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DANC 271 - Theory and Practice of Tap Dance (2 credits)
Prerequisite: Dance experience. Students may self-select.
This course will offer intermediate-level work in the technique and performance of tap dance. It will also provide a historical overview of tap dance and some of its most influential artists, so that students gain an understanding of the origins of tap dance, its various styles and influences and how it differs from other dance forms. In addition to the art and technique of dance being practiced and performed in class, various other assignments will be required, including reading and writing assignments and critiques of video and live performances. May be repeated once for credit. One hour of lecture and two hours of laboratory weekly. (Formerly DANP 271, PHED 271)
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DANC 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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DANC 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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DANC 345 - Theory and Practice of Advanced Ballet Technique (2 credits)
Prerequisite: Consent of instructor
This course is for students with extensive ballet experience. The course will emphasize an awareness of alignment, advanced ballet vocabulary, pointe work, and advanced ballet pedagogy. Advanced ballet follows a traditional ballet structure: barre, center adagio, petit allegro and grand allegro. May be repeated twice for a maximum of six credits. Offered either semester.
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DANC 349 - Theory and Practice of Advanced Modern Technique (2 credits)
Prerequisite: Consent of instructor
This course is for students with previous modern dance experience and a serious interest in challenging themselves and expanding their dance skills. The course will cover advanced terminology and principles of modern dance technique. The course will emphasize an awareness of alignment, modern dance vocabulary, musicality, creativity, performance quality and dynamic nuance. Partnering skills will be introduced. May be repeated twice for a maximum of six credits. Offered either semester.
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DANC 353 - Creative Dance for Children (3 credits)
Prerequisite: DANP 281 or consent of instructor
The study and experience of dance as a creative art activity for children is covered in this course. This course is for those planning to work with children in schools, camps, community centers or enrichment programs. (Formerly PHED/THEA 353)
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DANC 357 - Dance Production Theory (2 credits)
Prerequisite: DANC 254 and DANC 256; or consent of instructor
This course provides the opportunity to choreograph and plan the presentation of a major dance work. Lectures and practical assignments in choreography and stagecraft for dance result in a plan for a dance piece. Offered fall semester. (Formerly PHED/THEA 357)
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DANC 358 - Dance Production Techniques (1 credit)
Prerequisite: DANC 254 and DANC 256 and DANC 357; or consent of instructor
This class is a continuation of DANC 357. The class provides the opportunity to set choreography created in DANC 357 on dancers, create costumes and perform theater technical tasks to produce a dance concert. Offered spring semester. (Formerly PHED/THEA 358)
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DANC 359 - Dance Ensemble Practicum (1 credit)
Prerequisite: Consent of instructor
The Dance Ensemble is a pre-professional college company that prepares students technically to perform at various events including competitions and other dance productions. The Dance Ensemble also has a community outreach component, in which the company plans and orchestrates workshops with local schools and other institutions. Admittance to the Dance Ensemble is by audition only and is for the serious dancer and dance educator. Students who participate in the Dance Ensemble must commit to rehearsals, performances, fundraisers, outreach projects and group events. Students must be either concurrently enrolled in DANC 155 or commit to technical support of its concert. May be repeated up to five times for credit. (Formerly THEA 359)
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DANC 399 - Topical Studies in Dance (3 credits)
The class will offer variable contemporary topics in dance, such as reconstructions of artistic works. This course may be repeated for different topics. Offered as topics arise.
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DANC 452 - Ballet Pedagogy (3 credits)
Prerequisite: DANC 242 and DANC 245; or consent of instructor
The course is based on fundamental ballet technique – the foundation of all dance training. It is intended to prepare the prospective dance teacher with the skills with which to provide safe and accurate dance training. (Formerly THEA 452)
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DANC 453 - Dance Methodology (3 credits)
Prerequisite: DANC 353 and DANP 281
Prospective dance educators are introduced to diverse theories and practices for teaching dance with a focus on middle school and high school-aged students (ages 11-18). Students explore the use of selected dance genres, improvisation and dance-making (composition) as methods of teaching and learning. Students gain knowledge and skill in developing experiences in teaching, which will accompany discussions and lectures. Course content emphasizes the use of dance and movement as transformative teaching and learning. (Formerly THEA 453)
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DANC 494 - Seminar in Dance Education (3 credits)
Prerequisite: Junior or senior standing in the Dance major
The Seminar in Dance Education is a capstone course that will create a bridge for graduating majors between their college education and the professional world and satisfy the major writing intensive requirement. This course will address contemporary issues in both the public and private sectors in dance education. Students will investigate resources in the professional community and build connections to nonprofit organizations that serve dance in the region. Students will also learn how to write professional resumes, build a portfolio and develop their grant writing skills. (CWRM)
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DANC 497 - Advanced Individual Projects in Dance (1-3 credits)
Prerequisite: Junior standing; consent of faculty supervisor; additional prerequisites dependent on topic; and formal application required
The student contracts with faculty to explore learning activities of a creative nature beyond the scope of regular course offerings. May be repeated for a maximum of six credits. Offered either semester.
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DANC 498 - Internship in Dance (3-15 credits)
Prerequisite: Consent of department; 2.5 overall GPA; formal application required
The internship provides an opportunity for junior and senior dance students to gain practical expertise in the fields of dance instruction or administration by participating in an off-campus work study experience that complements their academic preparation. Only three credits may be applied towards the dance concentration. May be repeated for a maximum of 15 credits.
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DANC 499 - Directed Study in Dance (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. May be taken twice for a maximum of six credits. Offered either semester.
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Dance - Physical Education |
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DANP 153 - Jazz Dance (1 credit)
This course provides experiences with a variety of jazz styles, including lyric and percussive. Emphasis is on performance of choreographed routines and mastery of isolations and syncopations. (Formerly PHED 153)
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DANP 159 - Latin Social Dance (1 credit)
This course will offer an introduction to the major dances of the Caribbean: Mambo (commonly known as Salsa), Merengue, Cha Cha and the internationally popular tango. This course will cover the basic steps, patterns, history and cultural significance of each dance. These dances will be taught in the modern style that is now popular in social settings.
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DANP 161 - Folk Dance (1 credit)
This course will introduce folk dance terminology, formations and dance steps. Course will include insight into the background and customs of the people in the countries where the dances originated. (Formerly PHED 161)
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DANP 164 - Square and Contra Dance (1 credit)
This course is an introduction to contemporary square dance and contra dance. (Formerly PHED 164)
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DANP 165 - Tap Dance I (1 credit)
This course will explore the basic skills of tap dance using physical practice analysis, film critiques and performance. Basic tap vocabulary will be mastered. (Formerly PHED 165)
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DANP 166 - African Dance (1 credit)
This course will introduce students to the dance styles of Africa and the Caribbean using the Dunham techniques as its technical base. There will be discussion of the cultural history of African and Caribbean styles and their effect on American dance. (Formerly PHED 166)
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DANP 167 - Hip-Hop Dance (1 credit)
The course will present the basic technique of hip-hop dance. (Formerly PHED 167)
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DANP 168 - Ballroom Dance (1 credit)
This course will introduce students to the basic steps, rhythms and timing and performance. Dances covered will include the waltz, fox trot, swing, polka and a sampler of Latin dances. (Formerly PHED 168)
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DANP 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills, while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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DANP 235 - Rhythmic Activities: Programming for All Ages (1 credit)
This course is designed to provide a basic understanding of rhythmical movements and their application for programming for all age groups. The course will include a variety of expressive locomotion, non-locomotor and manipulative movements. (Formerly PHED 235)
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DANP 259 - Theory and Practice of Latin Social Dance (2 credits)
This semester-long course will offer an introduction to the major dances of the Caribbean: Mambo and Guaracha (both commonly known as Salsa), Merengue, Cha Cha Cha and Bachata. These dances will be taught in the modern style that is now popular in social settings. There will be a focus on the concepts of lead and follow, step patterns and turn patterns. Throughout, the instructor will integrate a discussion of the historical and cultural significance of these dances and how they have come to enjoy a worldwide following.
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DANP 268 - Ballroom Dance II - Theory, Practice and Performance (1 credit)
Prerequisite: DANP 168 or consent of instructor
This course will be a continuation of the theory, practice and performance of ballroom dance. Intermediate theory, practice and performance of the swing, tango, Cha Cha, waltz, fox trot and selected Latin dances will be covered. (Formerly PHED 268)
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DANP 281 - Theory and Practice of Educational Dance (2 credits)
This course will involve students in creative/expressive dance using Laban’s Movement Framework as a basis for content. Knowledge of this content will give students a foundation for dance teaching in all settings. Additionally, students will have an opportunity to choreograph dance sequences both individually and in small groups. The intent is for both the non‑dancer and the trained dancer to be comfortable in the creative environment. Offered fall semester. (Formerly PHED 281)
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DANP 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking‑intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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DANP 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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DANP 499 - Directed Study in Dance - Physical Education (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is open to all juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. May be taken twice for a maximum of six credits.
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Early Childhood Education |
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ECED 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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ECED 230 - The Basics of Early Childhood Education (3 credits)
This foundation course examines early childhood education (birth through grade 2) from a variety of perspectives including historical, sociocultural and developmental. A 40-hour, field-based experience is attached to this course. This field-based experience is used to contextualize topics and issues including typical and atypical child development, learning theories, diversity, develop-mentally-appropriate practices, teaching models and approaches, professional teaching standards and critical issues related to teaching and child growth and development. This course prepares students to apply for admission into both the teaching licensure and Early Education and Care programs.
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ECED 280 - The Creative Arts and Curriculum Design in Early Childhood, Toddler-Grade 2 (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224
This course prepares educators of young children to include rich, meaningful arts experiences in their teaching. Students will learn academically rigorous, developmentally appropriate techniques that incorporate movement, visual arts, role-play and music into early childhood activities for toddlers to second graders. Students will intentionally design a unit or project to integrate literacy, mathematics, sciences, health, social and emotional learning and the arts both within the classroom and in community settings. (Formerly ECED 380)
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ECED 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or_ _ _ _ 299 are taken for credit
Second Year Seminars (SYS) are speaking-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECED 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECED 300 - Early Childhood Art Methods (.5 credit)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and Early Childhood
This course is an introduction to methods and materials in art for the early childhood teacher. Art projects typical of those done by children grades PreK-2 are produced. Classroom management, bulletin board design and lesson introduction techniques are explored. Graded on a (P) Pass/(N) No Pass basis. Offered either semester.
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ECED 311 - Science and Social Studies Inquiry for the Young Child (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and Early Childhood
The major concepts and process skills in science and social studies will be experienced in this course and emphasis will be on the learning environment. Students will learn how to help children move from specific information toward general statements, concepts and generalizations in an inductive process using convergent and divergent thinking.
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ECED 332 - Reading Development for the Young Child (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and Early Childhood
In this course, early childhood majors will learn how to create the conditions that facilitate the acquisition of literacy. The roles of print processing strategies, guided reading experiences and voluntary, independent reading are explored along with the relationship between reading and writing. Prepracticum experiences include reading aloud, shared book experiences and teaching guided reading lessons.
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ECED 342 - Language Arts for the Young Child (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and Early Childhood
In this course, through the use of an integrated approach of content, the student will develop strategies for the teaching of language arts, which build on the relation of thought and word and the changes in that process that develop competencies in listening, speaking, writing and reading as a union of word and thought. (CWRM)
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ECED 352 - Developmental Mathematics for the Young Child (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and Early Childhood
In this course, through the use of an integrated approach of content, the student will develop strategies in math that are concept-oriented in which the primary emphasis is on thinking, reasoning and understanding with an emphasis on developing in young children the ability to investigate how and why things happen in math. In a prepracticum experience the student will teach a series of lessons in math at the primary level.
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ECED 361 - Creating an Effective Early Childhood Environment (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and Early Childhood
This course explores ways to create a developmentally appropriate, standards-based, inclusive early childhood setting (PreK-2). Topics include early childhood standards, issues of diversity and multicultural education, classroom-based “inclusive” teaching and assessment strategies, management techniques and parent-community relationships. Teacher candidates will also continue to gather evidence for their Professional Teaching Portfolio.
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ECED 493 - Internship in Early Childhood Education (6 or 12 credits)
Prerequisite: Consent of the department and admission to the Professional Education Program
For this internship, a minimum of 300 clock hours will be required in a PreK-2 grade setting as an early childhood teacher. This internship must be less than full-time but at least one-fifth time employment as an early childhood teacher. Request for this course must be made to the College of Education and Allied Studies Office. May be taken for graduate-level credit.
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ECED 496 - Supervised Teaching in Public Schools: Early Childhood (6 or 12 credits)
Prerequisite: Acceptance into student teaching
This student-teaching practicum is a supervised experience. Candidates are assigned by the College of Education and Allied Studies to an appropriate primary classroom (grades K-2) where they will work to develop and refine their teaching skills. Candidates will have the opportunities to observe students and classrooms, design curriculum, practice effective classroom-management techniques, utilize contemporary teaching strategies and differentiate instruction to meet the needs of all learners. Candidates will be coached and supervised by a qualified, on-site cooperating practitioner and a faculty member of the elementary and early childhood department. Candidates are required to attend periodic seminars on educational topics relevant to the student teaching experience. Candidates must demonstrate their competencies for initial teaching licensure and complete all departmental requirements. May be taken for graduate-level credit.
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ECED 497 - Supervised Teaching in an Integrated Early Childhood Setting (6 credits)
Prerequisite: Acceptance into student teaching
This student-teaching practicum is a supervised experience for one quarter. Candidates are assigned by the College of Education and Allied Studies to an appropriate preschool or kindergarten setting where they will work to develop and refine their teaching skills with children of diverse backgrounds. Candidates will have the opportunity to observe children and various learning environments, design developmentally appropriate curriculum, practice effective management techniques, utilize contemporary teaching strategies, and differentiate instruction to meet the needs of all learners. Candidates will be coached and supervised by a qualified, on-site practitioner and a faculty member of the Department of Elementary and Early Childhood. Candidates are required to attend periodic seminars on educational topics relevant to the student teaching experience. Candidates must demonstrate their competencies for initial teaching licensure and complete all department requirements. May be taken for graduate-level credit.
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ECED 499 - Directed Study in Early Childhood Education (1-3 credits)
Prerequisite: Consent of department; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. This course may be taken twice for a maximum of six credits.
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ECED 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. This course may be repeated for a maximum of six credits.
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ECED 570 - Special Topics in Early Childhood Education (1-4 credits)
Prerequisite: Course prerequisite may be specified depending upon the nature of the topic
Special topics of current relevance in early childhood education will be offered from time to time. The topic to be addressed will be announced prior to registration. This course may be taken more than once with consent of the advisor.
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ECED 575 - Graduate Seminar in Early Childhood Education (3 credits)
Prerequisite: GRPP 501 and EDMC 530 and EDMC 531 and EDMC 532 and EDMC 533 and five content electives preapproved by advisor (no more than two of any content area)
This course is a study of problems and issues related to the education of young children. Emphasis will be placed on current research learning theories, curricular and methodological concerns. Each student will make an extensive study of a significant issue related to early childhood education.
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ECED 596 - Practicum: Early Childhood Education (6 or 12 credits)
Prerequisite: Acceptance and good standing in teacher preparation program
This graduate-level practicum involves an eight- or 15-week field experience at the K-2 level under the guidance of a cooperating teacher and a university supervisor. Opportunities for participation in pupil observation, program planning and utilization of contemporary teaching strategies are included. Offered either semester.
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ECED 597 - Practicum: Preschool (6 credits)
Prerequisite: Acceptance and good standing in teacher preparation program
This graduate-level practicum involves a supervised student teaching experience in a preschool setting with children, infancy through age five. Emphasis will be placed on development, implementation and evaluation of innovative preschool programs. The student participates in a total program, five days a week for eight weeks, in either a day care center, nursery school or head start program. Offered either semester.
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ECED 598 - Internship: Early Childhood Education (6 credits)
Prerequisite: Consent of the department
This graduate-level internship involves a minimum of 300 clock hours in a PreK-2 grade setting as an early childhood teacher. Internship must be less than full-time but at least one-fifth-time employment as an early childhood teacher. Request for this course must be made to the College of Education and Allied Studies Office.
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ECPK 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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ECPK 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking- intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECPK 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECPK 301 - Early Childhood Language Development, Birth-K (1 credit)
Prerequisite: ECED 230; and ECED 280; and ELED 120 or PSYC 224; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the first module in the three-credit course ECPK 320 Language Development and Early Literacy, Birth-K. In this one-credit course, students compare typical and atypical language development. The factors that influence that development will be emphasized as well as the genetic and physiological components of optimal language and literacy development. Planning and implementing developmentally appropriate activities and instructional materials is included.
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ECPK 302 - Language, Culture and Cognition, Birth-K (1 credit)
Prerequisite: ECED 230; and ECED 280; and ELED 120 or PSYC 224; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the second module in the three-credit course ECPK 320 Language Development and Early Literacy, Birth-K. In this one-credit course, students learn the theories of second language acquisition, styles and strategies in language learning as well as the socio-cultural and cross-linguistic influences of language learning. Additionally, students will examine early indicators of the need for and remediation of language-, hearing-, and literacy-related difficulties and effective techniques to involve the family and community.
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ECPK 303 - Facilitating Early Literacy, Birth-K (1 credit)
Prerequisite: ECED 230; and ECED 280; and ELED 120 or PSYC 224; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the third module in the three-credit course ECPK 320 Language Development and Early Literacy, Birth-K. This one-credit course explores an integrated model of literacy and the early childhood educator’s role in facilitating beginning reading and writing. Students will learn how to involve the family and community in order to promote the academic success of all learners, use appropriate assessment measures and techniques to analyze children’s current levels of language and literacy development, establish learning goals that match the individual child, and design developmentally appropriate literacy activities.
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ECPK 304 - Project-Based Learning in Early Childhood, Birth-K (1 credit)
Prerequisite: ECED 230; and ECED 280; and ELED 120 or PSYC 224; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the first module in the three-credit course ECPK 321 Project-Based, STEM-Rich Learning in Early Childhood, Birth-K. This one-credit course focuses on the dynamics of implementing emergent, integrated curriculum in birth-kindergarten settings that is inclusive, interactive and child-centered, incorporating all the domains of development. Students will explore the premise that young children are thinkers, problem solvers and explorers, deserving environments rich in learning opportunities.
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ECPK 305 - Math-Rich Learning in Early Childhood, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the second module in the three-credit course ECPK 321 Project-Based, STEM-Rich Learning in Early Childhood, Birth-K. This one-credit course focuses on implementing standards-based infant-kindergarten math curriculum in a child-centered, play-based manner. Students will examine how to treat young children as thinkers, problem solvers and explorers in a math-rich environment.
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ECPK 306 - Science-Rich Learning in Early Childhood, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the third module in the three-credit course ECPK 321 Project-Based, STEM-Rich Learning in Early Childhood, Birth-K. This course focuses on implementing standards-based infant-kindergarten science curriculum in a child-centered, play-based manner. Students will examine how to treat young children as thinkers, problem solvers and explorers in a science-rich environment.
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ECPK 307 - Observational Assessment to Inform Individualized Instructional Goals, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the first module in the three-credit course ECPK 322 Observation and Assessment in Early Childhood, Birth-K. In this one-credit course, students will learn to record observations that are full of useful detail and free of bias and conjecture. They will explore issues of ethical assessment practices and decision-making, including children with special needs or nontraditional cultural or language backgrounds, and how to judge the reliability and validity of assessment results and observational evidence. They will also learn how to use assessment evidence to design curriculum and activities tailored to the known characteristics of the children served and their needs, and how to capture the outcomes of such instruction in authentic ways.
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ECPK 308 - Standards-Based Documentation and Analysis of Children’s Progress, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the second module in the three-credit course ECPK 322 Observation and Assessment in Early Childhood, Birth-K. In this one-credit course, students will learn to use a wide variety of techniques to gather evidence that captures the full range of children’s development; how to organize, consolidate and interpret that evidence within portfolios; how to map that evidence to the developmental checklists most commonly used in the field and compare the child’s current development to prior levels; and how to effectively present that evidence to various stakeholders.
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ECPK 309 - Standards-Based Assessment of Classrooms and Programs, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the third module in the three-credit course ECPK 322 Observation and Assessment in Early Childhood, Birth-K. In this one-credit course, students will learn to assess classroom practices and program effectiveness using the standardized tools the Massachusetts Department of Early Education and Care uses in its QRIS assessments, including the CLASS and the ECERS. They will explore how to use the results of such programmatic assessments to guide changes in their own teaching practices and classrooms and to advocate for systemic change in the programs they serve.
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ECPK 310 - Programs that Promote Socio-Emotional Growth, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the first module in the three-credit course ECPK 323 Classroom Management and Emergent Social Studies Concepts, Birth-K. In this one-credit course, students will develop an understanding of the learning trajectory of young children’s socio-emotional well-being and executive functioning, learning optimal programming decisions, classroom routines, teaching strategies and management techniques. They will explore the impact of physical design decisions on positive classroom climate and learn to create child-centered routines and expectations. Based on key features of NAEYC and state policies and recommendations and the CSEFEL and CLASS models of positive socio-emotional growth, students will learn to recognize problematic practices and decisions and be able to design better practices.
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ECPK 311 - Engagement and Management Strategies that Promote Socio-Emotional Growth, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the second module in the three-credit course ECPK 323 Classroom Management and Emergent Social Studies Concepts, Birth-K. In this one-credit course, students will learn how to effectively support and maintain positive child-child interactions. They will learn to critically analyze both adult interactions with children and adult scaffolding of child-child interactions, recommend ways to improve relationships and interventions and justify their recommendations. Practicing a guidance approach to classroom management, they will learn to identify the goals for children’s problematic behaviors, draw upon a broad repertoire of intervention strategies to maintain positive classroom climate, and promote the continued socio-emotional growth of the children.
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ECPK 312 - Teaching Socio-Emotional Skills and Social Studies Concepts, Birth-K (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the third module in the three credit course ECPK 323 Classroom Management and Emergent Social Studies Concepts, Birth-K. In this one-credit course, students will learn a wide variety of ways to include socio-emotional skill-building activities in the curriculum. They will learn to use children’s emerging understanding of community to bring the concepts of civics/government, history/customs, geography/diversity, and economics/division of labor into the curriculum, including how to construct and interpret maps, from local to global.
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ECPK 313 - Infant and Toddler Development (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the first module in the three-credit course ECPK Infant and Toddler Education and Care. In this one-credit course, students describe and compare stages and milestones in physical, social, emotional, sensory, linguistic and cognitive development for children from birth to age three. Topics explored include relationship-based practice, early intervention and use of developmental screening. Offered fall semester.
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ECPK 314 - Influences on Infant and Toddler Development (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the second module in the three-credit course ECPK 324 Infant and Toddler Education and Care. In this one-credit course, students discover how factors of culture, nutrition, health, socio-economic status and family styles influence the growth and development of infants and toddlers. Additionally, students examine the contexts of family and community socioeconomics, values and traditions, as well as how educator’s cultural competence impact children’s development and learning. Offered fall semester.
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ECPK 315 - Creating Caring Infant and Toddler Environments (1 credit)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This is the third module in the three-credit course ECPK 324 Infant and Toddler Education and Care. In this one-credit course, the impact of learning activities, schedule and physical environment on relationship-based practice is explored. Using the Massachusetts early learning guidelines for infants and toddlers to evaluate developmentally appropriate curricula, students design developmentally appropriate environments. Offered fall semester.
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ECPK 320 - Language Development and Early Literacy, Birth-K (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This course focuses on the emergence of both expressive and receptive language and literacy competencies in young children. Topics include optimal language and print environments; the socio-cultural, genetic and physiological components of optimal language and literacy development; early indicators of the need for and remediation of language-, hearing-, and literacy-related difficulties; and second language acquisition.
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ECPK 321 - Project-Based, STEM-Rich Learning in Early Childhood, Birth-K (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This course focuses on implementing a curriculum consistent with national early childhood standards for developmentally appropriate practice and with DEEC content-area Learning Guidelines and DESE Frameworks - particularly for science, technology, engineering and mathematics (STEM) - with an emphasis on play-based, integrated learning.
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ECPK 322 - Observation and Assessment in Early Childhood, Birth-K (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This course teaches students to make ethical, appropriate, valid and reliable assessment of both children and programs an integral part of their practice and their instructional decision-making. Students will learn to identify and use observation and assessment methods, both formal and informal, that are developmentally appropriate as well as culturally and linguistically responsive, and to make collaborative decisions that are responsive to young children’s strengths, progress and needs. In addition, students will learn how to use and interpret the tools of DEEC’s Quality Rating Improvement System (QRIS).
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ECPK 323 - Classroom Management and Emergent Social Studies Concepts, Birth-K (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
In this course, students will develop an understanding of the learning trajectory of young children’s socio-emotional well-being and executive functioning. Drawing upon national and state policies and recommendations and the CSEFEL and CLASS models of positive socio-emotional growth, they will learn optimal programming decisions, classroom routines, teaching strategies and management techniques to foster positive and peaceful classrooms, including the explicit teaching of socio-emotional skills. They will also learn to use children’s emerging understanding of community to bring the concepts of civics/government, history/customs, geography/diversity, and economics/division of labor into the curriculum, including how to construct and interpret maps, from local to global.
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ECPK 324 - Infant and Toddler Education and Care (3 credits)
Prerequisite: ECED 230; and ELED 120 or PSYC 224; and ECED 280; and SPED 218, which may be taken concurrently; and admission to Early Education and Care professional education program; or consent of instructor
This course is an introduction to the field of infant and toddler childcare. Students will explore research-based child learning and development; developmentally appropriate activities using a strength-based approach; quality caregiving routines; and environmental influences. Topics discussed include but are not limited to: research on brain development, children and families with special needs; social-emotional development; dual language learners; family partnerships; culturally-sensitive care, emergent aspects of the content domains and reflective practice. Relationship-based practice is emphasized. Offered fall semester.
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ECPK 355 - Study Tour: Observing and Comparing International Childrearing Practices (3 credits)
Prerequisite: ECED 230 and approval of the Study Abroad Office
This course compares the guiding principles, practices, attitudes and values of early education and care in another country with those in America. The comparison will help students refine their assumptions about children by discovering a “hidden curriculum” (behaviors, perspectives and attitudes) that molds children’s values, sense of self, gender and class stereotypes, cultural expectations and language. The hidden curriculum is conveyed by teachers, the community and society and can be recognized in the setup of space, the structuring of time, the division of roles, styles of teaching, management of behavior and ways of communicating with children. Students will examine concepts such as rituals, hero making, storytelling, symbolic display, rules and ways of knowing. While traveling, students will experience a variety of early education and care programs and cultural events. Students will assist educators and observe children in educational settings and the community while connecting the course experiences to their areas of interest. May be repeated for a total of six credits, with different itineraries. Offered Spring semester. Additional fee required.
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ECPK 401 - Coaching and Mentoring in Early Childhood Programs, Birth-PreK (1 credit)
Prerequisite: ECPK 480 or equivalent; 2.5 GPA both overall and in the major; or consent of instructor
This is the first module in the three-credit course ECPK 440 Advanced Techniques in the Administration and Supervision of Early Childhood Programs, Birth-PreK. This one-credit course explores the role of coaching and mentoring in facilitating the development of early education practitioners and enhancing early childhood environments. Leadership roles of mentors and supervisors in ECE settings and models of coaching and mentoring will be reviewed and discussed.
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ECPK 402 - Advocacy and Funding in Early Childhood, Birth-PreK (1 credit)
Prerequisite: ECPK 480 or equivalent; 2.5 GPA both overall and in the major; or consent of instructor
This is the first module in the three-credit course ECPK 440 Advanced Techniques in the Administration and Supervision of Early Childhood Programs, Birth-PreK. This one-credit course explores the role of coaching and mentoring in facilitating the development of early education practitioners and enhancing early childhood environments. Leadership roles of mentors and supervisors in ECE settings and models of coaching and mentoring will be reviewed and discussed.
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ECPK 403 - Data-Driven Decision Making in Early Childhood Programs, Birth-PreK (1 credit)
Prerequisite: ECPK 480 or equivalent; 2.5 GPA both overall and in the major; or consent of instructor
This is the third module in the three-credit course ECPK 440 Advanced Techniques in the Administration and Supervision of Early Childhood Programs, Birth-PreK. In this one-credit course, students attain a conceptual understanding of action research methods in early childhood education and the skill to use action research methods to transform classrooms and programs through data driven decision making. Techniques and procedures concerning the design and implementation of evaluation in the total school program will be investigated.
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ECPK 420 - Mentored Program Observation, Birth-K (3 credits)
Prerequisite: ECED 230; and ECED 280; and ECPK 322; and ELED 120 or PSYC 224; and SPED 218; and acceptance into Early Education and Care professional education program; and minimum 2.5 GPA overall and in the major; formal application required
This course consists of observations in six different Birth-K settings across the mixed delivery system of early childhood education. Students compare their experiences and submit a portfolio analyzing the settings they visit using national early childhood accreditation standards. (Formerly ECPK 490) (CWRM)
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ECPK 440 - Advanced Techniques in the Administration and Supervision of Early Childhood Programs, Birth-PreK (3 credits)
Prerequisite: ECPK 480 or equivalent; and 2.5 GPA both overall and in the major; and consent of instructor
This course explores the role of coaching and mentoring in facilitating the development of early education practitioners and enhancing early childhood environments. Leadership roles of mentors and supervisors in early childhood settings and models of coaching and mentoring will be reviewed and discussed.
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ECPK 480 - Childcare Programming, Administration and Supervision, Birth-PreK (3 credits)
Prerequisite: ECPK 420 (formerly ECPK 490); and ECPK 481, which must be taken concurrently; and 2.5 GPA both overall and in the major; and acceptance into Early Education and Care professional education program; formal application required
This course focuses on the information and skills necessary for operating, managing and supervising high quality early childhood programs. Topics include: Massachusetts Department of Early Education and Care (EEC) licensing regulations, QRIS and NAEYC standards, establishing program policies, administrative responsibilities, fiscal management, staff supervision and development, program evaluation, family involvement and rights, hiring procedures, health and safety, environments, selection of materials and community resources. Meets EEC requirements for Director I.
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ECPK 481 - Mentored Teaching Fieldwork, Birth-K (3 credits)
Prerequisite: Three of the five 300-level courses in the major; ECPK 420 (formerly ECPK 490); and ECPK 480, which must be taken concurrently; minimum 2.5 GPA both overall and in the major; formal application required
This course involves field experience in an approved early childhood setting, Birth-K, which may be the student’s workplace, but rarely a public-school classroom. Students also attend scheduled seminars. The practicum is at least four weeks long and requires a minimum of 100 documented hours working with children while being supervised by an assigned college supervisor and by a licensed, site-based cooperating practitioner. (Formerly ECPK 491)
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ECPK 492 - Mentored Student Teaching, Toddler-K (6 credits)
Prerequisite: Completion of all other program requirements; minimum 2.5 GPA both overall and in the major; formal application required
This experience requires a minimum of eight weeks and 200 hours working directly with children in an approved placement, toddler-K. In many cases, the placement is a student’s workplace, but rarely a public-school classroom. The student works with an assigned college supervisor and an EEC licensed, site-based cooperating practitioner, increasingly taking responsibility for managing the classroom, designing learning experiences and communicating with families and administrators. Students develop a performance portfolio documenting their competencies and attend scheduled seminars.
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ECPK 493 - Documenting Competencies and Program Quality in Early Childhood Education (1 credit)
Prerequisite: ECPK 420 (formerly ECPK 490) or ECPK 491 or ECPK 492, any of which may be taken concurrently; or consent of instructor
This course is designed to help student become reflective evidence-based practitioners by providing a forum for collaborative inquiry and documentation focused on their classroom experiences and decisions. The course offers opportunities and frameworks for thinking about, documenting, and analyzing classroom situations; the teaching learning process; classroom management; legal and ethical obligations; and professional goals and development. A significant component of this course is written reflection about teaching and program effectiveness based on the use of data gathered from classroom experiences. May be repeated two times.
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ECPK 499 - Directed Study in Early Education and Care (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. This course may be taken twice for a maximum of six credits.
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ECON 100 - Introduction to Economics (3 credits)
This course will introduce students to the foundations of economic theory and provide a general understanding of the methods for economic analysis. Following an overview of the history of economic thought, the course will review microeconomics as well as macroeconomics.
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ECON 101 - Principles of Microeconomics (3 credits)
This course focuses on the theory and application of utility and demand, production, cost and market analysis. Offered either semester. (CSOC)
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ECON 102 - Principles of Macroeconomics (3 credits)
This course focuses on the theory and application of the following: national income analysis and determination, fiscal policy, monetary theory and policy and the Federal Reserve System. Offered either semester. (CSOC)
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ECON 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
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ECON 201 - Intermediate Microeconomic Theory and Policy (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The theory of consumer behavior and demand, production and cost, the firm and market organization are discussed in this course with emphasis placed on practical applications. Offered either semester.
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ECON 205 - Intermediate Macroeconomic Theory and Policy (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
A number of macroeconomic models are developed in this course, including the Keynesian, monetarist and rational expectations models. Economic theory is used to explore the nature and causes of business fluctuations and the desirability of various government policies. Offered either semester.
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ECON 210 - Statistics for Economics and Business (3 credits)
This course will provide students with an understanding of descriptive and inferential statistics. Students will develop the ability to analyze data and draw conclusions about large populations based on measures from sample data. The course will include hypothesis testing, ANOVA, simple linear regression, and the application of statistical methods to business and economic issues. (CQUR)
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ECON 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECON 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
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ECON 301 - Industrial Organization (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
This course provides an analysis of the structure, conduct and performance of industries. Topics discussed include causes and measurement of market concentration, strategic behavior of firms and the development of public policies, such as antitrust and regulation, that affect business.
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ECON 315 - Money and Banking (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
The roles and functions of money and the banking system are discussed in this course. Various monetary theories and the influence of monetary policy on the state of the economy are examined. Offered fall and spring semester.
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ECON 320 - Comparative Economics (3 credits)
Prerequisite: ECON 101 and ECON 102
This course compares different economic systems that have arisen as the world economy has evolved and alliances have been formed over time. There is a strong emphasis on exploring the current and historical implications of different economic philosophies, particularly with reference to NAFTA economies: Canada, U.S.A. and Mexico. Topics include globalization, international economic organizations, economic integration, economic policy making, health care, labor migration, resource use and environmental issues.
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ECON 321 - International Economics (3 credits)
Prerequisite: ECON 101 and ECON 102; or consent of instructor
Pure trade theory and its application to solving policy problems are covered in this course. Topics studied include balance of trade, balance of payments and monetary systems.
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