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Undergraduate/Graduate Catalog 2020-2021 [ARCHIVED CATALOG] See drop-down menu above to access other catalogs.
Course Descriptions
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Note: See Catalog Addenda as that information supersedes the published version of this catalog.
The course descriptions include all courses that are taught for academic credit at the university. They are arranged in alpha-numerical sequence by course subject code.
See How to Read Course Descriptions for additional information.
At present, the majority of the 500-600 level courses are offered in the evening hours. Students should be aware that not all courses are offered in the evening or every semester. Students who are only able to enroll in classes 4 pm or after should consult the appropriate department chairperson for information about the availability of evening sections of courses required in a specific major, concentration and/or minor. Students are urged to consult “Available Course Sections” through InfoBear each semester to determine when specific courses are offered.
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Women’s and Gender Studies |
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WGSS 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 (Formerly WMST 298) (CSYS)
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WGSS 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. (Formerly WMST 299) (CSYS )
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WGSS 442 - Gender and Community Activism (3 credits)
Prerequisite: WGSS 240 (formerly INTD 240) or consent of instructor
This course combines community service with classroom instruction, focusing on critical, reflective thinking as well as personal and civic responsibility around salient gender issues. The course will involve activities that address local needs while developing academic skills and commitment to the community. As such, it turns knowledge into action by completing service-learning projects with community partners. In the classroom, students learn theories and methods of analyzing gender roles historically and in contemporary society, examining the importance of activism on behalf of women, men and GLBTQ persons. (Formerly INTD 442)
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WGSS 499 - Directed Study in Women’s and Gender Studies (1-3 credits)
Prerequisite: Consent of the department; formal application required
This course is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently.
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Virtual Online Education |
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VRED 200 - Introduction to Teaching in a Virtual/Online Environment (3 credits)
This course is designed to introduce students to the theories, standards and tools used to teach in a virtual/online environment. Students will learn how to navigate a variety of technological tools to create lessons and to analyze the data from those lessons. Course activities will also introduce students to educational technology standards. Offered annually.
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VRED 210 - The Learner in a Virtual/Online Environment (3 credits)
This course will support the knowledge and skills necessary in preparing participants to select, adapt and design course work for understanding the online student learner in the K-12 classroom. It is designed to teach the instructor to understand the motivations and learning needs of a student who pursues virtual/online learning. The course will teach instructors to evaluate and/or assess learner issues as they affect virtual environment and online learners, including: locus of control (internal/external), the effect of synchronous and asynchronous learning formats on pupil learning, etiological implications of giftedness, processing disorders, chronic conditions and emotional disorders. Offered annually.
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VRED 220 - Consultation and Collaboration in Virtual/Online School Settings (3 credits)
This course provides current teachers in virtual settings with an understanding of key stakeholders in the virtual/online school community, the theory and practice of consultation and collaboration specific to K-12 school settings, and best practices for how to conduct such consultation and collaboration in a virtual environment. This course will provide students with a framework for implementing consultation and collaboration models, as well as understanding the facilitation factors necessary in any type of school consultation. Students will learn how to use consultation and collaboration models to assist with individual, group and programmatic assessment of growth, and develop intervention strategies as part of the delivery systems in the schools. Offered annually.
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VRED 230 - Leadership in the Virtual/Online Education Environment (3 credits)
This course examines public education as it applies within the virtual educational content. This course offers students a broad overview of virtual education as it relates to the purpose, organization and administration of virtual schools. This course examines public education as a paradigm, the virtual school within legislation and education policy standards, virtual school accountability, leadership within a virtual school environment, and the role and responsibilities of the virtual teacher. Offered annually.
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VRED 500 - Methods and Digital Tools for Virtual/Online Teaching (3 credits)
This course introduces students to a variety of online tools and methods to engage students in their online courses. The course will cover digital tools for influencing how students interact in the virtual classroom by creating engaging and interesting lessons. Students will learn how to create assessments using a plethora of online tools and to analyze the data from these assessments. Course activities will introduce students to educational technology standards. Offered annually.
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VRED 510 - Developmental Profile of the Virtual/Online Learner (3 credits)
This course will support the knowledge and skills necessary in preparing participants to select, adapt and design course work for understanding the online student learner in the K-12 classroom. It is designed to help teach the instructor to understand the motivations and learning needs of a student who pursues online learning. The course will teach instructors to evaluate and/or assess learner issues as they affect virtual environment and online learning, including: locus of control (internal/external), the effect of synchronous and asynchronous learning formats on pupil learning, etiological implications of giftedness, processing disorders, chronic conditions and emotional disorders. Offered annually.
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VRED 520 - Consultation and Collaboration with Stakeholders in Virtual Online School Settings (3 credits)
This course provides current teachers in virtual settings with an understanding of key stakeholders in the virtual school community, the theory and practice of consultation and collaboration specific to K-12 school settings, and best practices for how to conduct such consultation and collaboration in a virtual environment. This course will provide students with a framework for implementing consultation and collaboration models, as well as understanding the facilitation factors necessary in any type of school consultation. Students will learn how to use consultation and collaboration models to assist with individual, group, and programmatic assessment of growth, as well as develop intervention strategies as part of the delivery systems in the schools. Offered annually.
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VRED 530 - Administration in Virtual/Online Education (3 credits)
This course examines public education as it applies within the virtual/online educational context. This course offers students a broad overview of virtual/online education as it relates to the purpose, organization and administration of virtual/online schools. This course examines: public education as a paradigm, the virtual school within legislation and education policy standards, virtual school accountability, leadership within a virtual school environment, and the role and responsibilities of the virtual/online teacher. Offered annually.
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VRED 560 - Special Topics in Virtual/Online Education (3 credits)
Teaching in a virtual/online setting is vastly different from teaching in a physical classroom. This course will offer topics that build knowledge, strategies and skills in understanding online instruction. The topics discussed will address current or timely topics, as well as instruction in the content areas. The topic addressed will be announced prior to registration. Repeatable with consent of instructor: may earn a maximum of six credits. Offered annually.
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