P = Prerequisite, R = Recommended, C = Concomitant
I = fall semester, II = spring semester, S = summer session(s)

Afro-American Studies | Radiography/Allied Health | Anatomy | Anthropology | Astronomy | Biology | Business | Graduate Business | Chemistry | Comparative Literature | College of Arts & Sciences | Cognitive Science | Computer Science | Dental Assisting | Dental Hygiene |  Economics | Education | English | Fine Arts | Folklore | French | Geography | Geology | German | History | Honor's Courses | HPER | History & Philosophy of Science | Informatics | International Studies | Journalism | Liberal Studies | Linguistics (ESL) | Latin American/Latino Studies | Mathematics | Microbiology | Music | Nursing | Overseas Study | Philosophy | Physiology | Physics | Plant Sciences | Political Science | Psychology | Religious Studies | School of Continuing Studies | Sociology | Spanish | Speech Communication | SPEA | Social Work | Telecommunications | Theatre & Dance | Women's Studies

CMLT: Comparative Literature

CMLT-C 190 An Introduction to Film (3 cr.) Study the nature of film technique, film language, film form, analysis of specific films, and major historical, theoretical, and critical developments in film and film theory from the beginnings of cinema to the present.

CMLT-C 253 third world and black american films (3 cr.) This class surveys the films of black directors in the United States . We study black directors producing movies within Hollywood and independent directors who challenge traditional cinematic conventions. We examine a range of films from the silent era to the contemporary moment. In addition, we note the influence black United States directors have on Third World film traditions and the influence Third World films have on black United States directors.

CMLT-C 290 survey of United States film history (3 cr.) This survey of United States film history begins with the origins of cinema. In this course, students develop interpretive skills relevant to the study of film by examining the history of major film developments in the United States . Lectures, readings, and writing assignments address critical positions on cinema and strategies for understanding and interpreting film form.

CMLT-C 310 Film adaptations (3 cr.) This course focuses on both literary analysis and formal film analysis. Study the relationship between the literary and the cinematic version of several texts, and consider the strategies, agendas, and pleasures of each version, and of the process of adaptation itself.

CMLT-C 390 Film and American Society (3 cr.) Film in relation to politics, ideology, and social history.

CMLT-C 393 History of European and American Films to 1940 (3 cr.) Survey of the development of cinema from its earliest beginnings, stressing film form, the silent era, emergence of genres such as westerns and musicals, the rise of the star system and big studios, issues of censorship, the transition to sound, and the dominance of Hollywood.

CMLT-C 394 History of European and American Films Since 1940 (3 cr.) Survey of European and American films since World War II, stressing wartime films, Neorealism, Film Noir, the New Wave, modern genres, impact of television, major developments of national industries, and industrial and artistic changes. Directors covered may include Bergman, Hitchcock, Allen, Bunuel, Fellini, Truffaut, Eisenstein, Renoir, Welles, Fassbinder, De Sica, and Antonioni.

CMLT-C 491 Authorship in the Cinema (3 cr.) Topic varies: in-depth analysis of individual film makers, viewed as "authors." May be repeated once, with a different topic.

CMLT-C 603 topics in comparative literature studies (4 cr.) Explores specific problems between two literatures or between literature and another area in the humanities. This is a variable title course and may be repeated once for credit.

CMLT-T 190 literary and intellectual traditions (3 cr.) Explores, in an interdisciplinary way, one of the great humanistic traditions of inquiry regarding one of the following themes: ideas of self, truth, beauty, community, nature, or conflict. Writing-intensive, discussion-focused.

COAS: College of Arts and Sciences

COAS-Q 400 JOB SEARCH STRATEGIES FOR LIBERAL ARTS STUDENTS (1 cr.) Emphasis on identifying each individual's marketable skills, locating job possibilities, writing resumes and correspondence, and interviewing for jobs. Stresses the value of the arts and sciences degree in the competitive labor market.

COAS-Q 110 I ntroduction to information literacy (1 cr.) This course examines information structure and organization, as well as teaching techniques and skills for effectively identifying, acquiring, evaluating, using, and communicating information in various formats.

COGS: Cognitive Science

COGS-Q 240 FOUNDATIONS OF COGNITIVE SCIENCE (4 cr.) Foundational introduction to the cognitive and information sciences. The primary themes are: (1) causal issues such as functional and computational architecture (e.g., modularity, effectiveness, and implementation, analog/digital), neuroscience, and embodied dynamics; and (2) semantic issues such as meaning, representation, content, and information flow. The role of both themes in logic, perception, computation, cognition, and consciousness. Throughout, an emphasis on writing, analysis, and exposition.

CSCI: Computer Science

CSCI-A 106 I ntroduction to Computing (3 cr.) Fundamentals of computer hardware and software; use of packaged programs in areas such as word processing, spreadsheets, database management, communications, graphics; the role and impact of computers in society. Course is designed for people with little or no computer experience. One class per week is spent in the microcomputer teaching laboratory. May not be taken for graduation credit after CSCI-C 101.

CSCI-A 107 PROGRAMMING WITHIN APPLICATIONS (4 cr.) P: CSCI-A 106 or equivalent. Advanced study and use of the productivity software such as spreadsheets, databases, and presentation packages.

CSCI-A 150 iNTRODUCTION TO OPERATING SYSTEMS (1 cr.) P: CSCI-A 106 or equivalent. Study of the basic concepts of operating systems. Understanding the role of operating systems in providing a virtual machine interface. Understanding the relationship between the hardware and operating system. Survey of the user-level operating system facilities and commands.

CSCI-A 201 INTRODUCTION TO PROGRAMMING (4 cr.) R: MATH-M 14. Fundamental programming constructs, including loops, arrays, classes, and files. General problem-solving techniques. Emphasis on modular programming, user-interface design, and developing good programming style. Not intended for computer science majors.

CSCI-A 338 NETWORK TECHNOLOGIES AND systems ADMINISTRATION (3 cr.) P: CSCI-A 150. Introduction to network principles and current network technology, both hardware and software. Network administration tools and techniques. Laboratory provides practical experience.

CSCI-A 340 INTRODUCTION TO WEB PROGRAMMING (3 cr.) P: CSCI-A 201 or CSCI-C 101. An introduction to programming Web documents, including HTML, JavaScript, and Perl. Creation of a simple Web site, including a home page with dynamic elements, using both client-side and server-side techniques. Not intended for computer science majors.

CSCI-A 504 introductory c++ programming (2 cr.) P: Programming experience. Topics include aspects of C++ that are not object-oriented, basic data structures, standard libraries, and Unix tools for project management. Credit not given for both CSCI-A 504 and CSCI-C 101. Undergraduate computer science majors should take CSCI-C 101.

CSCI-A 505 object-oriented programming (4 cr.) Provides students with a background in computer programming skills. The focus is on a fundamental understanding of the programming process, particularly object oriented, related to business and managerial applications. Students are expected to create working programs in a suitable language, such as Visual BASIC, C++, or Java (or whatever language is appropriate as circumstances change), but more emphasis is placed on design principles and concepts such as "object," "class," and "interface" than on coding proficiency.

CSCI-A 506 object-oriented programming in c++ (2 cr.) P: CSCI-A 504. Topics include objects, classes, encapsulation, inheritance, polymorphism, templates, and exceptions. Credit not given for both CSCI-A 506 and CSCI-C 201. Undergraduate computer science majors should take CSCI-C 201.

CSCI-A 510 database management systems (3 cr.) P: CSCI-A 505. Provides students with a background in database management systems development and application. Emphasizes fundamental understanding of database management systems as they relate to businesses and management computer applications. Students are exposed to various logical data models including hierarchical, network, relational, and object-oriented. Topics covered include file systems and databases, the relational database model-structured query language, entity relationship modeling, normalization of database tables, database design, conceptual design, conceptual design verification, logical design implementation, transaction management concurrence control distributed database management systems, object-oriented databases, client/server systems, data warehouse, databases and the Internet, and database administration.

CSCI-A 515 telecommunications (4 cr.) P: CSCI-A 505. Provides students with a background in telecommunications and computer networking. Emphasizes fundamental understanding of telecommunications as they relate to business and management computer applications. Students are expected to become conversant with telecommunication systems design principles and concepts, not to develop the network building skills associated with a technician.

CSCI-A 593 computer structures (3 cr.) P: CSCI-A 506 or CSCI-C 201. Computer architecture and machine language, internal data representation, symbolic coding and assembly systems, macros, program segmentation and linking, I/O devices, serial communication. Projects to illustrate basic machine structure and programming techniques. Credit not given for both CSCI-A 593 and CSCI-C 335. Undergraduate computer science majors should take CSCI-C 335.

CSCI-A 594 data structures (3 cr.) P: CSCI-C 201 or CSCI-C 504, CSCI-C 506. Abstract data types and their implementations, using various data structures and algorithms; advanced features of C++; elementary algorithm analysis; space/time trade-offs; sorting and searching; introduction to object oriented design and programming; software engineering principles. Credit not given for both CSCI-A 594 and CSCI-C 243. Undergraduate computer science majors should take CSCI-C 243.

CSCI-B 424 parallel and distributed programming (3 cr.) P: CSCI-C 243, MATH-M 301. Overview of parallel computers, shared memory, message passing, MIMD and SIMD classifications. Understanding and use of message passing and synchronization facilities such as MPI. Study of parallel programming models such as master-slave, client-server, task-farming, divide-and-conquer, and pipelining. Performance analysis of parallel systems, execution time, time complexity, load balancing, and scalability. Credit not given for both CSCI-B 424 and CSCI-B 524.

CSCI-B 438 COMPUTER NETWORKS (3 cr.) P: CSCI-C 243, CSCI-C 335. Fundamental concepts and technologies used in design of computer networks. Architecture and design philosophy of Internet and basic performance issues. Low-level technologies like Ethernet and wireless. Packet switching and virtual circuits. Core protocols of the Internet, such as TCP and IP. Error control, congestion control, and routing.

CSCI-B 481 interactive computer graphics (3 cr.) P: CSCI-C 243, MATH-M 301. An introduction to interactive programming: design and implementation of graphical user interfaces (GUI). Fundamentals of modern interactive graphics: hardware, software, data structures, mathematical manipulation of graphical objects, algorithms for two- and three-dimensional graphics. No prior background in graphics is needed, although a good background in C++ programming and data structures is required. Some familiarity with computer architecture is assumed.

CSCI-B 503 ALGORITHMS DESIGN AND ANALYSIS (3 cr.) P: CSCI-C 251, MATH-M 209 or MATH-M 216, and MATH-MM 260 or MATH-M 365 or MATH-M 463. Models, algorithms, recurrences, summations, growth rates. Probabilistic tools, upper and lower bounds, worst-case and average-case analysis, amortized analysis, dynamization. Comparison-based algorithms: search, selection, sorting, hashing. Information extraction algorithms (graphs, databases). Graphs algorithms: spanning trees, shortest paths, connectivity, depth-first, breadth-first search. Credit not given for both CSCI-C503 and C455.

CSCI-B 524 parallelism in Programming languages and systems (3 cr.) P: CSCI-C 243, MATH-M 301. Overview of parallel computers, shared memory, message passing, MIMD and SIMD classifications. Understanding and use of message passing and synchronization facilities such as MPI. Study of parallel programming models such as master-slave, client-server, task-farming, divide-and-conquer, and pipelining. Performance analysis of parallel systems, execution time, time complexity, load balancing, and scalability. Credit not given for both CSCI-B 524 and B424.

CSCI-B 538 networks and distributed computing (3 cr.) P: CSCI-B 438. R: CSCI-C 435. Advanced concepts and technologies of computer networks. Protocols and protocol stacks. Client-server models. Distributed object technology. High-performance and high-bandwidth techniques. Distributed operating systems.

CSCI-B 541 hardware system design i (3 cr.) P: CSCI-C 243, CSCI-C 335, PHYS-P 303. Structured approach to hardware design, emphasizing hardwired and microprogrammed control. Boolean algebra, hardware building blocks, architecture and control, implementation issues. In the laboratory, students build a working computer using hardware prototyping technologies. Basic training in the use of design and simulation software. Lecture and laboratory. Credit not given for both CSCI-B 541 and CSCI-C 421.

CSCI-B 551 elements of artificial intelligence (3 cr.) P: CSCI-C 251. Major issues and approaches in artificial intelligence. Principles of reactive, goal-based, and utility-based agents. Problem solving and search. Knowledge representation and design of representational vocabularies. Inference and theorem proving, reasoning under uncertainty, and planning. Overview of machine learning. Credit not given for both CSCI-B 551 and C463.

CSCI-B 553 biomorphic computation (3 cr.) P: Permission of instructor. Biologically-inspired approaches to the design of intelligent systems. Distributed and perceptually-grounded representations. Temporal processing. Neural-network approaches to vision and natural language processing. Evolutionary computation. Additional topics may include an introduction to analogy computing, dynamical systems, and artificial life.

CSCI-B 561 advanced database concepts (3 cr.) P: CSCI-C 442. Database models and systems: specially relational and object-oriented, relational database design theory, structures for efficient data access, query languages and processing, database applications development, views. Transaction management: concurrency and recovery.

CSCI-B 581 advanced computer graphics (3 cr.) P: CSCI-C 243 and MATH-M 301. Introduction to graphics hardware and software. Two-dimensional graphics methods, transformations, and interactive methods. Three-dimensional graphics, transformations, viewing geometry, object modeling and interactive manipulation methods. Basic lighting and shading. Video and animation methods. A selection of topics from contemporary computer graphics, incorporating and extending the material in CSCI-C 481, such as advanced rendering, procedural modeling, and data visualization. Topics include exposure to current research as well as providing an historic perspective. A sampling of research papers and a project in computer graphics form a substantial portion of this course. Credit not given for both CSCI-B 581 and C481.

CSCI-B 582 image synthesis (3 cr.) P: CSCI-C 481. Raster image display: color theory, gamma correction, and filtering. Advanced shading methods: local illumination models, global illumination models. Surface display, including ray tracing and Z-buffering. Solid modeling; spline surfaces, CSG, superquadrics, and deformations. Scientific visualization: isosurfaces and volume rendering.

CSCI-B 583 Game programming and design (3 cr.) P: CSCI-B 581 or CSCI-C 481. Programming techniques and data structures for game implementation, elements of game design, current trends in the game industry, game theory, social aspects, and elements of artificial intelligence in games.

CSCI-B 651 natural language processing (3 cr.) P: CSCI-C 463. Theory and methods for natural language processing. Algorithms for sentence parsing and generation. Context-free and unification grammars. Question-and-answer systems. Analysis of narratives. Finite-state approaches to computational phonology and morphology. Machine translation. Machine learning of natural language. Speech recognition. Neural-network and statistical alternatives to symbolic approaches.

CSCI-B 657 COMPUTER VISION (3 cr.) P: CSCI-C 463 or CSCI-B 551. Concepts and methods of machine vision as a branch of artificial intelligence. Basics of digital image processing. Local and global tools for deriving information from image data. Model-based object recognition and scene understanding.

CSCI-B 661 database theory and systems design (3 cr.) Database models: relational, deductive, complex-object, object-oriented. Query languages: relational algebra and calculus, datalog, fixpoint logics, object-oriented query languages. Transaction management theory: concurrency control, recovery, distribution. Post-relational and object-oriented database systems.

CSCI-B 689 topics in graphics and human-computer interaction (1-6 cr.) P: Instructor's permission. Special topics in graphics and human-computer interaction. May be repeated for credit, with permission.

CSCI-C 101 Computer Programming i (4 cr.) P: MATH-M 14 or equivalent. Fundamental concepts of algorithm development, computer programming, and data structuring.

CSCI-C 151 multiuser operating systems (2 cr.) P: CSCI-C 101. Survey of the operating system facilities, commands, and programming environments. Topic selected from the following: installation and maintenance of Linux operating system, processes and process management, file systems, memory and virtual memory management, networking and its role in modern computing environment, operating system security, shell script programming.

CSCI-C 201 Computer Programming II (4 cr.) P: CSCI-C 101. Fundamental concepts of computer science, including top-down design, data structures, structured control flow, modular programming, recursion, and standard algorithms.

CSCI-C 243 Introduction to Data Structures (4 cr.) P: CSCI-C 151, CSCI-C 201. CSCI-C 151 may be taken concurrently with CSCI-C 243. Abstract data types and their implementations using various data structures and algorithms, elementary algorithm analysis, space/time trade-offs, sorting and searching, finite graph algorithms, introduction to object-oriented design and programming, software engineering principles.

CSCI-C 251 Foundations of Digital Computing (3 cr.) P: CSCI-C 243, a course in calculus. Mathematical foundations of computing, including mathematical induction, propositional logic, proofs of correctness. Turing machines, computability, and the halting problem.

CSCI-C 297 Sophomore Topics in Computer Science (2-3 cr.) Contents and prerequisites vary from year to year. This course may count toward a minor, but not a major. The department uses this course to present current and future trends in computing.

CSCI-C 308 System Analysis and Design (4 cr.) P: CSCI-C 243. The software development life cycle, structured top-down and bottom-up design, data flow diagramming, entity relationship modeling, study of computer-aided software engineering, I/O design and validation, file and database design, design of user interfaces, comparison of structured vs. object-oriented design. A team project is completed.

CSCI-C 311 Organization of Programming Languages (3 cr.) P: CSCI-C 243, CSCI-C 335. Design and implementation of programming languages: syntax; semantics; comparison of programming paradigms such as imperative, functional, logic, and object-oriented. Implementation of concepts such as binding, scope, looping, branching, subprograms and parameter passing, tasks and concurrency, heap management, exception handling, templates, inheritance, overloading.

CSCI-C 335 COMPUTER STRUCTURES (4 cr.) P: CSCI-C 201. Computer architecture and machine language, internal data representation, assembly systems, macros, program segmentation and linking, I/O devices, serial communication. Projects to illustrate basic machine structure and programming techniques.

CSCI-C 421 Computer Organization (3 cr.) P: CSCI-C 243, CSCI-C 335, PHYS-P 303. Principles of logic design, addressing, central processing units, microprogrammed versus hardwired control, input-output organization, interrupts, other topics chosen by the instructor.

CSCI-C 431 Assemblers and Compilers I (3 cr.) P: CSCI-C 311. Analysis and implementation of a compiler for a high-level programming language. Relationship between regular languages, finite automata, lexical analysis, and scanner generators such as lex. Relationship between context-free grammars, stack machines, parsers, and parser generators such as yacc and llgen. Symbol tables and semantic analysis for translating declarations, expressions, assignments, I/O, control structures, and subroutines. Large programming project

CSCI-C 435 Operating Systems (4 cr.) P: CSCI-C 243, C335, and three additional computer science courses above the level of C201. Design and implementation of operating systems: the process model, process synchronization, semaphores, deadlock management, multi-tasking, multi-threading, interprocess communication, process scheduling, memory management, paging, segmentation, virtual memory management, file system design and implementation, I/O device drivers, interrupt handlers and spoolers. Students complete the design and implementation of a simulated. multi-tasking, operating system.

CSCI-C 441 Information Organization and Retrieval (3 cr.) P: CSCI-C 243. Fundamental structures and algorithms for the management of secondary storage devices: persistence; sharability; file and database organization; fields; records; transactions; hardware concepts of storage devices; sequential, random, indexed, hashed, and B-tree files; operations on files; search; sort; performance issues.

CSCI-C 442 Database Systems (3 cr.) P: CSCI-C 308. The fundamental concepts, theory, and practices in the design and implementation of database management systems: data independence; data modeling; entity relationship modeling; functional dependencies; normalization; relational, hierarchical, network, and object-oriented data models; relational algebra; relational calculus; data definition and manipulation languages; recovery; concurrency; security; integrity of data.

CSCI-C 455 Analysis of Algorithms (3 cr.) P: CSCI-C 243, and MATH-M 209 or M216, and M260. R: CSCI-C 251. Mathematical analysis of time and space requirements for algorithms, using combinatorics, recurrence relations, and elementary probability theory. Advanced graph algorithms. Tractable and intractable problems.

CSCI-C 463 Artificial Intelligence (3 cr.) P: CSCI-C 251. R: CSCI-C 311. Techniques and principles of artificial intelligence and implementations of some of these techniques. Various formalisms for representing knowledge, and relationships of this to such tasks as inference, game playing, planning, and machine learning.

CSCI-C 481 INTERACTIVE Computer Graphics (3 cr.) P: CSCI-C 243 and MATH-M 301. M301 may be taken concurrently with C481. Computer graphics techniques. Introduction to graphics hardware and software. Two-dimensional graphics methods, transformations, and interactive methods. Three-dimensional graphics, transformations, and viewing geometry. Three-dimensional object modeling and interactive manipulation methods. Basic lighting and surface shading. Introduction to video and animation methods.

CSCI-C 490 Seminar in Computer Science (1-3 cr.) P: Varies. Special topics in computer science.

CSCI-P 536 advanced operating systems (3 cr.) P: CSCI-C 435. Advanced topics in operating systems, such as: multitasking, synchronization mechanisms, distributed system architecture, client-server models, distributed mutual exclusion and concurrency control, agreement protocols, load balancing, failure recovery, fault tolerance, cryptography, multiprocessor operating systems.

CSCI-P 565 software engineering i (3 cr.) P: CSCI-C 308. Analysis, design, and implementation of software systems. Requirements specification: data and process modeling.

Software design methodologies. Software quality assurance: testing and verification. Software development processes.

CSCI-Y 398 Internship-Professional Practice (3 cr.) P: CSCI-C 308, CSCI-C 335 and one other CSCI course above the level of CSCI-C 243. Enrollment requires that the student be accepted as a temporary employee of an organization or business outside the university, or must work on a on-campus project with the approval of the internship director. The work must offer the student challenging computer experience in a closely supervised position. The student reports weekly to the faculty member in charge. Prior approval of the position is required.

CSCI-Y 790 graduate independent study (1-6 cr.) Independent study under the direction of a faculty member, culminating in a written report. May be repeated for credit. R grade not allowed. The different departmental options for independent study are: research and reading, software system development, master's research project, master's software project, and a university master's thesis.

CSCI-Y 798 PROFESSIONAL PRACTICUM/INTERNSHIP (0 cr.) P: Current enrollment in graduate degree program in computer science. Provides for participation in graduate-level professional training and internship experience. I, II, S

DAST: Dental Assisting

DAST-A 111 Anatomy, Physiology, and Oral Pathology (2 cr.) An overview of the structures, functions, and diseases of the human body; including basic tissues, organs, and organ systems, with special emphasis on diseases of the face and mouth. I

DAST-A 112 Dental and Medical Emergencies and Therapeutics (2 cr.) A course including recognition and clinical experience of systemic emergencies. Comprehensive study of the physiological, toxicological, and therapeutic effects of drugs on living organisms with emphasis on their rational application to the treatment of disease. Content includes discussions of drugs which are widely prescribed by physicians and dentists. II

DAST-A 113 Anatomy, Physiology, and Oral Pathology II (1 cr.) A continuation of the content outlined in DAST-A 111. II

DAST-A 114 Oral Anatomy, Histology, and Embryology (2 cr.) A study of the morphology, structure, and function of deciduous and permanent teeth and surrounding tissues, also including osteology of the maxilla and mandible, nerve and vascular supply of teeth, and muscles of mastication. Also a study of the histology and embryology of human teeth and surrounding tissues. I

DAST-A 131 Dental Materials I (3 cr.) The physical and chemical properties of dental materials. Study includes selection, characteristics, manipulation, and care of materials used in dentistry. I

DAST-A 132 Dental Materials II (2 cr.) A continuation of the student's laboratory experience, as outlined in DAST-A 131. II

DAST-A 141 Preventive Dentistry and Nutrition (2 cr.) Etiology of prevalent oral diseases and their prevention, with particular emphasis on plaque, plaque control, and fluorides. The effects of major nutrients on the physiologic body processes, applied nutrition in dental caries and periodontal disease, clinical and laboratory experiences. I

DAST-A 161 Behavioral Science (1 cr.) An introduction to psychology applicable in the dental office, emphasizing communication and personal relationships; the role of the dental assistant as seen by the dentist, auxiliaries, and patient. Attitude, personality, motivation, and habit formation are discussed from a dental perspective. II

DAST-A 162 Written and Oral Communication (1 cr.) Instruction and practice in gathering and organizing material for written and oral presentation. I

DAST-A 171 Clinical Science I (4-6 cr.) A core course in dental nomenclature; the role of the assistant as a member of the dental health team in general dentistry and dental specialties to include charting the mouth, identification and utilization of instruments and equipment, principles of dental procedures, instrument transfer, isolation techniques, and the theory and practice of asepsis.

DAST-A 172 Clinical Science II (4-6 cr.) An overview of the specialties of dentistry and clinical chair side experience, including an extramural assignment; allows for refining of student skills. A seminar provides students opportunities to share experiences.

DAST-A 182 Practice Management, Ethics, and Jurisprudence (3 cr.) Dental practice management in reception procedures, appointment control, and clinical and financial records; purchasing and inventory control. Study of the legal and ethical aspects of dentistry. II

DAST-H 303 Dental Radiology (2 cr.) Principles of radiation production, placement of intra-oral film, proper exposure and processing of this film, proper radiation safety measures taken by the operator, and the interpretation of the finished radiographs. I

DAST-H 305 Radiology Clinic I (1 cr.) Clinical experience in radiographic techniques and interpretation of radiographic images. I

DAST-H 306 Radiology Clinic II (1 cr.) A continuation of the student's clinical experience, as outlined in DAST-H 305. II

DHYG: Dental Hygiene

DHYG-H 205 Medical and Dental Emergencies (1 cr.) A study of emergency situations in the dental office, including treatment, emergency prevention, and preparedness. I

DHYG-H 211 Head and Neck Anatomy (2 cr.) P: DHYG-H 214 or consent of instructor. Descriptive anatomical study of the regions of the head and neck, including skeletal, blood, and nervous tissues. Special emphasis on structures related to clinical dental hygiene procedures. I

DHYG-H 213 General Pathology (1 cr.) A study of the gross and microscopic anatomy, physiology, embryology, and pathology of the human body. I

DHYG-H 214 oral anatomy, histology, and embryology (3 cr.) A study of the morphology, structure, and function of deciduous and permanent teeth and surrounding tissues; includes osteology of the maxilla and mandible, with reinforcing laboratory procedures and clinical applications; the study of the histology and embryology of human teeth and surrounding tissues. I

DHYG-H 215 Pharmacology and Therapeutics (2 cr.) P: DHYG-H 213. Actions and uses of drugs and theory of anesthetics; emphasis on drugs used in dentistry. II

DHYG-H 217 Preventive Dentistry (2 cr.) Introduction to the philosophy, and need, for preventative dentistry. Emphasis is on concepts and skills of self-motivation, knowledge of dental diseases and abnormalities, application of the principles of fluoridation, nutrition, patient motivation, home care, and other preventative topics. I

DHYG-H 218 Fundamentals of Dental Hygiene (6 cr.) An introduction to the concepts of the dental hygiene profession, including the basic didactic and laboratory/clinic practice for the performance of dental hygiene services. I

DHYG-H 219 Clinic Practice I (4 cr.) P: DHYG-H 218. Performance of dental hygiene services in the clinical setting. Included is didactic instruction, and clinical application, of dental hygiene procedures for providing patient care, and an introduction to oral diagnosis. I

DHYG-H 221 Clinical dental hygiene procedures (3 cr.) C: DHYG-H 218. This course is designed to assist the dental hygiene student in developing effective communication skills as a component of the initial clinical experience.

DHYG-H 224 Oral Histology and Embryology (1 cr.) A study of the histology and embryology of human teeth and surrounding tissues. I

DHYG-H 242 Introduction to Dentistry (1 cr.) An overview of the specialties of dentistry with emphasis on information the hygienist needs in patient education. I

DHYG-H 300 CLINICAL PRACTICE A - S (3 cr.) P: DHYG-H 219. Continued performance of dental hygiene services in the clinical setting. Includes didactic instruction and clinical application of dental hygiene procedures for providing patient care.

DHYG-H 301 CLINICAL PRACTICE II (5 cr.) P: DHYG-H 219. Continued performance of dental hygiene services in various clinical settings. Included is didactic instruction and clinical application of dental hygiene services for providing patient care. S

DHYG-H 302 CLINICAL PRACTICE III (5 cr.) P: DHYG-H 219. Continued performance of dental hygiene services in various clinical settings. Included is didactic instruction and clinical application of dental hygiene services for providing patient care. II

DHYG-H 303 Dental Radiology (1 cr.) Theory of radiation production, usage, and safety. I

DHYG-H 304 Oral Pathology (2 cr.) P: DHYG-H 219. Study of common oral lesions, neoplasms, developmental abnormalities, and acquired disorders of the teeth and surrounding tissues. Included are general, dental, and oral pathological processes with emphasis on etiology and clinical manifestations. II

DHYG-H 305 Radiology Clinic I (1 cr.) Introduction to the techniques, tools, and equipment associated with radiographic production, including film placement, exposure, processing, and mounting. I

DHYG-H 306 Radiology Clinic II (1 cr.) Continuation of the study of radiographic techniques, and an introduction to film evaluation and interpretation. II

DHYG-H 307 Radiology Clinic III (1 cr.) Continuation of the study of radiographic techniques, and an introduction to film evaluation and interpretation. II

DHYG-H 308 Dental Materials (2 cr.) Composition, physical, and chemical properties of materials used in dentistry. I

DHYG-H 309 Practice of Community Dental Hygiene (2 cr.) P: DHYG-H 347. Supervised field experience in various community settings, including dental health instruction and treatment in schools, and dental health education to community organizations. II

DHYG-H 320 Practice Management, Ethics, and Jurisprudence (2 cr.) Ethics, jurisprudence, and practice management concepts, including a study of state practice acts, dental hygiene employment opportunities, recall systems, and current trends in the dental hygiene profession. II

DHYG-H 321 Periodontics (2 cr.) P: DHYG-H 219. A study of periodontal diseases, including the anatomy, classification, etiology, treatment, and relationship to systemic conditions. II

DHYG-H 344 senior hygiene seminar (1 cr.) Independent study. S/F graded.

DHYG-H 347 Community Dental Health (3 cr.) Principles of epidemiology, public health, health education, and disease prevention for the community. Development of the elemental concepts of research design, measurements, and statistics. II

DHYG-H 351 Advanced Clinical Procedures (2 cr.) P: DHYG-H 301. A study of selected advanced clinical procedures. II

EALC: Japanese and Chinese

All world language classes may require homework using audio, visual, or computer-based materials in the world language resource center.

EALC-C 101 Elementary Chinese I (3 cr.) An introductory, skills-oriented course that emphasizes both basic language acquisition and Chinese culture.

EALC-C 102 Elementary chinese II (3 cr.) P: EALC-C 101 or equivalent. Students build on basic vocabulary learned in the first semester to become increasingly proficient in reading and writing Chinese. Attention is also paid to building oral proficiency.

EALC-J 101 Elementary Japanese I (4 cr.) An introductory, skills-oriented course that emphasizes a pragmatic, contextual approach to learning grammar and vocabulary. The goal of this course is interactional competence in a limited variety of communicative situations.

EALC-J 102 Elementary Japanese II (4 cr.) P: EALC-J 101, or equivalent proficiency. An introductory, skills oriented course that emphasizes a pragmatic, contextual approach to learning grammar and vocabulary. The goal of this course is interactional competence in a limited variety of communicative situations.

EALC-J 201 Second-Year Japanese I (3 cr.) P: EALC-J 101, EALC-J 102 or equivalent proficiency. Continuation of emphasis on communicative skills. Increased attention to reading and writing skills. I

EALC-J 202 Second-Year Japanese II (3 cr.) P: EALC-J 201 or equivalent proficiency. Continuation of emphasis on communicative skills. Increased attention to reading and writing skills. II

EALC-J 301 Third-Year Japanese I (3 cr.) P: EALC-J 201, EALC-J 202 or equivalent proficiency. Students increase proficiency in reading modern Japanese. I

EALC-J 302 Third-Year Japanese II (3 cr.) P: EALC-J 201, EALC-J 202 or equivalent proficiency. Students increase proficiency in reading and writing modern Japanese. II

ECON: Economics

ECON-E 103 Introduction to Microeconomics (3 cr.) Microeconomics examines how households and businesses make decisions with respect to income, prices, and output. Economic theories are developed and illustrated by applying them to real-world economic problems, such as poverty, environmental concerns, energy, etc. I, II, S

ECON-E 104 Introduction to Macroeconomics (3 cr.) Macroeconomics discusses the causes at the level of national economic activity, why this level changes over time, and government spending, taxing, and monetary policies which retard or promote economic performance. Problems of unemployment, inflation, and economic growth are analyzed. I, II, S

ECON-E 270 Introduction to Statistical Theory in Economics and Business (3 cr.) P: BUS-K 201, MATH-M 118. Review of basic probability concepts. Sampling, inference, and testing statistical hypotheses. Application of regression and correlation theory, analysis of variance, and elementary decision theory. Credit not given for both ECON-E 270 and MATH-K 310. I, II, S

ECON-E 304 Survey of Labor Economics (3 cr.) P: ECON-E 103. Economic problems of the wage earner in modern society; structure, policies, and problems of labor organizations; employer and governmental labor relations. I

ECON-E 305 Money and Banking (3 cr.) P: ECON-E 103, ECON-E 104. Monetary and banking system of the United States, supply and control of money, impact of money on the United States economy, topics in the application of Federal Reserve monetary policy, analytical treatment of the Federal Reserve system and the commercial banking industry. II

ECON-E 308 Public Finance: Survey (3 cr.) P: ECON-E 103, ECON-E 104. Analysis of the impact of government activity upon the economy. Topics include: economic functions of government, public decision making, federal budget process, principles of taxation, and major United States taxes. I

ECON-E 315 Collective Bargaining, Practices, and Problems (3 cr.) P: ECON-E 304 or consent of instructor. Collective bargaining in contemporary economy; economic, social, and legal problems involved in negotiating; administration of collective bargaining agreement through grievance procedure and arbitration. II

ECON-E 321 Intermediate Microeconomic Theory (3 cr.) P: ECON-E 103. Microeconomics: the theory of demand, theory of production, pricing under conditions of competition and monopoly, allocation and pricing of resources, partial and general equilibrium theory, welfare economics. I

ECON-E 322 Intermediate Macroeconomic Theory (3 cr.) P: ECON-E 104. Macroeconomics: national income accounting; theory of income, employment, and price level; counter-cyclical and other public policy measures. II

ECON-E 375 Introduction to Mathematical Economics (3 cr.) P: ECON-E 103, ECON-E 104, MATH-E 118 and MATH-E 119. Micro- and macroeconomic concepts in a mathematical setting. Basic application of mathematical concepts to marginal analysis, equilibrium, and optimization. Application of matrix theory to input-output analysis and the solution of economic equilibrium.

ECON-E 470 Introduction to Econometrics (3 cr.) P: ECON-E 270 or MATH-K 310. Applications of regression analysis to economic and business data; estimation and hypothesis testing of the classical regression model; heteroscedasticity, collinearity, errors in observation, functional forms, and autoregressive models; estimation of simultaneous equation models. I (even years)

ECON-E 490 Advanced Undergraduate Seminar in Economics (4 cr.) Open to students who have completed ECON-E 321, ECON-E 322, and ECON-E 470, or consent of instructor. In this seminar, contemporary economic problems are analyzed with special emphasis on how to research these problems. II

ECON-S 103 Introduction to Microeconomics-Honors (3 cr.) P: Consent of the coordinator of the honors program or the instructor. Covers the same general content as ECON-E 103. Special emphasis is placed on analysis of contemporary economic issues, selected advanced economic topics, and student-faculty interaction. I

ECON-S 104 Introduction to Macroeconomics-Honors (3 cr.) P: Consent of the coordinator of the honors program or the instructor. Covers the same general content as ECON-E 104. Special emphasis is placed on analysis of contemporary economic issues, selected advanced economic topics, and student-faculty interaction. II

EDUC: Education

EDUC-A 500 Introduction to Educational Leadership (3 cr.) This course is an overview of the principalship; including issues in education, the purpose of schools, leadership, and management; the fundamentals of change; and the principal's role and responsibilities in creating effective schools. This content is based on the six IPSB Standards for School Administrators that are the core of the IPSB principal's licensing program. A major function of this course is to determine student readiness for participation in, and acceptance into, the School Leadership Cohort program. S

EDUC-A 502 Communication and Interpersonal Relationships (3 cr.) P: EDUC-A 500 and admission to the principals' certification program. This course is designed to develop expertise in four types of communication faced by school administrators: interpersonal, group, organizational, and public. Practice involves participation in actual school situations to understand the role communication plays in problem identification and resolution. Skills of writing and speaking in a range of experiences, both in person and through the media, are emphasized.

EDUC-A 504 Knowledge of Teaching and Learning (6 cr.) P: EDUC-A 500 and admission to the principal's certification program. This course involves interpreting and communicating curriculum standards, discussion and application of teaching and learning theory as they relate to the practice of teaching, analyzing student achievement data, supervising/evaluating personnel, commitment to meaningful change and an understanding of its dynamics, coordinating and facilitating ongoing staff development, and a commitment to one's own professional development. II

EDUC-A 506 Portfolio Assessment (0 cr.) P: All course work for principals' certification program and program director approval. A portfolio is required for completion of the Educational Leadership Certification program. Items included in the portfolio are selected by the student throughout the course of his/her study in school administration. The portfolio is organized to highlight experiences from the Orientation and Domain course (EDUC-A 500, EDUC-A 502, EDUC-A 504, EDUC-A 505, EDUC-A 506).

EDUC-A 510 School-Community Relations (3 cr.) P: EDUC-A 500 and admission to the principal's certification program. This course involves practice in five problem areas affecting the community - managing conflicting values, implementing change, building partnerships, crisis management, and family and child advocacy. Emphasis on general accomplishments necessary for effective problem-solving in any/all of these areas. These accomplishments include skills in assessment and evaluation, knowledge of legal and ethical implications, knowing resources and how to assess them, knowledge of political ramifications, skill in encouraging/managing communication, and skill in consensus building. II

EDUC-A 590 Research in School Administration (cr. arr.) P: Successful completion of all program course requirements. This course assists the student in the final preparation for presentation of the portfolio and research projects required for graduation. II

EDUC-A 608 Legal Perspectives on Education (3 cr.) P: Consent of the instructor. Legal problems affecting school administrators including school district organization and central school board operation and procedure, tort and contractual liability of school districts and officers, attendance, transportation, curriculum, school monies and debt, and school property. I

EDUC-A 625 Administration of Elementary Schools (6 cr.) P: EDUC-A 500 and program director approval. This course explores political, sociological, and psychological aspects of school leadership, contemporary leadership styles, school governance, schools as organizations, and the organizational processes and techniques of schools. Leadership and organizational theories and their relationship to the practice of school administration are the focal points of the course. I

EDUC-A 627 Secondary School Administration (6 cr.) P: EDUC-A 500 and program director approval. This course explores political, sociological, and psychological aspects of school leadership, contemporary leadership styles, school governance, schools as organizations, and the organizational processes and techniques of schools. Leadership and organizational theories and their relationship to the practice of school administration are the focal points of the course. I

EDUC-A 630 economic dimensions of education (3 cr.) P: EDUC-A 500 and admission to the principal's certification program. This course provides a framework for understanding education funding and school finance. Financial concepts are explored within the context of building-level strategic planning. I

EDUC-E 201 mULTICULTURAL EDUCATION AND GLOBAL AWARENESS (1-3 cr.) This course examines educators' and students' responsibility(ies) in a complex and interdependent world. Students are guided to develop the skills, knowledge, and attitudes needed to live effectively in a world of limited resources, ethnic diversity, cultural pluralism, and increasing interdependence and, to have the confidence with which to face the future. II

EDUC-E 317 Practicum in Early Childhood Education (4 cr.) P: All required early childhood education courses. Additional fee required. I, II, S

EDUC-E 325 Social Studies in the Elementary School (2 cr.) P: TEP. Explores the sociological backgrounds of education and surveys subject matter, materials, and methods in the content areas. Students must also enroll in EDUC-M 401. I, II

EDUC-E 327 social studies methods and the family: focus on young children (3 cr.) P: TEP. The course has a dual focus: One goal of the course is to explore issues related to children, families, and communities; including legal and ethical issues, and public policies affecting young children from a deeper understanding of families and communities; the course then focuses on the goals of a social studies curriculum for young children, including appropriate methods and strategies of instruction. I, II

EDUC-E 328 Science in the Elementary School (2 cr.) P: TEP. Review and practice teaching skills introduced in the general methods course and apply them to the specifics of elementary school science. Examine trends, philosophies, objectives, materials, programs, and evaluation tools. Practice choosing appropriate questioning skills, designing lesson plans specific to a teaching model (Hunter), directing hands-on laboratory activities, implementing various teaching strategies (including discovery and inquiry), and applying the process skills. I, II

EDUC-E 330 Infant Learning Environments (3 cr.) P: EDUC-E 335 and EDUC-P 250. Students broaden their knowledge of appropriate instructional strategies to enhance infant-toddler development, care-giving skills, knowledge of appropriate learning environments, and they apply strategies and knowledge in providing care and educational experiences. Open to students from allied health, psychology, pediatric nursing, social work. Must be taken with EDUC-M 101. I

EDUC-E 333 inquiry in mathematics and science (3 cr.) P: TEP. Focuses on planning and managing appropriate science and mathematics experiences with children from three to eight years of age. Opportunity for exploring, developing, experimenting, and evaluating instructional materials. Planning appropriate inquiry-oriented experiences is stressed. I, II

EDUC-E 335 Introduction to Early Childhood Education (3 cr.) This course has a dual focus. First is an overview of the field including historic perspective, program models, goals of early childhood education, and professional organizations. The second focus emphasizes learning observation skills, understanding the characteristics of young children, teacher-child interaction, and classroom management skills. Must be taken with EDUC-M 101. I, II

EDUC-E 337 Classroom Learning Environments (3 cr.) P: EDUC-E 335 and EDUC-P 250. This course focuses on the curriculum aspects of early childhood programs designed to meet ethnic and cultural differences and on planning, utilizing, and evaluating learning environments. Selection of materials and activities and the acquisition of skills for using these to stimulate children's development are major focuses. Must be taken with EDUC-M 101. I, II

EDUC-E 338 The Early Childhood Educator (3 cr.) P: EDUC-E 335, EDUC-E 337, and EDUC-E 330. Includes the role of the teacher as a professional educator, including professional responsibilities, legal rights and responsibilities of teachers and students, school and community relations, and involvement in professional organizations. A major emphasis is on parent involvement and parent education.

EDUC-E 339 Methods of Teaching Language Arts (2 cr.) P: TEP, ENG-L 390 and ENG-G 205. This course describes and appraises the materials, methods, and techniques employed in an elementary school development language arts and reading program. Must also enroll in EDUC-E 340 and EDUC-M 301. ENG-G 205 is not a prerequisite for EDUC-E 339 if pursuing an associate degree in early childhood.

EDUC-E 340 Methods of Teaching Reading I (3 cr.) P: TEP, ENG-G 205 and ENG-L 390. This course describes and appraises the methods, materials, and techniques employed in developmental problems in elementary language arts and reading programs. Must also enroll in EDUC-E 339 and EDUC-M 301.

EDUC-E 341 Methods of Teaching Reading II (3 cr.) P: EDUC-E 339 and EDUC-E 340. This course describes and appraises the materials, methods, and techniques employed in diagnosis and correction in elementary language arts and reading programs. Must also enroll in EDUC-M 401.

EDUC-E 343 Mathematics in the Elementary School (3 cr.) P: TEP, MATH-T 101, MATH-T 102, MATH-T 103. Emphasizes the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child. I, II

EDUC-E 370 LANGUAGE ARTS AND READING I (3 cr.) P: ENG-G 205, ENG-L 390. The student broadens their knowledge of the theoretical base as well as instructional strategies to enhance literacy practices throughout the preprimary and primary childhood years. The course covers emergent literacy by emphasizing literacy practices which engage children in integrated, meaningful, and functional activities. I, II

EDUC-E 371 LANGUAGE ARTS AND READING II (3 cr.) This course focuses on the theory, instructional methods, materials, technology, and assessment strategies related to listening, speaking, reading, and writing for students in grades 3-6. Comprehension, critical analysis, writing, and integration of ideas presented in various print forms across subject matter are emphasized. I, II

EDUC-E 372 LANGUAGE ARTS AND READING III (3 cr.) P: EDUC-E 370. This course focuses on methods, materials, and techniques employed in the assessment and instruction of elementary students experiencing or at risk for literacy difficulties. This is the last course in the three-course sequence in language arts and reading. I, II

EDUC-E 449 Trade Books in the Classroom (3 cr.) Examines the use of children's literature, trade books, and other non-text materials in reading instruction. Contemporary and historical selections for children and adolescents included. S

EDUC-E 485 Principles of Elementary Education (3 cr.) Background, purposes, and developments of the elementary school and the role of the elementary teacher. Must also enroll in EDUC-M 425.

EDUC-E 490 Research in Elementary Education (cr. arr.) Individual research.

EDUC-E 495 Workshop in Elementary Education (cr. arr.) For elementary school teachers. Gives one credit hour for each week of full-time work. S/F graded.

EDUC-E 505 Organization and Administration of Nursery Schools and Kindergartens (3 cr.) P: One course in early childhood education and consent of instructor, or at least one year of experience as a nursery school or kindergarten teacher. Different organizational plans of nursery schools and kindergartens, including staffing, housing, admission, health policies, school records, budgeting, and school-community relations. S

EDUC-E 506 Curriculum in Early Childhood Education (3 cr.) Planning the curriculum and selecting and evaluating learning experiences for children ages three through eight years with reference to relevant research. Organizing the classroom to provide maximum integration among experiences in different academic areas. S

EDUC-E 507 eVALUATION OF CLASSROOM BEHAVIOR (3 cr.) To increase the student's knowledge of the child as a learner, of goals for early childhood programs, and of organizing the instructional setting including teacher roles and methods of assessing behaviors. S

EDUC-E 508 Seminar in Early Childhood Education (3 cr.) Seminar is based upon current interests of students and serves as a means of synthesizing their experiences. An interdisciplinary approach is taken to explore current issues and problems in early childhood education, current happenings as they relate to the issues, and major research efforts to support programs.

EDUC-E 509 internship in early childhood education (1-6 cr.) The nature of the internship is determined by the student's personal goals and previous educational and teaching background. In this individualized program, it is possible to elect one of many work-study-type experiences.

EDUC-E 517 Projects and Problems in Music Education (3 cr.) Investigation of a problem or project, chosen by the student, with solutions related to practical use in a teaching situation.

EDUC-E 518 Workshop in General Elementary Education (cr. arr.) Individual and group study of problems within the field of elementary education. One credit hour is offered for each week of full-time work. S/F graded unless otherwise noted in the Schedule of Classes . I, II, S

EDUC-E 519 Psychology of Music (3 cr.) Functions of the musical mind; factors in the development of musical skills and maturity.

EDUC-E 524 workshop in Early Childhood Education (cr. arr.) Individual and group study of problems in nursery school and kindergarten education. Emphasis on broadening understandings of curricular problems and their application to teaching in nursery schools and kindergartens. S/F graded. S

EDUC-E 526 Exploratory Approaches to Music in Junior and Senior High School (3 cr.) Contemporary philosophy, theory, and practice for use in classes in general music, music appreciation, music history, allied arts, and theory. Techniques for working with the adolescent and their problems of interest, changing voice, and capability.

EDUC-E 533 Research in Music Education (cr. arr.) P: Consent of instructor.

EDUC-E 535 Elementary School Curriculum (3 cr.) Social, economic, and educational forces influencing changes in the curriculum of the elementary school; observation and study of the curriculum and methods of evaluating it. I, II

EDUC-E 536 Supervision of Elementary School Instruction (3 cr.) Modern concepts of supervision and the evolutionary processes through which they have emerged. Supervisory work of the principal, general supervisor, and supervisor or consultant. Study of group processes in a democratic school system.

EDUC-E 543 Advanced Study in the Teaching of Mathematics in the Elementary School (3 cr.) Designed to help the experienced teacher improve the teaching of mathematics. Opportunities are provided for individual and group study of content, methodology, and instructional materials for modern mathematics programs. S

EDUC-E 545 Advanced Study in the Teaching of Reading in Elementary School (3 cr.) Review of developmental reading programs in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction. I, II

EDUC-E 547 Advanced Study in the Teaching of Social Studies in the Elementary School (3 cr.) For experienced teachers. Goals and functions of social studies, and underlying principles that influence the teaching of social studies; content, resources, and methodology that facilitate the implementation of these. S

EDUC-E 548 Advanced Study in the Teaching of Science in the Elementary School (3 cr.) Helps experienced teachers gain proficiency in the teaching of science in the elementary school. Characteristics of good elementary school science programs. S

EDUC-E 549 Advanced Study in the Teaching of Language Arts in the Elementary School (3 cr.) Helps experienced teachers gain further insight into the development of the English language and how best to teach language arts. Emphasizes basic communication skills and significant trends and materials. II

EDUC-E 550 Dynamics and Evaluation of Teaching Effectiveness (3 cr.) P: All other basic requirements for the master's degree in elementary education must be completed, or consent of instructor. Emphasis on helping in-service teachers identify and evaluate teacher effectiveness-both their own and others. Includes overview of the "total teaching team,” the dynamics of teaching, and how best to provide for and evaluate that effectiveness.

EDUC-E 555 Topics in Environmental Science (3 cr.) This course has two primary goals: (1) to help the elementary teacher develop a basic scientific literacy with respect to environmental issues, concepts, and principles; and (2) to translate this basic literacy into the elementary classroom through hands-on activities. Course content includes such topics as natural systems and cycles and how various kinds of pollution affect these natural systems. Field trip required. For elementary majors only; outside of secondary education. S

EDUC-E 590 Research in Elementary Education (cr. arr.) Individual research.

EDUC-E 591 Research Project in Elementary Education (3 cr.) P: All other requirements for the master's degree prior to this culminating project. Designed to permit students to demonstrate their ability to identify, analyze, and propose solutions to problems in their educational area. Solutions may include research or a comprehensive review of the literature, with recommendations. An oral examination and project defense is required. I, II

EDUC-F 100 Introduction to Teaching (1 cr.) This introductory course for prospective teachers provides an orientation to the teaching profession. Covers program and state requirements, diversity as it relates to schools, teaching, and learning; and presents skills necessary for becoming a successful student/teacher. Includes a service learning component. I, II, S

EDUC-F 201 Exploring the Personal Demands of Teaching: Laboratory Experience (2 cr.) P: EDUC-P 250 and Praxis I. Taken with EDUC-F 202. Focuses on learning interpersonal communication skills in a small group setting. Students demonstrate observation, active listening, self disclosure, and feedback skills in relation to teaching. S/F graded. I, II

EDUC-F 202 Exploring the Personal Demands of Teaching: Field Experience (1 cr.) P: EDUC-P 250 and Praxis I. Taken with EDUC-F 201. Students are placed in a multicultural field experience (school classroom) for 30 credit hours. Application of interpersonal communication in teaching and an exploration of classroom management skills. Students observe and work with children and teach three lessons. Additional fee required; S/F graded. I, II

EDUC-F 203 Introduction to General Studies (Threshold Seminar) (1-3 cr.) Identification and assessment of goals for a university degree. Development of a written academic and strategic plan to complete the degree.

EDUC-F 400 Preparing the Prior Learning Portfolio (1 cr.) General studies. Preparation of the prior learning portfolio for assessment by faculty. S/F graded.

EDUC-F 400 HONORS SEMINAR (1-3 cr.) Foundations of education content varies but always involves the in-depth investigation of significant topics in education. An interdisciplinary approach is taken.

EDUC-F 400 topical explorations in education (1 cr.) Foundations of education content varies but always involves the in-depth investigation of significant topics in education. An interdisciplinary approach is taken.

EDUC-F 401 Senior Capstone Seminar (1 cr.) General studies. Assessment by each student of his/her Bachelor of General Studies academic program in the light of university requirements and the personal and professional goals for a degree. Development of a plan for life-long learning in the achievement of the student's personal and professional objectives.

EDUC-G 500 Orientation to Counseling and ethics (3 cr.) Focus is on the student, self-concept, interpersonal relationship skills, consultation skills, and commitment to the helping field. Provides philosophic basis of the helping relationship. I

EDUC-G 501 Counseling Group Laboratory (3 cr.) P: Admission to Master of Science in Education, Counseling and Human Services program. The course serves as a laboratory where students can put theory into practice in a safe environment and where they can practice group process skills under the supervision of a qualified faculty member. Students learn through readings, discussions, demonstrations, and modeling. S/F graded. I

EDUC-G 503 Counseling theories and techniques I: humanistic and existential (3 cr.) Analysis of major humanistic and existential counseling theories, emphasizing didactic and experiential activities designed to model application of processes, procedures, and techniques of existential, person-centered, Gestalt, and transpersonal theories being studied.

EDUC-G 504 Counseling theories and techniques II: behavior and family systems (3 cr.) Analysis of major behavior and family counseling theories, emphasizing didactic and experiential activities designed to model application of processes, procedures, and techniques of behavior, and family approaches to professional practice.

EDUC-G 505 Individual Appraisal: Principles and Procedures (3 cr.) P: Admission to Master of Science in Education, Counseling and Human Services program. An analysis of statistical psychometric, sociometric, and clinical principles crucial to professional interpretation of standardized and informal data regarding individual clients. Current issues/controversies about ethnic, sex, cultural, and individual differences are also examined. S

EDUC-G 506 Personality Development: Growth of Normal and Deviant Styles (3 cr.) P: Admission to Master of Science in Education, Counseling and Human Services program. An examination of the nature, needs, competencies, and environmental factors that contribute to personality development and growth at principal life states. Emphasis is placed on normal and deviant styles of behavior. I

EDUC-G 507 Lifestyle and Career Development (3 cr.) P: Admission to Master of Science in Education, Counseling and Human Services program. Lifestyle and career development includes such areas as vocational choice theory, relationship between career choice and lifestyle, sources of occupational and educational information, approaches to career decision-making processes, and career development exploration techniques. S

EDUC-G 510 theories of alcohol and drug addiction (3 cr.) This course is an introduction to social and behavioral theories concerning the causation and maintenance of alcohol and drug addition. The study and application of research-based theories is emphasized. The history of alcohol and drug addiction treatment and recent developments and issues in the field are also discussed.

EDUC-G 511 screening and assessment of alcohol and drug problems (3 cr.) This course deals with the physical, social, psychological, vocational, economic, and legal symptoms of alcohol and drug abuse. Instrumentation for screening and assessment in clinical situations is presented as well as medical and non-medical diagnostic criteria. This course includes both instructional and experiential learning opportunities.

EDUC-G 512 counseling approaches with addictions (3 cr.) This course is an introduction to the major theories of alcohol and drug treatment. Special attention is given to recent developments in the field as well as research-based theories of treatment. Students are expected to engage in active learning projects both within and outside of the classroom.

EDUC-G 513 legal and illegal drugs of abuse (3 cr.) This course deals with the physiological, behavioral, and pharmacological aspects of legal and illegal psychoactive substance use. Special emphasis is placed on observable signs and symptoms resulting from use of psychoactive substances. Attention is also given to recent trends in psychoactive substance use.

EDUC-G 514 practicum in alcohol and drug counseling (3 cr.) P: EDUC-G 510, EDUC-G 511, EDUC-G 512, EDUC-G 513. This course is a field experience in an alcohol or drug counseling agency. The field experience involves direct supervision by faculty and approved clinical supervisors in the field.

EDUC-G 522 counseling theory (3 cr.) Introduction to counseling theories and psychological processes involved in individual counseling. S

EDUC-G 524 Practicum in Counseling (3 cr.) P: EDUC-G 503, EDUC-G 504, EDUC-G 505, and EDUC-G 532. Closely supervised counseling practice with clients in the department's counseling laboratories or in approved field sites in schools or agencies. Intensive supervision. Additional fee required. II

EDUC-G 525 Advanced Practicum (3 cr.) P: EDUC-G 503, EDUC-G 504, EDUC-G 505, EDUC-G 524. Basic course in counseling and guidance for students with education degree(s). Counseling experience in actual school situation. Under direction and supervision of the counselor, students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection. May be repeated, not to exceed a total of 12 credit hours, with consent of the academic program. Additional fee required.

EDUC-G 532 Introduction to Group Counseling (3 cr.) P: Admission to Master of Science in Education, Counseling and Human Services program. Psychological and theoretical foundations of group counseling. Analysis of the dynamics of groups. II

EDUC-G 550 Internship in Counseling and Guidance (3 cr.) P: Basic courses in counseling and guidance and consent of instructor. Counseling experience in actual school or agency situations. Under direction and supervision of the counselor, students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection. May be repeated, not to exceed a total of 12 credit hours, with consent of the academic program. Additional fee required. I, II

EDUC-G 556 research and evaluation of human service programs (3 cr.) An examination of statistical, research design, legislation, and funding factors in the development of research and evaluation proposals regarding human services programs. Emphasis upon epidemiology, needs assessment, measurement of effectiveness, management information systems, accountability and planned organizational change.

EDUC-G 560 Social and Cultural Foundations in Counseling (3 cr.) Includes studies of cultural changes, ethnic groups, subcultures, changing roles of women, sexism, urban and rural societies, population patterns, cultural mores, use of leisure time, and differing life patterns. Such disciplines as the behavioral sciences, economics, and political sciences are involved in enhancing the counselor/client relationship. II

EDUC-G 562 School Counseling: intervention, consultation, and program development (3 cr.) Foundations and contextual dimensions of school counseling. Knowledge and skills for the practice of school counseling. Program development, implementation and evaluation. Consultation. Principles, practice, and applications of needs assessment. Provides an overall understanding of organization of schools and the functions of the counselor and counseling program.

EDUC-G 563 foundations of mental health counseling (3 cr.) P: EDUC-G 500 or equivalent, or consent of instructor. Course examines the history, definition, theory, practice, and research of consultation and community counseling. Emphasis on process of case, program, administration, and organizational consultation. I

EDUC-G 567 introduction to marriage and family counseling (3 cr.) Introductory survey of historical roots, major theories, intervention strategies, research and current training, practice and ethical issues in marriage and family counseling.

EDUC-G 570 human sexuality (3 cr.) This is an introductory graduate-level course dealing with all areas of human sexuality which a person might encounter in day-to-day living. Topics include: sexual terminology, the human body, expressing our sexuality, heterosexuality, homosexuality, pornography, sex education, sex offenses, sexual dysfunction, and sex therapy.

EDUC-G 575 MULTICULTURAL COUNSELING (3 cr.) This course is designed to provide both a cognitive and guided training opportunity. It examines the influence of cultural and ethnic differences of counselor and client in counseling. Attention is given to theory, research, and practice. General multicultural dynamics as well as specific target populations are studied. S

EDUC-G 580 Topical Seminar in Counseling (3 cr.) P: EDUC-G 500 or equivalent, or consent of instructor. An intensive study of theory and research of selected topics in counseling. I, II, S

EDUC-G 585 contemporary issues in Counseling (3 cr.) Focuses on the goals and objectives of professional organizations, codes of ethics, legal considerations, standards of preparation, certification, licensing, and role identity of counselors and other personnel services. Students conduct research on emerging developments reported in the counseling literature.

EDUC-G 590 Research in Counseling and Guidance (cr. arr.) Individual research. I, II, S

EDUC-G 592 seminar in drug/alcohol abuse prevention (3 cr.) Introduction to etiology and symptomology of drug/alcohol abuse and methods of prevention or remediation. Includes dynamics of adult children of alcoholics/abusers and families of abusers. S

EDUC-G 595 Workshop on Counseling (3 cr.) An analysis of current issues in counseling. Possible topics include data processing, evaluation of guidance services, and counseling minority students. I, II, S

EDUC-G 596 Counseling supervision (3 cr.) Introduction to counseling supervision theory, methods, and techniques. Special attention to ethical and legal obligations to minority students. Closely directed experience in supervising beginning graduate students.

EDUC-G 598 Comprehensive Examination in Counseling (0 cr.) P: Admission to Master of Science in Education, Counseling and Human Services program. Course number assigned to allow exit examination results to be recorded on student's transcript. II

EDUC-G 599 Specialization Project in Counseling (0 cr.) P: Admission to Master of Science in Education, Counseling and Human Services program. Taken in conjunction with EDUC-G 598 to record research/specialized study on student's transcript. II

EDUC-H 340 Education and American Culture (3 cr.) P: EDUC-P 250 and Praxis I. The present educational system, its social and future implications, viewed in historical, sociological, and philosophical perspectives. Special attention is given to ethnic, minority, cultural, pluralistic, and legal dimensions of the educational system. I, II, S

EDUC-H 520 Education and Social Issues (3 cr.) Identification and analysis of major problems set for education by the pluralistic culture of American society. I, II, S

EDUC-H 590 Individual Inquiry in Historical, Philosophical, and Comparative Studies in Education (cr. arr.) Individual study arranged in advance of registration.

EDUC-J 511 Methods of Individualizing Instruction (3 cr.) Students critically examine several approaches to individualizing instruction. Emphasis is on developing strategies for determining characteristics of the learner and on creating a variety of classroom strategies designed to individualize learning (K-12). Course project is development of classroom instructional materials, in-service program design, or proposal for research. II

EDUC-K 200 Introductory Practicum in Special Education (0 cr.) Structural practicum in public and/or private regular and special educational programs. Emphasis in seminar sessions on definition, prevalence, and general functional level of exceptional individuals. Taken concurrently with EDUC-K 205. S/F graded. I, II, S

EDUC-K 205 Introduction to Exceptional Children (3 cr.) Definition, identification, prevalence, characteristics, and educational provisions of the various types of exceptional children. Taken concurrently with EDUC-K 200. I, II, S

EDUC-K 300 Developmental Characteristics of Exceptional Individuals (3 cr.) P: TEP, EDUC-K 200, EDUC-K 205. Theoretical concepts and models of intellectual, emotional-social, and sensory-motor characteristics of the exceptional individual. Effect of these characteristics on cognitive, affective, and psychomotor development.

EDUC-K 305 teaching the exceptional learner in the elementary school (3 cr.) Knowledge, attitudes, and skills basic to the education of exceptional learners (students with disabilities as well as gifted and talented) in the regular elementary classroom. Topics include historical and international perspectives, the law and public policy, profiling the exceptional learner, a responsive curriculum, teaching and management strategies, teachers as persons and professionals. I, II

EDUC-K 306 TEACHING STUDENTS WITH SPECIAL NEEDS IN SECONDARY CLASSROOMS (3 cr.) This course includes an overview of the skills and knowledge necessary for effective instruction of students with disabilities in inclusive secondary programs. I

EDUC-K 345 Academic and Behavioral Assessment of the Mildly Handicapped Child (3 cr.) P: TEP, EDUC-K 300. This course familiarizes students with the application of formal and informal assessment information in making decisions about classification and placement of educable mentally retarded and emotionally disturbed children. This information is considered within the context of Public Law 94-142. I

EDUC-K 351 Vocational Assessment and Instruction for Special Needs Secondary Students (3 cr.) P: TEP, EDUC-K 360, EDUC-K 370. Emphasis on awareness of issues and available options related to programs for the special needs adolescent/adult. The concept of career education, including preparation for daily living, personal/social and occupational skills, is used as a basic framework for the course.

EDUC-K 352 Education of Children with Learning Problems (MiMH and LD) (3 cr.) P: TEP, EDUC-K 360, EDUC-K 370. Educational programs for optimum growth and development of mildly mentally handicapped and learning disabled children. Study and observation of curriculum content, organization of special schools and classes, and teaching methods and materials.

EDUC-K 360 Behavioral Characteristics of the Mentally Retarded (3 cr.) P: TEP, EDUC-K 300. Definitions, classifications, and diagnosis and treatment procedures from medical, psychological, sociological, and educational point of view.

EDUC-K 362 team approaches to the education of students with disabilities (3 cr.) Students learn techniques related to effective collaboration and interactive teaming in educational settings. Focus is on the development of skills necessary to serve as consultant or co-teacher in school environments. I

EDUC-K 370 Introduction to Learning Disorders ( 3 cr.) P: TEP, EDUC-K 300. Survey of historical development and current status of definition, classification, assessment, and treatment procedures for learning-disabled students. II

EDUC-K 400 Computers for the Handicapped (3 cr.) P: TEP, EDUC-W 200 or equivalent, EDUC-K 360, EDUC-K 370. Provides knowledge and experience for the student to integrate special-education computer technology into the educational process of the self-contained classroom and mainstream environments: Computer Assisted Instruction (CAI), data management, and telecommunications software; adaptive devices for communication, learning, and environmental control; and other related experiences. Additional fee required.

EDUC-K 402 Internship in Instructional Techniques for the Mildly Disabled (3 cr.) P: TEP, EDUC-K 360, EDUC-K 370. Provides for internship experiences and application of instructional techniques, materials, and media for all levels of mild disabilities. Additional fee required; S/F graded. I

EDUC-K 452 classroom management (3 cr.) P: TEP. This course shows students how to plan and implement interventions that improve the motivation and self-management skills of students in the classroom. It focuses on procedures for teaching students how to regulate their behavior, and addresses the array of skills they need to learn to take responsibility for their actions . I

EDUC-K 475 Methods Seminar: Classroom Management in Special Education (2 cr.) P: Senior standing and completion of major requirements; must be taken concurrently with EDUC-K 480. Seminar deals with classroom management techniques such as discipline, instructional strategies and methods, and program and student evaluation.

EDUC-K 480 Student Teaching in Special Education (6-10 cr.) P: Senior standing and completion of major requirements. Provides experience for each student in his or her respective area of exceptionality, under the direction of a supervising teacher, in an educational school setting. Additional fee required; S/F graded. II

EDUC-K 490 Research in Special Education (cr. arr.) Individual research.

EDUC-K 500 Topical Workshop in Special Education (cr. arr.) P: Consent of instructor. Develops knowledge and skills in the education of the culturally deprived, emotionally disturbed, gifted, trainable mentally retarded, visually handicapped, or neurologically impaired. S/F graded. I, S

EDUC-K 501 Adapting Computers for the Handicapped (3 cr.) P: EDUC-W 200 or equivalent. Provides background information and experiences necessary to plan for and integrate special education technology into the curriculum of the special education classroom and for individuals with handicaps in the mainstream situation: software/uses, integration/implementation planning, IEP/data management, adaptive devices, and funding. Additional fee required. II, S

EDUC-K 505 Introduction to Special Education for Graduate Students (3 cr.) P: Graduate standing or consent of instructor. Basic special education principles for graduate students with no previous course work in special education. Students cannot receive credit for both EDUC-K 205 and EDUC-K 505. I, II, S

EDUC-K 520 Survey of Behavior Disorders (3 cr.) P: EDUC-K 505. An advanced survey of the literature related to behaviorally disordered/emotionally disturbed children, including historical information, theoretical approaches, characteristics, and issues.

EDUC-K 521 Survey of Learning Disabilities (3 cr.) P: EDUC-K 505. Advanced survey of the literature related to learning disabled children, including historical information, theoretical approaches, characteristics, and issues.

EDUC-K 523 inclusive strategies for exceptional students in the elementary classroom (3 cr.) An introduction to inclusive strategies to ensure the success of students with exceptionality in the elementary setting. Knowledge, attitudes, and skills basic to the education of exceptional learners (students with disabilities as well as gifted and talented) in the general elementary classroom. Topics include assessing exceptional learners, differentiating instruction, inclusive strategies, adaptations and accomodating, and specialized methods and materials. I, II

EDUC-K 524 TEACHING STUDENTS WITH SPECIAL NEEDS IN THE SECONDARY CLASSROOM (3 cr.) This course is designed to provide general and special educators who teach middle and secondary education settings with basic information and methods for integrating students with exceptionalities into general education classrooms, including those who are at-risk for having or who have disabilities, students with limited English proficiency, and those who are gifted and talented. Strategies for working with students in general education settings, for identifying and referring students when they cannot succeed in the general education classroom, and for teaching students self-advocacy skills are included. I, II

EDUC-K 525 survey of mild handicaps (3 cr.) An advanced survey of the literature relating to mild handicaps, including historical foundations, definitions, and current issues facing workers in the field. II

EDUC-K 531 Teaching the Severely Handicapped I (3 cr.) P: EDUC-K 505, EDUC-K 550, EDUC-P 519. This is the first course in teaching severely handicapped individuals. Its content focuses on the analysis of instructional content, the analysis of instructional methodology, the use of physical aids, and methods for providing physical assistance. I (odd years)

EDUC-K 532 Teaching the Severely Handicapped II (3 cr.) P: EDUC-K 531. This course focuses on the analysis of curriculum for severely handicapped individuals, from birth through adulthood. II (even years)

EDUC-K 534 Behavior Management of Severely Handicapped (3 cr.) P: EDUC-K 505, EDUC-K 532, EDUC-K 550, EDUC-P 519. This course focuses on planning, implementing, and evaluating interventions that are designed to change incentive for performing a task. Consideration of the physical, environmental, and instructional aspects of performance are made, with respect to both the acquisition and maintenance of responses. S (even years)

EDUC-K 535 Assessment/Remediation of Mildly Handicapped I (3 cr.) P: EDUC-K 505, EDUC-K 550, EDUC-K 521, EDUC-P 519. Emphasizes the collection and use of formal and informal assessment information for designing the content of individual educational plans for handicapped children in such academic areas as reading and mathematics.

EDUC-K 536 Assessment/Remediation of Mildly Handicapped II (3 cr.) P: EDUC-K 535. Focuses on the analysis and selection of instructional materials, use of assessment information, and development and implementation of individual educational plans for mildly handicapped children.

EDUC-K 543 Education of the Socially and Emotionally Disturbed I (3 cr.) P: EDUC-K 505, EDUC-P 519. A basic survey of the field of emotional disturbance and social maladjustment. Definitions, classifications, and characteristics: diagnostic and treatment procedures from a psycho-educational point of view. II

EDUC-K 544 Education of the Socially and Emotionally Disturbed II (3 cr.) P: EDUC-K 543. A basic survey of educational curricula, procedures, and materials for socially and emotionally disturbed children; development of individual teaching skills; emphasis on classroom experiences with disturbed children.

EDUC-K 545 Management of Severely Emotionally Disturbed (3 cr.) P: EDUC-K 544. Theoretical and practical issues in the education management of the severely emotionally disturbed. Emphasis is placed on case analysis.

EDUC-K 550 Introduction to Mental Retardation (3 cr.) P: EDUC-K 505. Definitions, classifications, and diagnostic and treatment procedures discussed from medical, psychological, sociological, and educational points of view.

EDUC-K 553 classroom management and behavior support (3 cr.) P: EDUC-K 505, EDUC-P 519, EDUC-K 525, EDUC-K 543. The course provides basic knowledge and skills for developing and maintaining a productive and proactive classroom environment; teaching students discipline, self-control, conflict resolution and other self-management skills; managing and preventing crisis behavior; and developing and implementing behavior intervention and management plans in classroom programs and in cooperation with parents, teachers, and other personnel. I, S

EDUC-K 555 Seminar: Occupational Planning for the Handicapped (3 cr.) P: Minimum of an undergraduate degree in special education or equivalent. Introduction to theories of vocational development. Analysis of the vocational career expectations for the handicapped. Implications for instructional planning.

EDUC-K 565 collaboration and service delivery (3 cr.) The focus of this course is on service delivery options and approaches to students needing special education services. It covers service delivery approaches or systems, such as continuum of least restrictive programs, wrap around services, and systems of care. Collaborative skills, including effective communication strategies and consultation techniques also are stressed. I, II

EDUC-K 575 Practicum Seminar: Management of Instructional Objectives in Special Education (3 cr.) P: Minimum of an undergraduate degree in special education or equivalent. Theory and techniques for development of instructional objectives. Study and development of individual instructional models for the implementation of instructional objectives. Practicum experience in the application of a model for individualized instruction.

EDUC-K 577 Seminar: Instructional Evaluation in Special Education (3 cr.) P: EDUC-K 575. An intensive study of psycho-educational management/evaluation strategies applicable to special education. Activities include a review and critical analysis of classroom and learner management/evaluation systems, designing evaluation plans, and supervised guidance in the actual implementation of an approved management/evaluation strategy.

EDUC-K 588 Supervised Teaching in Special Education (3-10 cr.) P: Consent of instructor. Provides the experienced classroom teacher with an opportunity to teach in a special class under supervision of a licensed special classroom teacher and a university special education supervisor. S/F graded. I, II

EDUC-K 590 Research in Special Education (cr. arr. ) P: Consent of instructor. Individual research.

EDUC-K 595 Practicum in Special Education (1-6 cr.) P: Consent of instructor. Provides for closely supervised field experience in various areas of special education. Additional fee required; S/F graded.

EDUC-L 436 Methods and Materials for Teaching English as a new Language (3 cr.) P: TEP or all required ENL prerequisites. Current practices and strategies for teaching English as a new language. Theories, methods, materials, and issues in the field of ENL are covered as they relate to the teaching of listening, speaking, reading, and writing for nonnative speakers of English. I

EDUC-L 482 Student Teaching-All Grades-English as a new Language (6 cr.) Full time, supervised, student teaching in English as a new language at the elementary, junior high/middle school, and/or secondary school in an accredited school within the state of Indiana or an approved or accredited out-of-state site. This is done under the supervision of a university supervisor and a school cooperating teacher, and includes a minimum of six continuous weeks of full-time experience. Additional fee required; S/F graded. I, II

EDUC-L 511 Advanced Study in the Teaching of Writing in Elementary School (3 cr.) This course is a study of trends, issues, theories, research, and practice in the teaching and evaluation of written composition in elementary schools. The emphasis is on alternative methods for the teaching of writing and for the evaluation of progress in writing. S

EDUC-L 512 Advanced Study in the Teaching of Writing in Secondary Schools (3 cr.) A study of trends, issues, theories, research, and practice in the evaluation of written composition in secondary schools. Emphasis on alternative methods for the teaching of writing and for the evaluation of progress in writing. S

EDUC-L 530 Topical Workshop in Language Education (1-6 cr.) Individual and group study of special topics in the field of language education. Updating and improving the teaching of English, English as a new or foreign language, world languages, and reading. S/F graded. S

EDUC-L 533 library materials for children and young adults (3 cr.) An overview of materials for educational, informational, and literary use by children and young adults with an emphasis on critical selection and analysis, knowledge of age-level development stages, and motivational techniques. Includes print, film, video and television, and computer software formats.

EDUC-L 536 Methods and Materials for Teaching English as a new Language (3 cr.) Study and analysis of current methods and materials in ENL. Development and evaluation of practical exercises, visual aids, and demonstration materials for use by teachers in ENL programs at the elementary, junior, and senior high levels. I

EDUC-L 559 trade books in elementary classrooms (3 cr.) Emphasizes the use of trade books in language and reading in elementary classrooms. S

EDUC-L 590 Independent Research in Language Education (3 cr.) Independent study in language acquisition and language learning.

EDUC-M 101 Laboratory/Field Experience (0 cr.) Laboratory or field experience for early childhood education majors. Corequisite: must be taken with a lecture course. Additional fee required; S/F graded. I, II

EDUC-M 301 Laboratory/Field Experience (0-3 cr.) Laboratory or field experience for juniors. May be repeated. Additional fee required; S/F graded. I, II

EDUC-M 311 General Methods for kindergarten/elementary teachers (3 cr.) C: EDUC-R 301. Explores individualized and interdisciplinary learning methods, measurements and evaluation, teaching process and curriculum development, and the organization of the elementary schools. I, II

EDUC-M 314 General Methods for senior high-junior high/middle school teachers (3 cr.) P: EDUC-F 100, EDUC-K 200, EDUC-K 205, EDUC-P 250, EDUC-W 200, all with C or higher and passing Praxis I. C: EDUC-F 201, EDUC-F 202. General methodology and organization; knowledge about teaching process, including general methods, instructional media, measurement, curriculum development and organization of the senior high-junior high/middle school; and techniques to promote individualized and interdisciplinary learning. Must be taken with EDUC-R 301. I, II

EDUC-M 323 The Teaching of Music in the Elementary School (2 cr.) P: MUS-M 174 and admission to TEP. Not open to music majors. Fundamental procedures of teaching elementary school music, stressing music material suitable for the first six grades. Observations required. MUS-M 174 is not a prerequisite for EDUC-M 323 if pursuing an associate degree in early childhood.

EDUC-M 324 TEACHING ABOUT THE ARTS (3 cr.) P: FINA-H 100 or MUS-M 174. Introduction to the importance of the arts in elementary school curriculum. Students are given a foundation of methods and materials in art and music that enables the student to integrate the arts into the general curriculum, supplement art lessons given by school art specialists, and encourage student discussion and understanding of art and music in the world today. I, II

EDUC-M 333 The Teaching of Art in the Elementary School (2 cr.) P: FINA-H 100. Admission to TEP. The selection, organization, guidance, and evaluation of individual and group art activities. Laboratory experiences with materials and methods of presenting projects. Observations required.

EDUC-M 337 Methods and Materials for Teaching Instrumental Music (2 cr.) P: Junior standing; EDUC-P 250, EDUC-F 201, EDUC-F 202. Teaching methods and materials; organization of the instrumental curriculum. Four meetings per week.

EDUC-M 338 Methods and Materials for Teaching Choral Music (2 cr.) P: Junior standing; EDUC-P 250, EDUC-F 201, EDUC-F 202. Organization and development of choral groups; voice production, rehearsal techniques; tone, diction, and phrasing; materials suitable for school choruses at secondary level. Four meetings per week. I

EDUC-M 359 HEALTH AND WELLNESS FOR TEACHERS (2 cr.) This course provides health and wellness information and stresses the role of early and middle childhood teachers in promoting good health and physical fitness, providing a safe environment, and understanding basic nutrition concepts. The effects of these health and wellness concepts on child development and learning are examined. I, II, S

EDUC-M 401 Laboratory/Field Experience (0-1 cr.) Laboratory or field experience for seniors. May be repeated. To be taken concurrently with specific methods. Additional fee required; S/F graded. I, II

EDUC-M 425 Student Teaching in the Elementary School (10 cr.) P: Completion of all requirements. Classroom teaching and other activities associated with the work of the full-time elementary classroom teacher. Applicable to residence requirements. Note application deadlines. Additional fee required; S/F graded. I, II

EDUC-M 441 Methods of Teaching Senior High-Junior High/middle School Social Studies (3 cr.) P: TEP. Study of the development of preadolescent and adolescent children in the social studies, methods, and materials for classroom use, emphasis on teaching strategies and the diagnosis and correction of learning difficulties encountered by preadolescent and adolescent children in the social studies. I

EDUC-M 445 Methods of Teaching Senior High-Junior High/middle School Foreign Languages (3 cr.) P: TEP. Analysis of second-language learning in the preadolescent and adolescent; theories and status of foreign language teaching, standards of proficiency for teachers, objectives, methods and materials for classroom use, problems and pitfalls in language teaching, teaching strategies. I

EDUC-M 446 Methods of Teaching Senior High-Junior High/middle School Science (3 cr.) P: TEP. The course develops a functional understanding of modern science-teaching philosophies; current materials and trends in senior high-junior high/middle school science; planning, executing, and evaluating strategies; and analyzing and evaluating teaching behaviors. I

EDUC-M 451 Student Teaching in the Junior High/middle School (6 cr.) P: Completion of all other required course work and Praxis I. Under the direction of the supervising teacher, students assume responsibility for teaching their own subject matter area in a public school in the state. This practicum is required when adding a junior high endorsement to an elementary license. Additional fee required; S/F graded. I, II

EDUC-M 452 Methods of Teaching Senior High-Junior High/middle School English (3 cr.) P: TEP. This course provides a theoretical base for teaching English. Methods, techniques, content, and materials applicable to the teaching of English in the senior high-junior high/middle school. I

EDUC-M 457 Methods of Teaching Senior High-Junior High/middle School Mathematics (3 cr.) P: TEP. Study of the mathematical development of children in the senior high-junior high/middle school; methods and materials for classroom use,; emphasis on teaching strategies, and the diagnosis and correction of learning difficulties in mathematics. I

EDUC-M 464 Methods of Teaching Senior High-Junior High/middle School Reading (3 cr.) P: TEP. Curriculum, methods, and materials for teaching senior high-junior high/middle school students to read more effectively. I, II

EDUC-M 470 Practicum (6 cr.) Teaching or experience under the direction of an identified supervising teacher, with university-provided supervision in the kindergarten endorsement or minor area, at the level appropriate to the area, and in an accredited school within the state of Indiana, unless the integral program includes experience in an approved and accredited out-of-state site. The practicum may be full- or part-time, but in every instance the amount of credit granted is commensurate with the amount of time spent in the instructional setting. Additional fee required; S/F graded.

EDUC-M 480 Student Teaching in the Secondary School (6 cr.) P: Completion of all other required course work and Praxis I . Students assume, under the direction of the supervising teacher, responsibility for teaching in their own subject-matter area in a public school in the state. Taken concurrently with EDUC-S 487, EDUC-R 303. Additional fee required; S/F graded. I, II

EDUC-M 482 Student Teaching All Grades: Music (10 cr.) P: Completion of basic and methods course requirements. Under the direction of the supervising teacher, students assume responsibility for teaching their own subject matter in a public school in the state. Taken concurrently with EDUC-S 487, EDUC-R 303. Additional fee required; S/F graded.

EDUC-M 500 Integrated Professional seminar (0-6 cr.) This seminar is linked to courses and field experiences included in the Transition to Teaching (T2T) program. It allows for collaboration among school-based mentors, university-based instructors and T2T candidates in offering academic content appropriate to the program. The seminar provides a technology-rich and performance-based professional experience. This course has a fee attached.

EDUC-M 501 Laboratory Field Experience (3 cr.) Designed to assist the preservice teacher with a career decision and to provide a practical understanding of children and the preservice teacher's relationship with children. Additional fee required; S/F graded. II

EDUC-M 525 Practicum in Junior High/middle School Education (3 cr.) P: Consent of instructor. Provides for closely supervised field experience with children of junior high/middle school age. Additional fee required; S/F graded.

EDUC-M 550 Practicum-English as a new Language (3 cr.) Teaching or experience in an accredited school, usually in Indiana. Credit earned is commensurate with the time spent in the instructional setting. Additional fee required; S/F graded. II

EDUC-M 595 Research in Junior High/middle School Education (cr. arr.) Individual research.

EDUC-P 250 Educational Psychology (3 cr.) The study and application of psychological concepts and principles as related to the teaching-learning process. Topics covered include: educational research methods, cognitive and language development; personal, social, and moral development; behavioral learning; motivation; effective teaching; and measurement and evaluation. I, II

EDUC-P 407 Psychological Measurement in the Schools (3 cr.) Application of measurement principles in classroom testing; construction and evaluation of classroom tests; evaluation of student performance; interpretation and use of measurement data; assessment of aptitudes, achievement, and interests via standardized tests; school testing programs. I

EDUC-P 475 adolescent development and classroom management (3 cr.) Focuses on discipline approaches appropriate for middle and high school through an understanding of adolescents. Analysis of cognitive and moral development, puberty, environmental and cultural issues, family and peer relationships, identity formation, and social and personal problems. Provides tools to diagnose students' behaviors and to establish learning climate. I

EDUC-P 490 Internship in Student Affairs (1 cr.) Participation in a variety of student service experiences in general studies. S/F graded.

EDUC-P 503 introduction to research (3 cr.) Methods and procedures in educational research. I, II

EDUC-P 506 topical workshop in education psychology (3 cr.) Individual and group study of selected topics in the field of educational and school psychology.

EDUC-P 507 Assessment in the Schools (3 cr.) History and theory of measurement, interpretation, and measurement data, tests for administrative and supervisory purposes and for teaching aids, prognostic testing, and testing in relation to pupil diagnosis and adjustment. I, II

EDUC-P 510 Psychology in Teaching (3 cr.) Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems of the teacher's assumptions about human behavior and its development. I, II

EDUC-P 514 life span development: birth-death (3 cr.) A survey of human development from infancy through old age, emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational/counseling implications for all life stages; from birth to death.

EDUC-P 515 Child Development (3 cr.) A survey and analysis of selected sources of information about the behavior and development of the elementary school child and the implications this information has for teaching the elementary school child. I

EDUC-P 516 Adolescent Behavior and Development (3 cr.) Research and theory related to adolescents in the intellectual, physical, social-personal, and emotional areas of development. II

EDUC-P 519 Psycho-Educational Assessment of Exceptional Children (3 cr.) Instruments used to assess intellectual, educational, and social competencies of exceptional children. Additional credit for supervised practice in administering these tests to visually or acoustically handicapped, cerebral-palsied, language-impaired, or mentally retarded children. I, S

EDUC-P 520 Early Adolescent Behavior and Development (3 cr.) Research theories and practices related to social, personal, intellectual, emotional, and physical aspects of the middle years of childhood.

EDUC-P 545 Educational Motivation (3 cr.) This course examines a variety of theories of human motivation in educational settings, focusing on those theories that have practical application for teachers of kindergarten through postsecondary education. The course includes an examination of the development of achievement and intrinsic motivation, and focuses specifically on the anxious, apathetic, and/or underachieving student and other problem students. Teachers gain knowledge and skills in understanding how students' needs motivate them either to learn or to cause problems. S

EDUC-P 570 Managing Classroom Behavior (3 cr.) An analysis of pupil and teacher behaviors as they relate to discipline. Attention is given to the development of such skills as dealing with pupils' problems and feelings, behavior modification, reality therapy, assertiveness in establishing and maintaining rules, and group processes. Designed for teachers, administrators, and pupil personnel workers.

EDUC-P 590 Research in Educational Psychology (cr. arr.) Individual research.

EDUC-R 301 Audiovisual - Production of Materials (0 cr.) A study of simple hand and machine- assisted materials production techniques. Basic graphics techniques and layout are included for a variety of mediated formats. Taken concurrently with EDUC-M 310. I, II, S

EDUC-R 303 Audiovisual - Operation of Equipment (1 cr.) Training to basic skill levels in the operation of 16mm projectors, opaque, overhead, tape-recorders, television video taping/playback, phonographs, and other common classroom equipment.

EDUC-R 423 Utilization of Instructional Materials (3 cr.) For preservice teachers. Lectures and laboratory experiences in the selection, preparation, presentation, and evaluation of instructional materials culminating in a micro-teaching presentation by each student.

EDUC-R 503 Application of Instructional Media and Technology (3 cr.) Deals with the planning and use of resources for developing instruction in the classroom or other locations where learning takes place. Designed to provide students with experiences which allow them to select, arrange, and use a variety of resources in a systematic approach to instruction. Additional fee required.

EDUC-R 541 Design and Production of Instructional Materials (3 cr.) Laboratory practice in creating visual instructional media, applying lettering, and mounting techniques. End products include pictures, maps, charts, and graphs for projected and nonprojected use. Includes application of a basic model of graphic communication. Additional fee required.

EDUC-R 590 Research in Instructional Systems Technology (cr. arr.) P: Consent of instructor. Individual projects.

EDUC-S 460 books for reading instruction (3 cr.) Examines the use of children's literature, trade books, and other non-text materials in reading instruction. Contemporary and historical selections for children and adolescents included. S

EDUC-S 487 Principles of Senior High-Junior High/middle School Education (2 cr.) The background and objectives of our junior high/middle school and senior high schools. Contributions made by the curriculum and extracurriculum to these objectives. Contributions to the teacher of the guidance program. Taken concurrently with EDUC-M 480, EDUC-R 303.

EDUC-S 490 Research in Secondary Education (cr. arr.) Individual research.

EDUC-S 503 Secondary School Curriculum (3 cr.) Primarily for teachers. Factors influencing curriculum development, organization, and content of the curriculum in several subject fields.

EDUC-S 505 The Junior High and Middle School (3 cr.) Role of the junior high school and middle school in American education. Total program: philosophy, functions, curriculum, guidance, activities, personnel, and administration.

EDUC-S 506 Student Activity Programs (3 cr.) For elementary, junior high/middle, and secondary school teachers and administrators. Comprehensive consideration of the student activity program. S

EDUC-S 508 Problems in secondary education (3 cr.) Group analysis of common problems in the field of secondary education. Taken with student teaching.

EDUC-S 512 Workshop in Secondary Education (Variable Title): (1-6 cr.) Individual and group study of issues or concerns relating to the field of secondary education. Workshop format. S/F graded unless otherwise noted in the Schedule of Classes .

EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary School (3 cr.) For junior high/middle and secondary teachers. The developmental reading program in secondary schools; use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for helping reluctant and retarded readers. I, II

EDUC-S 516 Advanced Study in the Teaching of Secondary School English Language Arts (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or consent of instructor. Current methods and materials for junior high and secondary school English courses; guiding reading to meet literary, historical, vocational, or scientific interests. I

EDUC-S 517 Advanced Study in the Teaching of Secondary School Mathematics (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or consent of instructor. Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards; and determination of essentials of content. Developing mathematics programs for specific school situations. I

EDUC-S 518 Advanced Study in the Teaching of Secondary School Science (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or consent of instructor. Improved techniques, current literature, textbooks, and free and low-cost materials. Solution of specific practical problems confronting science teachers in the classroom and laboratory. I

EDUC-S 519 Advanced Study in the Teaching of Secondary School Social Studies (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or consent of instructor. Restudying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social studies programs for specific school situations. I

EDUC-S 520 Advanced Study in Foreign Language Teaching (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or consent of instructor. Principles, practices, problems, and current research pertaining to the teaching of a particular modern language in the secondary school. Emphasis on teaching the advanced levels. Separate sections as needed for teachers of French, German, Russian, and Spanish. I

EDUC-S 530 Junior High and Middle School Curriculum (3 cr.) P: EDUC-S 505, junior high or middle school experience, or consent of instructor. The educational program designed for the junior high and middle school. Functions, organizations, planning, and evaluation of the junior high and middle school curriculum in specific areas.

EDUC-S 560 Dynamics and Evaluation of Teacher Effectiveness (3 cr.) P: All basic requirements for the Master of Science in Education, Secondary, or consent of instructor. Emphasis on helping in-service teachers identify and evaluate teacher effectiveness-both their own and that of others. Includes overview of the "total teaching team," the dynamics of teaching and how best to provide for, and evaluate, that effectiveness.

EDUC-S 590 Research: Secondary Education (cr. arr.) Individual research. S/F graded.

EDUC-S 591 Research Project in Secondary Education (3 cr.) Designed for students to demonstrate their ability to identify, analyze, and propose solutions to problems in their educational areas. Solutions may include research or a comprehensive review of the literature, with recommendations. An oral examination and defense of the project is required. I, II

EDUC-U 100 THRESHOLD SEMINAR (1-3 cr.) Opportunities for students to better understand their personal development, to learn and utilize human relations skills, to assess humanistic issues in both personal and societal terms, and to establish goals for the future. Class emphasis varies, depending upon student needs and specific topics addressed. I, II, S

EDUC-U 450 Undergraduate Student Personnel Assistant (1 cr.) Development of leadership skills; participation in internship experiences in general studies. S/F graded.

EDUC-W 200 using computers in Education (3 cr.) Required of all students pursuing teacher education. Introduction to instructional computing and educational computing literature. Hands-on experience with educational software, utility packages, and commonly used microcomputer hardware. I, II, S

EDUC-W 450 Research in Instructional Computing (13 cr.) Individual research.

EDUC-X 100 Practical Reading and Study for Self Improvement (3 cr.) P: Placement examination. Attempts to discover weaknesses in the student's methods of reading and study, and to provide remedial exercises. Much of the work is done on an individual basis. Does not count toward graduation requirements. S/F graded. I, II

EDUC-X 101 Techniques in Textbook Reading (3 cr.) P: Placement examination or EDUC-X 100. Instruction and practice in techniques for learning from printed materials. Emphasis is on gaining information from texts and practicing retrieval and discussion of concepts. Does not count toward graduation requirements. S/F graded. I, II, S

EDUC-X 150 Reading/Learning Techniques I (3 cr.) P: Placement examination or EDUC-X 101. Emphasis on mechanics of reading, flexibility in reading, styles of learning, listening comprehension, vocabulary development, word attack, reading comprehension and rate. I, II

EDUC-X 400 Diagnostic Teaching of Reading in the Classroom (1-3 cr.) P: EDUC-M 464 or consent of instructor. Aids elementary and secondary teachers in the diagnosis and solution of specific classroom reading difficulties. I, II

EDUC-X 401 Critical Reading in the Content Areas (3 cr.) P: EDUC-M 464 or EDUC-E 339 and EDUC-E 340, or consent of instructor. Aids elementary and secondary teachers in the development of instructional strategies which assist students in the comprehension, critical analysis, and integration of ideas presented in the print material of various subject matter areas. I, II

EDUC-X 425 Practicum in Reading (6 cr.) P: EDUC-E 339 and EDUC-E 341 or EDUC-M 464 and EDUC-X 400 and EDUC-X 401, or consent of instructor. Students work in selected elementary and secondary classrooms diagnosing and assisting pupils in the area of reading. This experience always includes a series of seminars in conjunction with the field placement. Additional fee required; S/F graded. I, II, S

EDUC-X 470 PsychoLinguistics for Reading teachers (3 cr.) P: Consent of instructor. Explores language and its relationship to various expressions of language, including semantics, grammar, and dialect. S

EDUC-X 490 Research in Reading (cr. arr.) Diagnosis of reading difficulties and solution of problems through research, conference, and practice in the use of materials and equipment. Senior high-junior high/middle school education.

EDUC-X 501 Critical Reading in the Content Areas (3 cr.) P: EDUC-E 545 or EDUC-S 514, or consent of instructor. Aids elementary and secondary teachers in the development of instructional strategies which assist students in the comprehension, critical analysis, and integration of ideas presented in the print material of various subject matter areas. I, II

EDUC-X 502 Sociological, Psychological, and Linguistic Perspectives on Reading and Language (3 cr.) P: EDUC-E 545 or EDUC-S 514, or consent of instructor. Explores language and its relationship to various expressions of language, including semantics, grammar, and dialect. S

EDUC-X 504 Diagnosis of Reading Difficulties in the Classroom (3 cr.) P: EDUC-E 545 or EDUC-S 514 and EDUC-P 507. Treats the theory, correlates instruments, and techniques of diagnosing reading difficulties in the classroom. II

EDUC-X 525 Practicum in Reading (1-4 cr.) P: EDUC-E 545 or EDUC-S 514, EDUC-X 504 and three years of teaching experience, or consent of instructor. Diagnostic testing, remedial classroom teaching, compiling clinical records, and reporting to academic advisors. Additional fee required; S/F graded.

EDUC-X 530 Topical Workshop in Reading (cr. arr.) P: Instructor's permission. Individual and group study of special topics in the field of reading. Means for improving the teaching of reading. One credit hour is offered for each week of full-time work. S/F graded. S

EDUC-X 590 Research in Reading (cr. arr.) Individual research. S/F graded.

EDUC-Y 510 Action Research I (3 cr.) An introduction to the basic philosophy and methods of action research. Students design an action research project and write a proposal. In this class, you learn how to conduct action research. You learn how to select an area of focus; collect data; organize, analyze and interpret data; and take action based on your findings. You plan an action research study and write a formal proposal for that study.

EDUC-Y 511 Action Research II: Independent Study (1-3 cr.) P: Successful completion of EDUC-Y 510. Independent study course to carry out projects proposed in EDUC-Y 510. In this course you carry out the action research project that you designed in EDUC-Y 510. You meet periodically with the instructor and turn in a complete report of your findings. You find that your research results give you valuable information for decision making. I