court depositions and cases, responses to a variety of
incidents in their organizations, and tools with hands-on approach to solve
a variety of incidents. This course teaches students how intruders breach
the infrastructure, how to identify compromised systems, and approaches
for developing remedies for such breaches. Topics include file creation,
modification, access, downloads, and communications. A research paper or
project is required. (Credit is not awarded for both MMIS 543 and CIST 443)
MMIS 544 Ethical Hacking and Malware Analysis (3 credits)
Prerequisite: MMIS 540 or equivalent
This course introduces students to penetration testing methods that can be
used in an ethical hacking situation; students learn in interactive environments
where they scan, test, hack and secure their own systems, and gain experience
with essential security systems. Topics include perimeter defenses, scanning
and attacking of students’ networks, escalating privileges, and steps to secure
a system. Students learn about intrusion detection, policy malware, DoS and
DDoS attacks, buffer overflows and virus creation. A research paper or project
is required. (Credit is not awarded for both MMIS 544 and CIST 444.)
MMIS 558 Legal and Regulatory Environments of Technology
Management and Emerging Technologies (3 credits)
This course examines the legal and regulatory framework for professionals
who have responsibility for managing the use and development of technology
in the workplace. Students consider the historical foundation and current
status of laws that govern technology. In addition, they analyze issues
concerning federal legislation, litigation, and policy concerning those with disabilities. And they evaluate meaningful access and privacy issues in the
use and development of technology. Topics include laws surrounding Internet
use in the workplace, right of access to information, the free flow and use of
information, and the roles of government and the private sector in protecting
access and privacy. The course assesses how litigation, the Assistive Technology
Act and the Americans with Disabilities Act impact the use and development
of technology in the workplace. Students also assess technology law as it
relates to relevant issues surrounding confidentiality of medical information,
intellectual property, and cybercrime. (Cross listed with INDT 558 and MBUS
558. Credit is awarded for only one of these.)
MMIS 570 Special Topics (1-3 credits)
Prerequisite: Topic dependent
Selected topics reflect faculty specialization or program needs. This
purpose of this course is to offer current and emerging topics of interest in the
area of management information systems. May be repeated for credit with a
change in topic and instructor permission.
MMIS 590 MIS Research Project (3 credits)
Prerequisites: All core courses except MMIS 591
Students select, propose, and write a research paper on a topic related to
managing information systems in today’s business environment, public or
private. Research is to be conducted using proven academic research methods,
including data collection from actual field observations and substantiated with
current literature reviews. The course culminates with an oral presentation
accompanied by visual displays and research project paper.
MMIS 591 MIS Externship (3 credits)
Prerequisites: All core courses except MMIS 590
Students are required to locate and study an actual information systems
problem within an existing organization. The student is expected to analyze
the system and design a solution using current system analysis and design
techniques. After obtaining appropriate permission from the organization
under review, students observe and possibly participate in the organization’s
processes related to the area under study. Students develop a final report
consisting of the requirements, design, development, and implementation
for the proposed solution. The course culminates with an oral presentation
accompanied by visual displays of the problem and proposed solution.
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MSCS 501 Organization of Programming Languages (3 credits)
Prerequisites: CPSC 321 or CPSC 330, and CPSC 326
This course in programming language construction and design
emphasizes the run-time behavior of programs. Alternative implementations
of programming language constructs are considered. Each student completes
a research project approved by the instructor. This project includes the
completion of a research paper that follows the style guidelines published by
the Association for Computing Machinery. (Credit is not awarded for both
CPSC 401 and MSCS 501.)
MSCS 505 Operating Systems (3 credits)
Prerequisites: CPSC 305 and CPSC 321 or CPSC 330
Topics in this course cover history and models of operating systems,
process scheduling, process synchronization, deadlock, memory management,
virtual memory, device management, file systems, security, protection, and
an introduction to distributed systems. Each student completes a research
project approved by the instructor. This project includes the preparation of a
research paper that follows the style guidelines published by the Association for
Computing Machinery. (Credit is not awarded for both CPSC 405 and MSCS
505.)
MSCS 510 Database Principles and Design (3 credits)
Prerequisite: CPSC 430
This course covers information structures for external storage, file
processing, and information retrieval. Introduction to database systems,
including design, normalization, dependency, and concurrency theory.
Models for representing data and relations among data elements, with primary
emphasis on the relational model. Methods for assuring integrity, security,
and high performance. Languages for data description and data manipulation,
with emphasis on, and use of SQL. An examination of current and future
technological trends. Each student completes a research project approved
by the instructor. This project includes the preparation of a research paper
that follows the style guidelines published by the Association for Computing
Machinery. (Credit is not awarded for both CPSC 410 and MSCS 510.)
MSCS 514 Network Principles and Applications (3 credits)
Prerequisites: CPSC 230 and CPSC/MATH 125
This course provides an introduction to the basic principles of networking.
Topics covered in the course include network topologies, protocols, the OSI
Model, methods of data transmission, error detection and correction, TCP/IP,
network security, and other topics as time permits. This course is theoretical
and concept-oriented rather than consisting of the details of specific network
packages. Each student completes a research project approved by the instructor.
This project includes the preparation of a research paper that follows the style
guidelines published by the Association for Computing Machinery. (Credit is
not awarded for both CPSC 414 and MSCS 514.)
MSCS 515 Artificial Intelligence (3 credits)
Prerequisites: CPSC 321 or CPSC 330, and CPSC 326
A historical overview of the field, including reasoning and learning
models, heuristic search methods, knowledge representation, and natural
language understanding. Techniques for designing software systems for logic
programming, theorem proving, language and image understanding, and
games of strategy. Implementations of expert systems, neural networks, and
genetic algorithms. Introduction to computer languages like Lisp and Prolog.
Each student completes a research project approved by the instructor. This
project includes the preparation of a research paper that follows the style
guidelines published by the Association for Computing Machinery. (Credit is
not awarded for both CPSC 415 and MSCS 515.)
MSCS 520 Simulation Techniques (3 credits)
Prerequisite: CPSC 321 or CPSC 330
An investigation of computer simulation techniques in the modeling of
various systems. Includes an examination of various types of simulations
including discrete event, Monte Carlo, and continuous time. Each student
completes a research project approved by the instructor. This project includes
the preparation of a research paper that follows the style guidelines published
by the Association for Computing Machinery. (Credit is not awarded for both
CPSC 420 and MSCS 520.)
MSCS 525 Parallel Processing (3 credits)
Prerequisite: CPSC 305
Introduces massive parallelism, shared-memory strategies, and message
passing approaches. Other topics are synchronization, parallel algorithm
development, performance measurements, degradation, granularity,
interconnection networks, and processor communication strategies. Includes
study of multi-computer topologies (e.g. rings, meshes, tori, and hypercubes)
and topological embeddings. Programming tools may include Multi-Pascal,
MPI, and C-Linda. Each student completes a research project approved by the
instructor. This project includes the preparation of a research paper that follows
the style guidelines published by the Association for Computing Machinery.
(Credit is not awarded for both CPSC 425 and MSCS 525.)
MSCS 530 Software Engineering (4 credits)
Prerequisite: CPSC 321 or CPSC 330
Techniques for modeling, designing, implementing, and managing large
scale computer programs are studied. Studies include Object-Oriented Analysis
and Design, modeling using UML, and application development with the CASE
tool Rational Rose. Students work in groups and apply the techniques studied to
semester long projects. Each student completes a research project approved by the
instructor. This project includes the preparation of a research paper that follows
the style guidelines published by the Association for Computing Machinery.
(Credit is not awarded for both CPSC 430 and MSCS 530.)
MSCS 540 Game Programming (3 credits)
Prerequisite: CPSC 230
Students are expected to design, develop, and implement computer games
that involve real-time, event-driven, and multimedia programming techniques.
Students learn the history of computer games and the elements of video game
design and architecture. Each student completes a research project approved
by the instructor. This project includes the preparation of a research paper
that follows the style guidelines published by the Association for Computing
Machinery. (Credit is not awarded for both CPSC 440 and MSCS 540.)
MSCS 544 Three Dimensional Computer Graphics (3 credits)
Prerequisites: CPSC 321 or CPSC 330, and MATH 300
The study of three-dimensional modeling involving the use of light,
color, texture, and transformation; visible-surface detection; parallel and
perspective projections; and clipping algorithms. Each student is expected to
complete a research project approved by the instructor. This project includes
the preparation of a research paper that follows the style guidelines published
by the Association for Computing Machinery. (Credit is not awarded for both
CPSC 444 and MSCS 544.)
MSCS 548 Advanced Web Application Development (3 credits)
Prerequisite: CPSC 348 or CPSC 350 or permission of instructor
An examination and application of contemporary software technologies
focused on providing Web-based services and applications. Students work in
teams to design and develop leading-edge projects. Each student completes
a research project approved by the instructor. This project includes the
completion of a research paper that follows the style guidelines published by
the Association for Computing Machinery. (Credit is not awarded for both
CPSC 448 and MSCS 548.)
MSCS 570-577 Selected Topics in Computer Science (3 credits)
Prerequisite: Topic dependent
Treatment of selected topics in computer science. Most recently this has
included topics such as Introduction to Cryptography, Data Driven Web sites
and JavaScript Programming Client-side and Server-side. May be repeated for
credit with a change in topic. Each student is expected to complete a research
project approved by the instructor. This project includes the preparation of a
research paper that follows the style guidelines published by the Association
for Computing Machinery. (Credit is not awarded for both CPSC 470-477 and
MSCS 570-577 for the same topic.)
MSCS 591 Individual Study in Computer Science (1-3 credits)
Prerequisite: Departmental permission
Individual study under the direction of a member of the department.
Minimum GPA and course prerequisites apply. May be repeated for credit with
a change in topic. Two semesters of 3 credits of study required for graduation
with departmental honors. Each student is expected to complete a research
project approved by the instructor. This project includes the preparation of a
research paper that follows the style guidelines published by the Association for
Computing Machinery. (Credit is not awarded for both CPSC 491 and MSCS
591 for the same topic.)
Secondary Mathematics (MAED)
MAED 501 Calculus for Teachers (3 credits)
A presentation of key areas of calculus for those who have taken at least
two semesters of calculus in the past. Topics include limits, derivatives,
antiderivatives, volumes of rotation, natural logarithm and exponential
functions, inverse trigonometric functions, techniques of integration,
sequences, and infinite series. Graphing calculators are used.
MAED 502 Analysis for Teachers (3 credits)
A theoretical study of the calculus of sequences, and of the complex
number system. Topics may include sets and operations on sets, equivalence
and countability, least upper bounds, limits of sequences including limit
superior and limit inferior, Cauchy sequences, complex number arithmetic,
moduli, conjugates, polar form, and roots of complex numbers.
MAED 510 Linear Algebra for Teachers (3 credits)
A systematic study of solutions of linear equations in several variables.
Emphasis is placed on computational techniques and the geometric
interpretation of solutions. Matrices are introduced as the primary tool for
solving linear systems, and the relevant properties of matrix algebra are
developed accordingly. Calculators and computer software are used in problem
solving.
MAED 520 Discrete Mathematics for Teachers (3 credits)
A survey of advanced topics in discrete mathematics with an emphasis on
real world applications. Topics include permutations, combinations, and other
forms of enumerative combinatorics; combinatorial and statistical designs;
theory and application of graphs; and topics in error-correcting codes and
cryptography.
MAED 530 Probability and Statistics for Teachers (3 credits)
An overview of probability theory and statistics including probability
distributions of discrete and continuous random variables, functions of
random variables, and statistical inference. Topics may include sampling
methods, regressional analysis, and ANOVA. Emphases are placed on topics
that prepare teachers to read and understand educational research and design
their own research studies. Graphing calculators and computer software are
used to analyze and display data.
MAED 540 Teaching Mathematics in Middle and Secondary Schools
(3 credits)
Methods of teaching and assessing the middle school and high school
mathematics curriculum and an examination of the current research on the
learning and teaching of mathematics. Topics include a review of the history
of mathematics education, a comparison of behaviorist and constructivist
models of learning and teaching mathematics, and an investigation of the use
of appropriate technology and other instructional materials.
MAED 547 Special Topics in Mathematics for Teachers (1-6 credits)
This course is designed to address topics in mathematics or mathematics
education that are of particular interest to students and faculty. Each topic
aims at giving teachers a better understanding of mathematics content and/or
pedagogy to enhance their instructional practices.
MAED 550 History of Mathematics (3 credits)
An overview of the history of mathematics from the time of ancient
Egyptians and Babylonians to modern day. Special emphasis is placed on the
history of the development of mathematical topics pertinent to the middle
school and high school curriculum.
MAED 560 Geometry for Teachers (3 credits)
The development of Euclidean and various non-Euclidean geometries
from axiomatic systems. Topics may also include construction problems and
geometrical transformations with the use of “Geometer’s Sketchpad” software.
Emphasis is placed on developing an in-depth understanding of those topics in
the middle and high school geometry curriculum.
MAED 570 Algebra and Number Theory for Teachers (3 credits)
A study of the ways in which the ideas of number theory and algebraic
structures underlie the topics in the middle and high school mathematics
curriculum. Topics include a theoretical study of number systems and selected
concepts from groups, rings, fields, and vector spaces. Graphing calculators,
computer algebra systems, and spreadsheets are used to explore algebraic and
number theory concepts.
MAED 580 Mathematical Modeling for Teachers (3 credits)
The course develops skills in mathematical modeling through practical
experience, focusing on specific projects involving real-life problems that are
accessible to students’ existing mathematical backgrounds. Development,
analysis, and evaluation of mathematical models for physical, biological,
social, and technical problems are completed using differential and
difference equations, with both analytical and numerical solution techniques
incorporated.
Teaching English as a Second Language (TESL)
TESL 500 Introduction to English Linguistics (3 credits)
This course provides a theoretical foundation for the scientific study
of language. Covering both formal and applied linguistics, topics include
pronunciation patterns, vocabulary and word formation, sentence and
discourse structures, meaning, language change, dialects, and language
acquisition.
TESL 502A Sociolinguistics and Cross-Cultural Communication
(3 credits)
This course is an introduction to the theories and methods involved in
the study of language variation. The focus is on how language affects and is
affected by the social relationships among individuals and groups, with special
attention to cultural differences. Other topics discussed are dialects, language
change, bilingualism, and classroom discourse.
TESL 510 Applied English Phonetics and Phonology (3 credits)
Prerequisite: TESL 500 or permission of instructor
This seminar offers an in-depth analysis of the pronunciation patterns
and sound-spelling relationships in American English, with emphasis on
the implications for teaching English reading, writing, and pronunciation to
speakers of other languages.
TESL 511A Applied Linguistics: Grammar and Meaning (3 credits)
This course deals with how the grammatical structure of English interacts
with both written and spoken linguistic functions. The focus is on those
aspects of English grammar and meaning that pose particular problems for the
second language teacher and learner. The course offers essential preparation for
those teaching usage to native speaking students.
TESL 512 Second Language Acquisition (3 credits)
Prerequisite: TESL 500 or permission of instructor
This seminar offers an in-depth understanding of the acquisition
process through theory and research. Variables discussed include learner
characteristics, native language, and learning environments, and their
effects on second language acquisition. The course also covers first language
acquisition and bilingualism.
TESL 513 Special Studies in Linguistics and Language Learning
(3 credits)
Prerequisite: TESL 500 or permission of instructor
This course offers a focused study of topics of special interest and
importance in language teaching and learning.
TESL 514 Cross-Cultural Education (3 credits)
This course offers an overview of the effects of socio-cultural variables
on teaching, learning, and communication in culturally-diverse educational
settings. It covers the characteristics and educational needs of nonnative
speaking students as well as those of native speaking ethnic minorities.
TESL 515 ESL Literacy Strategies: PreK-12 (3 credits)
Prerequisite: TESL 500 or permission of instructor
This course focuses on strategic development of reading and writing skills
in the content areas for PreK-12 English language learners, as well as on the
similarities and differences between reading in a first language and reading
in a second language. The emphasis is on cross-cultural and cross-linguistic
variables, language acquisition, linguistic awareness, and comprehension
strategies. It explores strategies that scaffold literacy development for English
language learners, including process writing, questioning skills, and literal,
critical, and evaluative comprehension of content material. It also examines the
political and social impact for language learners in the literacy debate.
TESL 516 Practicum in ESL Literacy Strategies: PreK-12 (1 credit)
Prerequisite or corequisite: TESL 515 or permission of program advisor
This practicum requires the assessment of literacy needs of English
language learners in the classroom and the application of appropriate
techniques, materials, and technologies to assist English language learners in
becoming competent with learning strategies. (Pass/fail option only)
TESL 530 Second Language Methods: PreK-12 Literacy and Language
Skills (3 credits)
This course covers current principles, practices, and approaches for
teaching second language reading, writing, listening, and speaking to PreK-12
learners at varying levels of proficiency in both second and foreign language
programs. It includes the basics of second-language acquisition theory. The
emphasis is on techniques for lesson design, literacy, content-based language
instruction, and integrating components of communicative competence in the
second language classroom.
TESL 531 ESL Curriculum, Assessment, and Leadership (3 credits)
Prerequisite: TESL 530 or permission of instructor
This course provides practical, in-depth coverage of current approaches
and research-based trends in teaching English language learners from PreK to
adult. Topics emphasized include development of curricula for content-based
language instruction, development of summative and formative assessments in
a standards-based program, and strategies for effective teacher collaboration.
It also covers skills for reflective practice and classroom research, evaluation
of materials and technology for language learning, and advocacy for culturally
and linguistically diverse students.
TESL 532 Differentiated Instruction Across the Curriculum (3 credits)
This course provides an introduction to effective strategies for
differentiating instruction for English language learners (ELLs) in the
mainstream classroom. It examines the effects of policy and practice on
students from culturally and linguistically diverse backgrounds. Among the
topics addressed are: current research on cultural and cognitive learning style,
socio-cultural contexts of teaching and learning, differentiated instruction
for reading, writing, and language acquisition across the curriculum, and
socio-cultural influences on subject-specific learning. The course also
reviews performance-based classroom assessment relative to standards-based
assessment and examines the implications that standards-based teaching has
on the classroom and school environment for ELLs.