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Economics |
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ECON 597A - Reading & Research M.A.
Credits: Variable
Independent reading and research
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ECON 599 - Thesis
Credits: Variable
Required for maintenance of matriculated status in graduate program. No credit toward graduate degree requirements.
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ECON 603 - AdvMath.Analysisfor Economists
Credits: 1
This course is a continuation of the Math Boot Camp offered prior to the start of the semester. It is designed to continue to sharpen students’ mathematical skills in areas of mathematical analysis important in the study of economic theory. It provides students with an excellent introduction to some of the abstract concepts that underpin much of modern mathematics. Although considerable emphasis will be placed on the computational aspects of matrix algebra and calculus, students will learn how to provide proofs for some of the basic algebraic facts that will be encountered during the PhD program. A number of the ideas explored in previous calculus courses will be revisited. You will be introduced to the proofs of some of the fundamental results of calculus and will learn how to use these facts to prove other results. No previous knowledge of higher mathematics is assumed.
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ECON 611 - Microeconomic Theory I
Credits: 4
Techniques of constrained optimization, comparative static analysis. Consumer theory, production and cost theory, theory of the firm. Problem sets required. Prerequisites: ECON 503 or equivalents.
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ECON 612 - Microeconomic Theory II
Credits: 4
Welfare economics, consumer theory under uncertainty, production and cost theory, general equilibrium analysis, intertemporal theory, including both capital and investment theory. Prerequisites: ECON 611 and 503 or equivalents.
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ECON 613 - Macroeconomic Theory I
Credits: 4
Classical theory of income and employment; aggregate supply and demand analysis; inflation; disequilibrium macroeconomics; modern theories of consumption, investment and money; monetarism; new classical and new Keynesian approaches to macroeconomics. Prerequisites: ECON 503 or equivalents.
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ECON 614 - Macroeconomic Theory II
Credits: 4
Growth theory and growth accounting; inflation and unemployment, including Phillips curve, its microeconomics foundations; rational expectations school; stabilization policies; macroeconometric models; international macroeconomics. Prerequisites: ECON 613 and 503 or equivalents.
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ECON 615 - Economic Statistics
Credits: 4
Basic theory of probability, sampling, estimation, hypotheses testing, correlation and regression analysis, analysis of variance, with applications to economic research. Undergraduate course in statistics and year of calculus or equivalent essential.
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ECON 616 - Econometrics
Credits: 4
Focus on basic linear regression model within framework of classical general linear model. Desirable properties of estimators; hypothesis testing; prediction; autocorrelation and heteroskedasticity; dynamic equations; problems and techniques involving simultaneous equations. Prerequisite: ECON 615 or equivalent.
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ECON 617 - Applied Econometrics
Credits: 4
Further development of econometric theory, combined with applications. Simultaneous equation estimation techniques; time series methods; rational expectations and econometrics; tests of causality; non-nested hypothesis tests; extensive computer applications. Prerequisite: ECON 616 or equivalent.
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ECON 618 - PanelData&StochasticFrntrModel
Credits: 4
Standard panel data models and their extensions; Estimation of production, cost and profit functions using cross sectional and panel data. Single and simultaneous (linear as well as nonlinear) equation techniques. Prerequisites: ECON 615, 616 and 617.
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ECON 619 - Time Series Analysis
Credits: 4
Analysis of univariate and multivariate time series. Modeling of stationary and linear models; analysis of non-linear and nonstationary models. Topics such as causality, unit roots, error correction models, and cointegration. Prerequisites: ECON 615, ECON 616 and ECON 617.
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ECON 633 - Monetary Theory
Credits: 4
Critical analysis of current macroeconomic theorems, models, hypotheses, in static and dynamic setting.
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ECON 634 - Advanced Macroeconomics
Credits: 4
This course will ocver computational methods to solve Dynamic Stochastic General Equilibrium (DSGE) models, and methods to evaluate them empirically. The goal is to enable students to read, replicate, and conduct macroeconomic research involving DSGE models.
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ECON 641 - Labor Economics
Credits: 4
Factors affecting quantity, quality of labor supply; economic determinants of population size, labor force participation, education, training. Factors determining demand for different types of labor. Special features of labor markets, effects of unions, inflation and unemployment.
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ECON 642 - Seminar In Labor Economics
Credits: 4
Investment in human capital: schooling, on-the-job training, job search, occupational choice, unemployment, labor force participation. Economics of labor demand and trade unions. Development of analytical tools and application of these tools to current issues.
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ECON 650 - Behavioral & Experimental Econ
Credits: 4
An introduction to the methodology of laboratory and field experiments on how people make decisions while questioning the concept of “perfect rationality”; in the standard economic theory, providing improved models in line with the observed biases of decision makers. Requires strong working knowledge of microeconomic theory, college level statistics, and calculus. Prerequisites: Econ 500, 611, or instructor approval. Offered in the spring.
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ECON 656 - Economic Development
Credits: 4
Economic development and problems of measurement; critical review of theories and policies.
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ECON 657 - EconDevelMicroEcon Issues
Credits: 4
Include productivity effects of health, private and social returns to education, education quality, education policy and market equilibrium, gender discrimination, public finance, decision making within families, firms and contracts, technology, labor and migration, land, and the markets for credit and savings. Describes and critically evaluates empirical methods for causal inference used in empirical microeconomics of development. Semesters offered varies.
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ECON 670 - Agent Based Policy Modeling
Credits: 4
Develop skills in modeling economic policy governing public goods using agent-based modeling methods (a kind of computational, game-theoretic simulation). We learn and use the Mesa platform in Python. We incorporate case-based learning, genetic algorithm-based learning. Offered in the Fall.
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ECON 682 - Environmental And Natural Res.
Credits: 4
Examines the theoretical foundation and applications of the economics of resource and the environment. Covers the positive theory of non-renewable and renewable resources; as well as the theoretical foundation of environmental economics. Emphasizes both rigorous economic theories and mathematical modeling skills. Prerequisites: ECON 611, 612.
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ECON 683 - Seminar in Environmental Econ
Credits: 4
Topics in environmental economics focusing on the application of the theory of externalities. Examples include trade and the environment, the Environmental Kuznets Curve hypothesis, non-market valuation, and voluntary pollution prevention, depending on student research interests. Prerequisites: ECON 616, passing grade on microeconomics comprehensive exam.
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ECON 693 - Phd Seminar I
Credits: 1
PhD pre-dissertation research seminar to introduce advanced graduate students to economic research and to help them select and begin work on suitable dissertation topics.
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ECON 694 - Phd Seminar II
Credits: 1
Continuation of ECON 693.
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ECON 696G - Seminar in Special Topics
Credits: 4
Content determined by instructor.
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ECON 697 - Independent Study
Credits: Variable
Independent reading and research.
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ECON 698 - Pre-Dissertation Research
Credits: Variable
Independent reading and/or research in preparation for admission to PhD candidacy and/or preparation of dissertation prospectus.
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ECON 699 - Dissertation
Credits: Variable
Research for and preparation of the dissertation.
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ECON 700 - Continuous Registration
Credits: Variable
Required for maintenance of matriculated status in graduate program. No credit toward graduate degree requirements.
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Engineering Design Div |
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EDD 103 - Engineering Communications I
Credits: 2
Develops student’s critical thinking skills through the completion of two team-based projects. Emphasis is on teaming skills, critical reading, technical writing, oral presentation skills, project management and professionalism. A technical report and two professional presentations are required. Corequisite: EDD 111 (linked).
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EDD 104 - Engineering Communications II
Credits: 2
This class builds on the skills introduced in EDD 103. Critical reading, engineering research, and writing through a Conceptual team-based project is emphasized. Two formal presentations, two research papers using APA documentation style and a technical report are required. Prerequisite: EDD 103, EDD 111. Corequisite: EDD 112 (Linked). Offered in the Spring semester.
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EDD 111 - Intro to Engineering Design
Credits: 2
First course in a two-semester integrated introduction to the engineering profession. Emphasizes engineering problem-solving techniques; introduction to the engineering design process. Includes an introduction to machine shop use, engineering graphics, circuits, and computer-aided design. Corequisite: EDD 103 (linked). Course is
Course Fees Course fee applies. Refer to the Schedule of Classes.
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EDD 112 - Intro to Engineering Analysis
Credits: 2
The conclusion of a two-semester introduction to the practice of engineering. Content is primarily focused on the application of mathematics in engineering. Content is reinforced in the EDD 104 engineering design projects. Refer to the Schedule of Classes. Prerequisite: EDD 103, EDD 111. Corequisite: EDD 104 (linked). Course is offered in the Spring semester.
Course Fees Course fee applies. Refer to the Schedule of Classes.
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EDD 121X - WELCOM - Seminar I
Credits: 1
This course is the first of two one-credit courses taken by students in the WELCOM learning community in Mountainview. This course presents an overview of inclusive design principles and their necessity. Through weekly discussions, students will develop an understanding and appreciation of the necessity for inclusive design.
Prerequisites: None.
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EDD 122X - WELCOM - Seminar II
Credits: 1
This course is the second of two one-credit courses taken by students in the WELCOM learning community in Mountainview. This course will require students to apply to the principles of inclusive design. Students will learn how to design products and services that are accessible to and usable by people of all abilities. They will also learn how to identify and mitigate potential barriers to inclusion in the engineering design process.
Prerequisites: EDD 121X.
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EDD 197 - Independent Study
Credits: Variable
Self-directed study or experimental work on a subject. Supervised by a faculty member. Independent Study form must be completed by student and signed by the supervising professor and the director of EDD. Course is offered every semester.
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EDD 305 - Intro to Sustainable Eng & Des
Credits: 3
The course presents an overview of sustainability, sustainable engineering principles and sustainable engineering design principles. Students will understand and appreciate the necessity for moving toward sustainable technologies. Prerequisites: Math 224/225 and Math 226/227. Course is
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EDD 306 - Eng Sustainable Energy
Credits: 3
A systems approach to the application of fundamental principles of thermodynamics, energy conversion, economics, and statistical risk analysis to problems associated with technology for sustainable energy. Topics include systems engineering modeling approach, quantifying energy technologies and risk, thermodynamic analysis of energy conversion cycles, appropriate technologies, and the use of energy resources. Prerequisites: CHEM 111 and PHYS 132. Course is offered in the Spring semester.
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EDD 307 - Ecology for Engineers
Credits: 3
Course covers the concept of ecological systems; environmental determinism; the influence of markets, regulations and policy on development predominant goals of sustainability; and the critical role of engineers in achieving sustainable development. Prerequisites: CHEM 111 and PHYS 132 (or equivalents). Course is
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EDD 310 - Sust Eng in Envi & Soc Context
Credits: 3
This course shall examine issues related to sustainable development from both an environmental and societal perspective. First with respect to the environment, the practice of engineering profession is central to achieving sustainable development, one of the key challenges of the 21st century. During the second part of the class students will be exposed to Constructive Technology Assessment and Value Sensitive Design, methodologies which current engineers are using to better account for the social and ethical implications of their work. Lecture 3 hours per week. Course is offered in the spring semester.
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EDD 320 - Engineering and Climate Change
Credits: 3
The work of engineers significantly influences, both positively and negatively, our human contribution to climate change. Climate change does not just present environmental risks; it is also a risk to global political stability, infrastructure and food security. Given that climate change is one of humanities biggest challenges of the 21st century, and its effects are already starting to be felt around the world, it is imperative that the engineering profession commits to playing its part in reducing its impacts. For society to develop solutions that minimize climate change, engineers must play a fundamental and active role. The proposed course seeks to describe some of the engineering solutions proposed as we move further into the 21st century. Prerequisite: Junior level and above. Semester offered varies.
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EDD 397 - Independent Study
Credits: Variable
Self-directed study or experimental work on a subject. Supervised by a faculty member. Independent Study form must be completed by student and signed by the supervising professor and the director of EDD. Course is offered every semester.
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EDD 480A - A Sustainable Planet
Credits: 3
Making the case for Sustainable Development; Two growing trends on the Planet, population growth and urbanization, both to be discussed, and quantified; Challenge for sustainable development; climate change most significant challenge to be quantified; The complex system, the water-food-energy nexus is central to sustainable development, demand for all three increasing, driven by: rising global population, rapid urbanization, changing diets and economic growth, innovative approaches (technology) as well as management strategies to be explored to deal with these issues.
Prerequisites: None.
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EDD 490 - Capstone Design Project - I
Credits: 3
This is the first course of a two-semester linked sequence of capstone design courses. These courses require a team design project. Students must select from specific section sequences as described in the University Bulletin. Prerequisite: Senior standing and departmental approval.
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EDD 491 - Capstone Design Project - II
Credits: 3
This is the second course of a two-semester linked sequence of capstone design courses. These courses require a team design project. Students must select from specific section sequences as described in the University Bulletin. Prerequisite: Senior standing and departmental approval.
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EDD 492 - Practicum in Engineering Educ
Credits: Variable
Students act as undergraduate course assistants (UCAs) with supervision from Watson School faculty. The seminar accompanying the practicum is designed to help students apply and refine the knowledge, skills, and dispositions working in a variety of settings serving engineering students. Prerequisite: approval of instructor and the appropriate department chair or director of EDD. Course is offered every semester.
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EDD 497 - Independent Study
Credits: Variable
Self-directed study or experimental work on a subject. Supervised by a faculty member. Independent Study form must be completed by student and signed by the supervising professor and the director of EDD. Course is offered every semester.
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Education |
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EDUC Z529 - Grammar for English Teachers
Credits: 3
Rethinking of English grammar from a structural and transformational-generative perspective. Explores how words, phrases, clauses, and sentences are formed as well as the rhetorical implications of grammatical choices and the study of figures in style. Employs a common-sense, lively approach to grammar designed to solidify students’ experiences with grammar and renew confidence in writing and speaking and focuses specifically on teaching English Language Learners of all ages from elementary through university students. Lecture/lab format. Weekly homework, course project, final exam; no papers. Especially useful for students in TESOL, English education, Creative Writing, or a writing-intensive discipline
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EDUC Z583 - Second Lang. Acq.
Credits: 3
This introductory course examines theories and research in first and second language acquisition in order to develop an understanding of the way in which second and/or foreign languages are acquired. This course explores linguistic, cognitive, psychological, affective, sociolinguistic, and sociocultural foundations of second language (L2) development across various culture and how cultural perspectives influence language. The student will read about a variety of issues in Second Language Acquisition (SLA) research. and summer. *Online version will be offered in summer for the CRITI and non-TESOL students only.*
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EDUC Z584 - Methods & Assessment for ELLs
Credits: 3
This course offers opportunities to develop both content and experiential knowledge in the teaching of English as a Second/Foreign Language. A number of ESL teaching methods will be discussed in light of the linguistics and learning theories that they derive from. The course is designed to develop an understanding of the principles and methods of language teaching and understand different assessment techniques used to measure students’ learning. Further, use of assessment results to improve classroom instructions and major concerns related to assessing English Language Learners will be discussed. *A minimum twenty-five (25) hours of fieldwork is required.
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EDUC Z588 - Content Bsed ESL Curric Instru
Credits: 3
This class focuses on application of principles of second language acquisition to promote language, literacy and academic development in content area classrooms. This course will cover the functions and features of academic English language and examine types and features of academic language used in subject areas. During the course, various teaching strategies and techniques will be explored to support both native English speakers and ELLs in their development of content knowledge, thinking skills, communication skills, and literacy skills. Instructional strategies to promote students’ listening, speaking, reading and writing will be highlighted. *A minimum twenty-five (25) hours of fieldwork is required.
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EDUC Z591 - Internship in TESOL
Credits: 3
Students in the TESOL Program complete this internship as a final course to meet their exit requirement. This course is designed to help TESOL students refine their skills as teaching professionals. Throughout the course, students will integrate theory, research, and conceptual foundations into planning and executing lessons. Course activities and assignments will prepare TESOL students to be professional language teacher. During the specified time based on the students’ individual track, a mentor teacher at the host institute will fill out evaluation forms for internship students’ lesson plans and overall observations, and provide narrative feedback on teaching demonstrations. University faculty will also observe and provide evaluation on internship students’ teaching performance.
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EDUC Z597 - Independent Study
Credits: Variable
Individualized, self-directed learning experience related to an area of academic and/or professional interest under the supervision of a faculty sponsor. By consent of instructor only. Offered: semester varies. 20 credits
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EDUC 101 - So You Want To Be An Educator
Credits: Variable
EDUC 101 will include two primary components, one focusing on various jobs and careers at all levels of education from Pre-K through higher education, with the second component devoted to leadership topics. The format of the course will allow opportunities for students to explore and discuss the realities of working in an educational career such as a teacher, counselor, administrator, related services provider, and professor. Leadership topics will include utilizing high school and college campus resources, developing critical thinking and writing skills and improving time management. Students in this course will shadow an educator as well as participate in service learning experiences at the elementary and middle schools. and spring.
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EDUC 111 - The Social Context Learning 1
Credits: 4
What are students’ attitudes and beliefs regarding the teaching and learning of a particular discipline? How do educators and parents effect students’ opportunities to learn? How do students’ social identities affect their learning? These are examples of questions that are of interest to educational researchers in a range of disciplines. In this course, students will be introduced to various research methods common in educational research studies, as well as the ethics of conducting educational and social research. They will also gain an understanding of the different methodologies common to human subject research in educational environments. NOTE: course is restricted to new freshman. Enrollment in this course is by permission of the instructor.
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EDUC 112 - The Social Context Learning 2
Credits: 4
This course builds upon the knowledge gained in the fall regarding the different methodologies and methods common to human subject research in educational contexts. Additionally, students will also gain an understanding of various educational theories that link theory with practice, as well as gain experience analyzing data. Throughout the semester, students will conduct a research project based on a topic of interest and gaps in the current literature base, as well as disseminate their findings to a broader audience. Pre-requisite: EDUC 111. Enrollment in this course is by permission of the instructor.
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EDUC 360 - Reimagining Schools
Credits: 4
The COVID-19 pandemic coupled with the ongoing crisis around economic and social inequities has heightened challenges for youth, families, and school staff, creating new opportunities to reimagine schools. This course provides an introduction to Community Schools - a strategy for helping all students, families and communities to thrive. As a designated service-learning course, students will engage in a community-based project related to local community schools with options for education policy research or school-based field work. This course makes explicit connections around Community Schools as a model for sustainable communities; a model for assuring the rights of all constituents through citizenship, rights and cultural belonging; and, as an innovative model that addresses the physical and mental health of youth, families and communities. Cross-listed with CCPA 360.
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EDUC 397 - Independent Study
Credits: Variable
An independent study is a learning experience that allows a student an opportunity for self-directed learning related to an area in the field of academic and/or professional interest under the supervision of a faculty sponsor. The independent study and supplementary meetings/seminars will allow students to explore various aspects of education. Students are responsible for designing their independent study with the guidance of faculty and staff. The end of study product can be in a variety of formats agreed to by the student and faculty member.
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EDUC 398 - Education Research Scholars I
Credits: Variable
The Undergraduate Education Research Scholars program matches Education Minor students with TLEL faculty members to conduct hands-on research in a variety of areas in education, including History, English Education, Education Policy, Special Education, Literacy Education, and Teacher Preparation. Through the program, undergraduate students gain knowledge and experience in the educational research process. Examples of research tasks include literature searches, reviews of research literature, data collection, organization and storage, and analysis, writing conference proposals, and archival research. This experience may also lead to presentation and publication opportunities, as appropriate. Students must be enrolled in the Education Minor and apply to participate in the Education Research Scholars program. Students may enroll for one or two semesters: First semester - EDUC 398 (Education Research Scholars I), Second semester - EDUC 399 (Education Research Scholars II). .
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EDUC 399 - Research Scholars II
Credits: Variable
The Undergraduate Education Research Scholars program matches Education Minor students with TLEL faculty members to conduct hands-on research in a variety of areas in education, including History, English Education, Education Policy, Special Education, Literacy Education, and Teacher Preparation. Through the program, undergraduate students gain knowledge and experience in the educational research process. Examples of research tasks include literature searches, reviews of research literature, data collection, organization and storage, and analysis, writing conference proposals, and archival research. This experience may also lead to presentation and publication opportunities, as appropriate. Students must be enrolled in the Education Minor and apply to participate in the Education Research Scholars program. Students may enroll for one or two semesters: First semester - EDUC 398 (Education Research Scholars I), Second semester - EDUC 399 (Education Research Scholars II). Offered:spring.
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EDUC 401 - Early Childhood Education
Credits: 4
This course is designed to acquaint and apprentice students in the theories, practices, skills, and knowledge(s) of engaging communities through early childhood education. This course is based on partnership model that aims to strengthen linkages between our local early childhood community and key resources. Using an integrated focus on academics, services, support systems, and opportunities, this course will utilize a social action orientation to increase your awareness, skill, knowledge, comfort, and aptitude to help improve child outcomes, strengthen families, and build healthier communities.
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EDUC 402 - Intro to Adolescent Education
Credits: 4
This course will introduce students to the background and current landscape related to all aspects of being a teacher of adolescent students, in grades 7-12. A student should be able to develop and/or strengthen reflective and analytical skills through research, and review of information related to the structure and culture of middle and high schools. Some field experience may be required in local elementary/secondary schools.
A major objective of the course is for students to develop a comprehensive picture of all of the aspects of a secondary teacher’s duties, responsibilities, expectations, and opportunities. It is hoped that the following type of questions might be answered: What does it mean to be a teacher of adolescents? What is the difference in teaching grades 7-8-0 compared to grades 10-12? What attitudes, skills and traits would help a teacher of adolescent students? What are the rewards and frustrations of teaching adolescents? What are the social, emotional and physical challenges of adolescent students?
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EDUC 406 - Teaching, Learning & Schooling
Credits: 4
This course will introduce students to the school as a social institution and to issues pertaining to teaching, learning, and schooling. Students who take this course should have a strong interest in the field . The course will explore the relationship between culture, teaching, and learning; how students and teachers (and other school personnel) experience schooling; the structure and social purposes of schooling; and ideas and issues related to school reform. Some field experience will be required in local elementary/secondary schools. This course does not meet any requirements in the Division . EDUC 406 does not count for New York State teacher certification. This course is taken for a letter grade only; cannot be taken Pass/Fail.
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EDUC 410 - Issues in Education
Credits: 4
Exploration of political, economic, psychological, and social issues in schools. Critical reflective practice is encouraged by an emphasis on linking course readings and discussions with students’ life experiences.
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EDUC 411 - Mental Health in Education
Credits: 4
This course will introduce students to the mental health issues faced by students and teachers within the education system. Students taking this course should have a strong interest in the fields of mental health and/or education. Throughout the semester, we will take a clinical mental health focus and discuss the internal and external factors that contribute to mental health issues in students across the developmental lifespan from preschool to college, and dismantle stigma. We will also explore the educator perspective and discuss how teachers can manage mental health and related behavioral issues in the classroom. This course does not meet any requirements in the Graduate School of Teaching, Learning and Educational Leadership (TLEL). This course does not count for New York State teacher certification. This course is for a letter grade and cannot be taken pass/fail.
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EDUC 440 - MulticulturalPespectivesinEDUC
Credits: 4
As potential future educators, it is our responsibility to examine how our classrooms and the education system are shaped by concepts such as identity, race, and equity. By examining these topics, students in this course will challenge educational practices using a sociocultural lens and build discussion around multicultural affairs. The first portion of this course will be spent increasing cultural awareness. This will begin with an overview of the multicultural landscape in the United States. This big picture view will include overarching terminology, concepts, history and challenges.
The large middle portion of this course will be spent focusing on specific groups for varying amounts of time. This focus will include research, readings, discussions, debates, evaluation of solutions, etc. Small groups of students will also study an additional group of their choosing. The focus will have the educational component as well as an active/practical element to reflect civic engagement and social issues.
The last portion of the course will include culminating projects.
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EDUC 444 - Ldrshp & Commun Mod Educator
Credits: 4
This course introduces students to the leadership and communication skills necessary to succeed in education or other careers. Students explore the various leadership roles in education, how similar roles may exist in other fields, and communication techniques to use within those roles. Other topics include how to lead, how to communicate, how to educate, how to build relationships, how to collaborate, how to be an effective influence, and more. Students’ needs and interests are factored into the curriculum.
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EDUC 470 - Making&Tinkering Youth Engage
Credits: 4
This is a designated Academic Service-Learning (ASL) course: a credit-bearing experience with participation in an organized direct or indirect service activity that meets a community need and connects course content to specific learning outcomes with structured reflection. This course is designed to engage students as a member of an interdisciplinary team to develop and implement science, technology, engineering, and mathematics (STEM) related making and tinkering for youth in the local community. These programs will address the mission and goals of community partners. Broadly, students will (1) meet with community partner to discuss mission and goals, youth, and program logistics; (2) develop STEM-related making and tinkering program for youth; and (3) with community partner, implement making and tinkering program(s).
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EDUC 491 - Education Minor Internship
Credits: Variable
The Education Minor Internship portion of the Education Minor is designed to be a hands-on learning experience for those interested in working in the field . Through the internship and supplementary seminar students may gain professional experience and a deeper understanding of the education field through a practical approach. Students are responsible for locating and applying to the internship site, but all internships must be pre-approved.
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EDUC 497 - Independent Study
Credits: Variable
An Education Minor Independent Study is a learning experience that allows a student an opportunity for self-directed learning related to an area in the field of academic and/or professional interest under the supervision of a faculty sponsor. The Independent Study and supplementary meetings/seminars will allow students to explore various aspects of the Education profession. Students are responsible for designing their Independent Study with the guidance of faculty and staff. The end of study product can be in a variety of formats agreed to by the student and faculty member.
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EDUC 504 - Foundat Biling & Multicult Edu
Credits: 3
Examination of diverse cultural backgrounds of students and teachers; ways in which these differences affect the practice of schooling, particularly in early childhood, elementary, and secondary educational settings. Nature of “education that is multicultural” and link to issues of school culture, educational policy, community relations, curriculum, classroom interactions, teaching styles, student learning, grouping practices, labeling, assessment and the need to develop strategies for the improvement of educational practice. Dynamics of race, class, gender, ethnicity, religion, disability and sexual orientation; effects on schooling.
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EDUC 507 - Issues:US History Before 1877
Credits: 4
This graduate seminar is intended to provide students with a deeper understanding of the broad sweep of American history. Weekly seminars will explore important works in history and historiography. Each week we will also experiment with teaching techniques and ideas. History teachers are confronted with some difficult questions. We are supposed to teach the history of the American people, but Americans have never been quite sure who ‘the people’ are. We are supposed to help students become better citizens, but Americans have never been sure what a good citizen looks like. Were good citizens the ones fighting the Revolution? Or were they the ones loyal to the Crown? There have never been simple, clear answers to these questions, yet we history teachers accept the task of helping students figure them out.
This course is cross-listed as HIST 530A. Note: This course is part of a two-course series. EDUC 508/HIST 530B is the second half. Each half is independent; students may take one or both. Offered every Fall semester.
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EDUC 508 - Issues In US History 1877-Pres
Credits: 4
This graduate seminar is intended to bolster students understanding of key themes in American history and the teaching of American history. Weekly seminars will explore important works in history and historiography. Each week we will also experiment with teaching techniques and ideas. This course is cross-listed as HIST 530B. . Note: This course is part of a two-course series. EDUC 507/HIST 530A is the other class. Each half is independent; students may take one or both.
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EDUC 510 - Issues in Education
Credits: 3
Exploration of political, economic, psychological, and social issues in schools. Critical reflective practice is encouraged by an emphasis on linking course readings and discussions with students’ life experiences.
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EDUC 529 - Grammar for English Teachers
Credits: 3
Rethinking of English grammar from a structural and transformational-generative perspective. Explores how words, phrases, clauses, and sentences are formed as well as the rhetorical implications of grammatical choices and the study of figures in style. Employs a common-sense, lively approach to grammar designed to solidify students’ experiences with grammar and renew confidence in writing and speaking and focuses specifically on teaching English Language Learners of all ages from elementary through university students. Lecture/lab format. Weekly homework, course project, final exam; no papers. Especially useful for students in TESOL, English education, Creative Writing, or a writing-intensive discipline.
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EDUC 541 - Applied Research Techniques
Credits: 3
The course introduces basic issues in educational research; development of critical skills as consumers of research. Qualitative and quantitative methodologies; experimental, quasi-experimental and single-subject research designs. Issues of validity, reliability and sampling; descriptive and inferential statistics.
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EDUC 544 - Ldrshp & Commun Mod Educator
Credits: 3
This course introduces students to the leadership and communication skills necessary to succeed in education or other careers. We explore the various leadership roles in education, how similar roles may exist in other fields, and communication techniques to use within those roles. Other topics include how to lead, how to communicate, how to educate, how to build relationships, how to collaborate, how to be an effective influence, and more. Students’ needs and interests are factored into the curriculum.
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EDUC 570 - Making&Tinkering Youth Engage
Credits: 3
This is a designated Academic Service-Learning (ASL) course: a credit-bearing experience with participation in an organized direct or indirect service activity that meets a community need and connects course content to specific learning outcomes with structured reflection. This course is designed to engage students as a member of an interdisciplinary team to develop and implement science, technology, engineering, and mathematics (STEM) related making and tinkering for youth in the local community. These programs will address the mission and goals of community partners. Broadly, students will (1) meet with community partner to discuss mission and goals, youth, and program logistics; (2) develop STEM-related making and tinkering program for youth; and (3) with community partner, implement three to four of the programs.
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EDUC 581 - Linguistics for Teachers
Credits: 3
This course provides an introduction to linguistic theory to help teachers make linguistically informed decisions about teaching and assessment. The course covers Phonology, Morphology, Syntax, Semantics, and Pragmatics as well as introduces some major issues in Sociolinguistics and Psycholinguistics, with attention to grammatical choices and implications. Emphasis is given to the practical application of linguistic knowledge in the ESL/EFL classroom.
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EDUC 583 - Second Lang. Acq.
Credits: 3
This introductory course examines theories and research in first and second language acquisition in order to develop an understanding of the way in which second and/or foreign languages are acquired. This course explores linguistic, cognitive, psychological, affective, sociolinguistic, and sociocultural foundations of second language (L2) development across various culture and how cultural perspectives influence language. The student will read about a variety of issues in Second Language Acquisition (SLA) research. *Online version will be offered in summer for the CRITI and non-TESOL students only.*
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EDUC 584 - Methods & Assessment for ELLs
Credits: 3
This course offers opportunities to develop both content and experiential knowledge in the teaching of English as a Second/Foreign Language. A number of ESL teaching methods will be discussed in light of the linguistics and learning theories that they derive from. The course is designed to develop an understanding of the principles and methods of language teaching and understand different assessment techniques used to measure students’ learning. Further, use of assessment results to improve classroom instructions and major concerns related to assessing English Language Learners will be discussed. *A minimum twenty-five (25) hours of fieldwork is required.
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EDUC 585 - Global Contexts for TESOL
Credits: 3
As we are living in an increasing globalized world, the importance of educating language teachers to meet this change is critical. The first part of this course covers intercultural communication and global competence. The second part explores issues and topics regarding teaching English in global contexts. This course will provide theoretical and empirical investigation of real-world issues and challenges in which language education is a central issue. Topics include intercultural communication, culture and identity, language policy, and discourse, and cases studies.
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EDUC 587 - L2 Reading, Writing Technology
Credits: 3
This course provides students with an ever-increasing variety of technologies that can promote students’ learning and motivation. In this class, students will first explore what technologies are available to them as ESL/EFL teachers, understand the challenges for teachers and students in both high- and low-technology teaching contexts, and will become critical users of commercial language learning products. Students will experience new media technologies such as wikis and digital stories for language learning. Students are expected to plan and design how to use CALL, Internet resources, and new media technologies in promoting language and literacy developments.
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EDUC 588 - Content Bsed ESL Curric Instru
Credits: 3
This class focuses on application of principles of second language acquisition to promote language, literacy and academic development in content area classrooms. This course will cover the functions and features of academic English language and examine types and features of academic language used in subject areas. During the course, various teaching strategies and techniques will be explored to support both native English speakers and ELLs in their development of content knowledge, thinking skills, communication skills, and literacy skills. Instructional strategies to promote students’ listening, speaking, reading and writing will be highlighted. *A minimum twenty-five (25) hours of fieldwork is required.
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EDUC 591 - Internship in TESOL
Credits: 3
Students in the TESOL Program complete this internship as a final course to meet their exit requirement. This course is designed to help TESOL students refine their skills as teaching professionals. Throughout the course, students will integrate theory, research, and conceptual foundations into planning and executing lessons. Course activities and assignments will prepare TESOL students to be professional language teacher. During the specified time based on the students’ individual track, a mentor teacher at the host institute will fill out evaluation forms for internship students’ lesson plans and overall observations, and provide narrative feedback on teaching demonstrations. University faculty will also observe and provide evaluation on internship students’ teaching performance.
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EDUC 595 - TESOL Capstone Proj or Thesis
Credits: 3
TESOL majors will take this advisor-guided independent study in their final semester. This capstone course provides a unified research capstone base upon which to complete the student’s master’s project. The course instructor and the student’s advisor must approve the proposal prior to implementing the project and both will have to approve the project as meeting Satisfactory (B or Better) in order for the student to receive credit for the course.
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EDUC 597 - Independent Study
Credits: Variable
Individualized, self-directed learning experience related to an area of academic and/or professional interest under the supervision of a faculty sponsor. By consent of instructor only. Offered: semester varies. 20 credits
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EDUC 600 - Intro Seminar in Doc Studies
Credits: Variable
This course is a required core course for new students in the doctoral program. It is designed to provide students with a foundation for their future studies through exposure to theoretical and empirical literature, familiarity with academia, as well as the research interests and expertise of the faculty. The course also serves as an opportunity to build and participate in an intellectual community with others in the Department of Teaching, Learning and Educational Leadership.
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EDUC 601 - Educ Theory & Phil
Credits: 3
Examination of various philosophical perspectives that inform educational practice and policy. Exploration of important relations and tensions among educational theory, research, policy, and practice. Students will analyze current educational issues through the writings of educational philosophers and theorists and apply their own developing perspectives/frameworks.
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EDUC 603 - TheoryResearchTeachLearnSchool
Credits: Variable
In this course, students explore theory and research central to understanding and studying teaching and learning. The course is framed around three guiding questions: (a) What is teaching, (b) What is learning, and (c) What is the relationship between teaching and learning in the context in which it occurs (e.g., schooling)? Through course readings, discussions, and independent exploration, students will examine a wide range of both classic and contemporary learning theories, explore the various ways in which the practice of teaching is conceptualized, synthesize research and scholarship on teaching and learning in their area of interest, and integrate information through the juxtaposition of learning theory, pedagogical practices, and the social context of schooling.
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EDUC 605 - Race, Class and SJ in EDUC
Credits: Variable
Students will investigate the historical origins and the institutional, political, social, and cultural forces that shape the social contexts . The course will examine the changing nature of family and community, as well as the dynamics of race, class, and gender in contributing to or alleviating inequality in education.
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EDUC 606 - Curriculum Leadership
Credits: 3
Participants in this course will explore standards-based and alternative approaches to developing, organizing, and evaluating PreK-12 curricula. There will be an emphasis on how leaders can facilitate and support curriculum improvement for student learning and well-being. The implications for prospective school and district administrative leaders are underscored.
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EDUC 607 - School Law and Ethics
Credits: 3
This course examines the background of current education laws, case laws, regulations and policies in practice in school districts, and it emphasizes critical issues involving ethics that educational leaders must consider in their school districts. The course includes a brief overview of the history of major laws that govern/address today’s educational settings. Three levels of laws will be examined: federal, state, and local, with attention paid to laws applying to the students, teachers, administrators and general public school governance. There will be opportunities for the class members to discuss applications of law and ethics within their own school environments. Offered: summer.
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EDUC 608 - School Fin. & Bus. Operations
Credits: 3
The course will present the concepts and tools needed to understand, manage, and improve school business operations, budgeting, and resources. Candidates will learn that leaders’ fiscal responsibilities are situated in the context of state and federal education finance systems.
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EDUC 609 - Asses Student Lrng Sch Improve
Credits: 3
Participants will examine the multiple purposes for, and means of, assessing student learning. Class discussions and assignments will assist participants in the analysis and interpretation of student data for instructional, program, and school improvement purposes. The course will emphasize the implications for the support of diverse learners. Offered: summer.
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EDUC 610 - Collab w/Diverse Stakeholders
Credits: 3
This course will ask participants to identify and learn about collaboration with a range of school stakeholders, including: parents and caregivers; community organizations and businesses; policy makers, such as the Board of Education; faculty and staff; and legislators. Participants will learn about reasons for and methods of involving stakeholders in schools. Participants will learn how to respond to and influence the political, economic, legal, and cultural context within a district. Knowledge of advocacy strategies, public relations methods, and relationship building skills will prepare the administrator to use this information to promote the success of all students. Course is offered in a combination seminar and online format. Offered: semester offered varies.
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EDUC 611 - Special Program Leadership
Credits: 3
This course allows candidates to focus on a particular school program, including, but not limited to early childhood, literacy, special education, arts, technology, physical education, English as a new language, pupil personnel, or staff development. In a combination seminar and on-line course format the participant will use case study methodology to investigate specific principles, mandates, funding, organizing, staffing and best practice concerning their area of interest. Offered: semester offered varies.
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EDUC 620 - Research Process In Educ
Credits: Variable
This course is intended to enhance students’ abilities to become both consumers and producers of educational research. In this course, students will examine the philosophical underpinnings of educational research, differentiate the methodological foundations of quantitative, qualitative, and mixed research approaches, and identify the ethical and legal considerations involved in conducting and reporting educational research. Based on a topic of interest, students will locate, read, and synthesize a corpus of research across a broad range of methodological approaches. Students will produce a written review of the literature to advance their understanding of how their topics are situated in a broader field of study and to begin developing a rationale for their future research.
Offered: varies.
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EDUC 621 - Seminar in Quantitative Resch
Credits: 3
This course is intended to develop students’ understanding of quantitative research. Students will examine diverse methods and designs used in quantitative research. Students will develop the skills necessary to design quantitative studies, develop research questions, and apply the techniques used in statistical analysis. Other topics include the application of techniques to current educational issues; understanding the role of research and policy-making, and an emphasis on real-world data and student projects. Pre-requisite: EDUC 620
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EDUC 622 - Seminar In Qualitative Resch
Credits: Variable
This course is intended to develop students’ understanding of qualitative research. Students will explore a range of theoretical frameworks, the important assumptions embedded within them, and the implications of these assumptions for conducting and evaluating qualitative research. Students will learn about the variety of approaches/methodologies, methods for data collection, and techniques for data analysis used in qualitative research. Students will design and carry out qualitative research and communicate the results of their research. Pre-requisite: EDUC 620
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