|
|
2017-2018 Undergraduate Catalog [ARCHIVED CATALOG]
Academic Courses
|
|
| |
Criminal Justice |
| |
-
CRJ 430 - Government Budgeting and Finance 3 Cr. Hrs.
This course informs and educates the student of the methods of, and philosophy for, providing the financial resources to carry out government programs; levels of spending, budgeting, and fiscal policy; public expenditure and public revenue; decision-making with emphasis on program budgeting, cost benefit analysis, and zero based budgeting; the effects of evolving tax policies on resource allocation, economic growth and tax issues.
|
| |
-
CRJ 435 - Strategic Planning: Homeland Security & Emergency Preparedness 3 Cr. Hrs.
This course provides an in-depth examination of selected homeland security and emergency preparedness planning issues policies, strategies, and strategic operations. The course will cover various approaches used to determine and execute their homeland security policies and actions.
|
| |
-
CRJ 450 - Ethics in Criminal Justice 3 Cr. Hrs.
This course provides an examination of the critical ethical dilemmas encountered in the criminal justice system. The course will focus on an exploration of professionalism and decision making in criminal justice through the lens of ethics, professional codes of conduct and leadership by identifying and analyzing various moral dilemmas confronting criminal justice professionals and determining responses to those complex and controversial dilemmas.
Prerequisite(s): Junior Standing.
|
| |
-
CRJ 460 - Readings and Contemporary Issues in Criminal Justice 3 Cr. Hrs.
Readings and Contemporary Issues in Criminal Justice.
Prerequisite(s): Prerequisite: Consent of instructor. Requires a 2.0 AU GPA. This course permits selected qualified students to pursue an approved topic through independent study under the direction of a faculty member.
|
| |
-
CRJ 475 - Constitutional Law 3 Cr. Hrs.
This course explores the development of the U.S. constitutional system and fundamental principles of constitutional interpretation. Emphasis is on the authority and restraints imposed on law enforcement by the federal Constitution and Supreme Court decisions, and the rights and responsibilities afforded to individuals.
|
| |
-
CRJ 490 - Senior Seminar in Criminal Justice 3 Cr. Hrs.
This is a capstone course integrating knowledge and skills to address major issues in the criminal justice field. It requires a research project and the application of skills and knowledge in actual work (internship) or research environments under the supervision of faculty and professionals.
Prerequisite(s): Senior standing & CRJ major.
|
Early Childhood Education |
| |
-
EDC 201 - Early Childhood Discipline: Growth and Development 3 Cr. Hrs.
A study of the growth and development of the young child from birth through eight years from cognitive, language and literacy, social/emotional, physical, and psychosocial perspectives. Topics include risk factors, cultural diversity, inclusion, inequity, developmental variations, and patterns of specific disabilities.
Prerequisite(s): PSY 101 and completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201, EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 214 - Best Practices in the Early Childhood Setting/Field Experience I 3 Cr. Hrs.
FOR EARLY CHILDHOOD EDUCATION MAJORS: This course is designed to introduce early childhood teacher candidates to Developmentally Appropriate Practices, methods and materials. Students will become familiar with the National Association for the Education of Young Children (NAEYC) Professional Teaching Standards. Early Childhood majors will learn how to plan and implement instruction, use assessment to guide instruction, and work with families to create a positive learning environment for young children. A field experience of 25 hours is required in a public or private early childhood setting. Early childhood majors will apply for admission to the Teacher Education Program, Benchmark I, during this course.
Prerequisite(s): EDU 110 , EDU 111 , and successful completion of all sections of PRAXIS Core or comparable scores on ACT or SAT.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 215 - Best Practices in the Early Childhood Setting 3 Cr. Hrs.
FOR ELEMENTARY EDUCATION MAJORS WITH ADD-ON IN EARLY CHILDHOOD EDUCATION: This course is designed to introduce the teacher candidate to methods and materials appropriate for Early Childhood Education. Students will become familiar with the National Association for the Education of Young Children (NAEYC) Professional Teaching Standards. Students will learn developmentally appropriate methods for planning, instructing and assessing young children. The course content intentionally focuses on students with exceptionalities/inclusion. The field experience provides opportunities for observation, reflection and application of methods and materials that are developmentally appropriate for young children. Field experience of 15 hours in an early childhood cooperative setting is required of students seeking add-on certification.
Prerequisite(s): EDU 216 and admission to the TEP for students seeking an elementary education degree with add-on early childhood certification.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 225 - Play and Early Learning 3 Cr. Hrs.
This course is designed to assist the teacher candidate as s/he develops an understanding of the value of play in the cognitive, social/emotional, and psycho-motor development of young children and be able to articulate the benefits of play in the development of young children. The teacher candidate will demonstrate their knowledge of creating a healthy environment within and outside of classroom that supports student learning and teaches healthy lifestyle choices to children and their families.
Prerequisite(s): Completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 315 - Best Practices for the Early Childhood Setting/Field Experience II 3 Cr. Hrs.
The teacher candidate continues the study of developmentally appropriate practices for children from birth to eight years of age. Topics include promoting child development and learning; building family and community relationships; observing, documenting, and assessing to support young children and families; using content knowledge to build meaningful curriculum; becoming an early childhood professional; and the utilization of technology to enhance learning. In addition, the teacher candidate will engage in the study and practice of instruction and both formal and informal assessment strategies that are culturally responsive and developmentally appropriate. The teacher candidates will gain knowledge in long-range planning and the composition of a unit work sample. The curriculum intentionally focuses on students who are English language learners. Field experience of 15 hours in a public school cooperating setting required of students seeking add-on certification. Students whose major program is Early Childhood Education must complete 40 hours in a public school cooperating setting.
Prerequisite(s): EDC 214 or EDC 215 , Admission to TEP, and Completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 323 - Language and Literacy 3 Cr. Hrs.
This course is designed to provide knowledge of the development of language and literacy in children from birth to age eight. Teacher candidates will understand the process of becoming literate and the interdependency of oral and written language. Teacher candidates will develop an understanding of the value of interactions between children and with adults and create a learning environment that supports and encourages each child’s language and literacy development. Candidates will understand the value of incorporating language and literature from diverse cultures.
Prerequisite(s): Completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 338 - Teaching Mathematics in Early Childhood 3 Cr. Hrs.
This course is designed to provide theory and pedagogical knowledge of mathematics concepts as they apply to the young child. The teacher candidate will demonstrate knowledge and understanding of mathematical processes as a framework for teaching, learning, and assessment in mathematics; include developing a basic knowledge of number and operations, algebra, geometry, measurement, data analysis and probability.
Prerequisite(s): MAT 136 and MAT 137 and completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 350 - The Young Child: Curriculum 3 Cr. Hrs.
This course examines educational programs for young children with an emphasis on the history of early childhood education, current trends, and issues. Topics include an analysis of classroom design, selection of culturally diverse age-appropriate materials, instructional planning, developmentally appropriate assessment, referral sources, modifications for children with disabilities, technology in the classroom, and parent/home relations and communication. Only those students seeking add-on certification in Early Childhood Education may enroll in this course.
Prerequisite(s): EDC 214 or EDC 215 , Admission to TEP, and Completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 356 - The Child’s Place in Society: Families, Schools, and Communities 3 Cr. Hrs.
This course is designed to provide theory and pedagogical content knowledge related to developing appropriate curriculum for the early learner considering the child’s cultural background and other diverse cultures within the community. The teacher candidate will develop an understanding of the child’s place in the family, school, and community and how those systems work together. Candidates will develop plans for working with families to build understanding and appreciation of the diverse cultures.
Prerequisite(s): HIS 161 or HIS 162 , HIS 181 or HIS 182 , and HIS 270 , and Completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350
|
| |
-
EDC 387 - Planning and Utilizing Assessment in Early Childhood 3 Cr. Hrs.
This course is designed to provide knowledge of appropriate assessment strategies for the early childhood teacher candidate. Candidates will recognize and understand the value of developmentally appropriate assessment in the development of goals, curriculum and teaching strategies for young children. Candidates will learn the benefits and appropriate uses of a variety of assessments and will conduct observation narrative assessments and other appropriate assessments in the early childhood setting, document the assessment, and plan instruction based upon the individual assessments. Teacher candidates will also learn to practice responsible assessment based upon the needs of individual children, including those with special needs. Candidates will learn effective strategies for developing partnerships with families to share and utilize assessment outcomes. .
Prerequisite(s): Completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 422 - Scientific Inquiry and Young Children 3 Cr. Hrs.
This course is designed to prepare early childhood teacher candidates as professionals as they gain knowledge and understanding of the essential concepts, inquiry tools, and structure of the scientific disciplines. Teacher candidates will continue their understanding of constructivism and apply their knowledge to create a learning environment that supports the young child’s natural curiosity and challenges each child to discover the world around them. Teacher candidates will use the SC Early Learning Standards and other resources to plan, implement and evaluate developmental appropriate experiences for the young child.
Prerequisite(s): BIO 150 or BIO 170 and SCI 107 and completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 438 - Guidance Techniques in Early Childhood 3 Cr. Hrs.
This course is designed to assists teacher candidates as they prepare to create a community of learners in the early childhood setting. Candidates will understand the importance of relationships and intentional, high-quality interaction in early education. Strategies for developmentally appropriate guidance techniques will be thoroughly examined. Teacher candidates will observe guidance techniques in early childhood settings and create a plan based upon research-based best practices for guiding young children. The guidance plan will include plans for informing and involving parents in the process of guiding each child toward self-confidence, self-efficacy, and self-regulation. Must be taken concurrently with EDU 443 : Early Childhood Preclinical Experience.
Prerequisite(s): Completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
Economics |
| |
-
ECO 200 - Economic Concepts 3 Cr. Hrs.
Common Learning Outcomes
[HB] 2. Knowledge of human behaviors and structures
[CT] 5. Critical thinking skills: inquiry, analysis and creative problem-solving
Comprehensive study of micro- and macro-economic topics for non-business majors. Cannot be taken if the student has previously completed ECO 211 or ECO 212 .
|
| |
-
ECO 211 - Principles of Microeconomics 3 Cr. Hrs.
Study of the economic decision making of firms and individuals in a market setting; topics include basic economic concepts, product markets, factor markets, and micro- economic issues.
Prerequisite(s): C or better in MAT 101 or MAT 106 or score of 500+ on math SAT.
|
| |
-
ECO 212 - Principles of Macroeconomics 3 Cr. Hrs.
Study of output, employment, income, and price in the economy; topics include basic economic concepts, macroeconomic issues, and international economics.
Prerequisite(s): C or better in ECO 211 .
|
| |
-
ECO 301 - Money and Banking 3 Cr. Hrs.
Study of the relation of money to prices, employment and business activity; topics include analysis of money and capital markets, interest rate determination, the Federal Reserve structure and monetary control, current policies and their impact on the future.
Prerequisite(s): C or better in ECO 212 .
|
| |
-
ECO 310 - International Economics 3 Cr. Hrs.
Study of the functioning of the international economy; topics include theoretical principles that govern international trade, empirical evidence of world trade patterns and policies in industrialized and developing nations, balance of payments, trade deficits and surpluses, and exchange rates.
Prerequisite(s): C or better ECO 212
|
| |
-
ECO 315 - Mathematics for Economics and Finance 3 Cr. Hrs.
Study and development of the mathematical and statistical tools needed to interpret and forecast economics and financial data: functional analysis, optimization, model construction, linear programming, and regression analysis.
Prerequisite(s): C or better in BUS 230 , ECO 212 , MAT 113 .
|
| |
-
ECO 325 - History of Economic Thought 3 Cr. Hrs.
Covers the origins of economics, its founders, the relationships with other social sciences, like Greek philosophy, theology, sociology, as well as psychology, and tracks these relationships to the present.
Prerequisite(s): C or better in ECO 200 or ECO 212
|
| |
-
ECO 340 - Intermediate Microeconomics 3 Cr. Hrs.
Analytical study of the basic concepts of value and distribution under alternative market conditions (free markets, monopoly, oligopoly and monopolistic competition).
Prerequisite(s): C or better in BUS 230 , or MAT 108 ECO 211 , and MAT 113 or MAT 140 .
|
| |
-
ECO 350 - Intermediate Macroeconomics 3 Cr. Hrs.
Analytical study of a society’s aggregate production and the resulting problems of inflation and unemployment produced by business cycles. Statistics (GDP and the CPI) and theory will be included.
Prerequisite(s): C or better in BUS 230 , ECO 212 , and MAT 113 or MAT 140 .
|
| |
-
ECO 410 - Business Regression Analysis 3 Cr. Hrs.
Introduction to single equation least squares estimation and some elements of time series analysis; topics include ANOVA, autocorrelation, dummy variables, heteroscedasticity, and multicolliniearity.
Prerequisite(s): MAT 113 , BUS 230 .
|
| |
-
ECO 492 - Current Topics in Economics 1-3 Cr. Hrs.
Examination of various topics related to current research and issues regarding economics.
Prerequisite(s): ECO 212
|
Education |
| |
-
EDU 101 - Teacher Cadet 3 Cr. Hrs.
This course is open to high school students at their respective high school who meet the admission criteria established by the Center for Educator Recruitment, Retention, and Advancement (CERRA). The course is designed to acquaint high school students with the role of the teacher and the teaching profession.
A course fee of $100.00 is required.
|
| |
-
EDU 110 - Essentials of Teacher Candidacy 1 Cr. Hrs.
This course provides the pre-teacher candidate with an overview of the requirements for the successful completion of the Teacher Education Program. Topics include the conceptual framework of the College of Education, code of ethics, Praxis tests, unit assessment system, field experiences, Clinical Experience, ADEPT, InTASC, NCATE, and SPAs. This course meets one full Saturday at the beginning of the semester.
|
| |
-
EDU 111 - Foundations of Education 3 Cr. Hrs.
This course is designed to introduce the teacher candidate to the teaching profession, including the following topics: the history of education; the philosophies of education, with emphasis on social constructivism; the influence, funding, and authority of local, state, and federal governments; ethical and legal issues; the Education and Economic Development Act, and the diversity of learners.
|
| |
-
EDU 206 - The Nature of the Exceptional Child 3 Cr. Hrs.
This course intentionally focuses on students with exceptionalities by introducing the teacher candidate to individuals with exceptional learning needs who require specialized instructional practices that promote positive learning results in general and special education curricula. Topics include identification and characteristics of various exceptionalities; relevant laws and policies; classroom and behavior management; eligibility and placement, including inclusion; as well as strategies for collaboration and sensitivity.
|
| |
-
EDU 210 - Classroom Management 3 Cr. Hrs.
This course is a study of strategies and techniques for effectively managing group and individual behavior in the PK-6 classroom. The course examines students’ individual characteristics and needs; the multiple interacting influences that affect students’ development and learning; the importance and complex characteristics of students’ families and communities; the importance of positive and supportive interactions between the home, school, and student; and the importance of positive behavioral intervention/support. The course also considers bullying, conflict resolution, and behavior management.
|
| |
-
EDU 211 - Educational Psychology 3 Cr. Hrs.
This course is a study of the interrelationship of theory and research to improve instruction with an emphasis on student diversity, teacher effectiveness, and optimal student learning. Topics include theories of physical/cognitive/psychosocial development, learning theories, assessment, educating exceptional learners, intentionality, motivation, classroom management, social constructivism, and accountability.
|
| |
-
EDU 216 - Best Practices for the Elementary Classroom/Field Experience I 3 Cr. Hrs.
This course introduces the pre-teacher candidate to the elementary classroom environment and developmental considerations in planning instruction for all elementary learners. Pre-teachers acquire the knowledge and skills necessary to write lesson plans based on the South Carolina Academic Standards, ADEPT, and the elementary school curriculum. Field Experience I provides the opportunity to plan and implement lessons applying learned educational theory and demonstrating best pedagogical practices and professional behavior. Further, the curriculum intentionally focuses on students who are English language learners. The pre-teacher candidate will apply for Benchmark I during this course. Field experience of 25 hours in a public school cooperating classroom required.
Prerequisite(s): Successful completion of Praxis Core.
|
| |
-
EDU 217 - Best Practices for the Secondary Classroom/Field Experience I 3 Cr. Hrs.
This course provides the initial field-based experiences for the secondary pre-teacher candidate. It is designed to provide a bridge between academic work in the secondary content areas and the pedagogy and dispositions required of a teaching professional. The course emphasizes teaching behaviors and processes required of a classroom teacher; field observations; and the application of teaching behaviors and processes based on best practices. The course is designed to promote the teacher candidate’s application of content knowledge through lesson planning, demonstration of teaching, and the use of technology in the field setting. Additionally, the curriculum intentionally accentuates students who are English language learners. The pre-teacher candidate will apply for Benchmark I during this course. Field experience of 25 hours in a public school cooperating classroom required.
Prerequisite(s): Successful completion of Praxis Core.
|
| |
-
EDU 220 - Technology for the 21st Century Classroom 3 Cr. Hrs.
Based on the National Educational Technology Standards (NETS) of the International Society for Technology in Education (ISTE), this course focuses on the fundamental concepts, skills, and strategies for applying technology in an educational setting. This course provides opportunities for the teacher candidate to show competency in the ISTENETS standards. The teacher candidate will learn the latest pedagogical strategies that incorporate technology, including Interactive Whiteboards, Web 2.0 tools, iPods, and cell phones.
|
| |
-
EDU 260 - Health and Physical Education for the Classroom Teacher 3 Cr. Hrs.
This course is designed so that the teacher candidate knows and understands the subject matter related to health education in order to create opportunities for student development and practice of skills that contribute to good health. Topics include mental and emotional well-being, nutrition, personal fitness, diseases, substance use/abuse, liability/safety issues, movement concepts, games and classroom activities, and integration. The teacher candidate will explore human movement and physical activity as central elements to foster an active, healthy lifestyle and enhanced quality of life for learners. Emphasis is placed on the teacher candidate understanding the South Carolina Student Health and Fitness Act and how this legislation impacts the classroom.
Prerequisite(s): Prerequisite: Completion of Benchmark I.
|
| |
-
EDU 275 - Teaching Fellows 0.5 Cr. Hrs.
This course is designed to provide Teaching Fellows with advanced information related to leadership styles, diversity in the schools, and pedagogy practices that use technology. Students are afforded opportunities to collaborate with public school partners in surrounding school districts.
|
| |
-
EDU 316 - Best Practices for the Elementary Classroom/Field Experience II 3 Cr. Hrs.
This course explores all phases of planning instruction for all elementary learners. During Field Experience II, the teacher candidate will be familiarized with the concepts, skills, and processes necessary to write a South Carolina standards-based Long Range Plan and Unit Work Sample. The teacher candidate will plan, implement, and reflect on lessons which address student needs and demonstrate best pedagogical practices. The curriculum intentionally focuses on students from diverse ethnic/racial cultural and linguistic groups. Field experience of 40 hours in a public school cooperating classroom required.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 317 - Best Practices for the Secondary Classroom/Field Experience II 3 Cr. Hrs.
The secondary education teacher candidate continues the exploration of the secondary classroom environment and developmental considerations in all phases of planning and implementing instruction for secondary learners in a field-based setting. The teacher candidate will understand the concepts, skills, and processes necessary to write a South Carolina standards-based Long-Range Plan and Unit Work Sample. The teacher candidate will also apply content area knowledge to create and implement lessons which demonstrate best pedagogical practices, integrate technology, and assess the impact of the teacher candidate’s instruction on student learning. This course also provides opportunities for observation and reflection related to the various levels of the cognitive, social, and personality development of students, as well as teaching strategies used to meet students’ needs. The curriculum intentionally focuses on students from diverse ethnic/racial cultural and linguistic groups.
Prerequisite(s): Completion of Benchmark I. Field experience of 40 hours in a public school cooperating classroom required.
|
| |
-
EDU 321 - Teaching Language Arts 3 Cr. Hrs.
iverse abilities and literacy experiences of children in today’s K-5 classrooms.
Prerequisite(s): ENG 101 and ENG 102 and completion of Benchmark I.
|
| |
-
EDU 322 - Literature for Children 3 Cr. Hrs.
This course is designed to prepare the teacher candidate to integrate quality children’s literature throughout the curriculum. The teacher candidate will examine a wide variety of literature for children from birth through 12 years of age. A thorough understanding of the elements of literature and genres will provide the teacher candidate with a sound foundation for utilizing quality literature in the classroom. The teacher candidate is required to prepare and teach lessons based upon children’s literature in the classroom and school settings. The teacher candidate is expected to employ best practices in instruction that exhibit the appreciation of the diversity of learners and families, as well as recognize literature that celebrates different cultures.
Prerequisite(s): ENG 101 and ENG 102 and completion of Benchmark I.
|
| |
-
EDU 324 - Literature for Young Adults 3 Cr. Hrs.
This course provides a study of literature for middle and secondary students, including analysis, evaluation, and review of print and non-print selections from American, European and non-western cultures. The course addresses the use of literature to support the development of 21st century literacy skills with an emphasis on national and state standards, current models, and best practice research.
Prerequisite(s): ENG 101 and ENG 102 and completion of Benchmark I.
|
| |
-
EDU 330 - Visual and Performing Arts for the Classroom Teacher 3 Cr. Hrs.
The integrated study of art, music, drama, and dance with best practices for implementing these content areas in the early childhood setting and elementary classroom.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 335 - Methods and Materials for Teaching Elementary Social Studies 3 Cr. Hrs.
The focus of this course is on Social Studies and its diverse content areas of culture, economics, geography, government and civics, history, and individuals and groups as they relate to the past and present. Best teaching strategies, research, assessment, and projects will prepare the student to teach the various components/content and meet the South Carolina Social Studies Academic Standards in a classroom setting.
Prerequisite(s): HIS 161 or HIS 162 and HIS 181 or HIS 182 and HIS 270 . Completion of Benchmark I.
|
| |
-
EDU 336 - Methods and Materials for Teaching Elementary Mathematics 3 Cr. Hrs.
This course focuses on the application, methodology, and assessment of major mathematical concepts and procedures that define numbers and operations, algebra, geometry, measurement, data analysis, and probability in order to engage in problem solving, critical reasoning, communication, connections, and representations.
Prerequisite(s): MAT 136 and MAT 137 and completion of Benchmark I.
|
| |
-
EDU 345 - Literacy Development for All Students 3 Cr. Hrs.
This course develops foundational knowledge and skills within the context of K-6 classrooms. Course content addresses the theoretical and evidence-based foundations of literacy, dimensions of diversity, and considerations for dual-language learners. Candidates examine current issues in literacy education, conduct guided observations in K-6 classrooms, and critique relevant research.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 346 - Literacy Development: Assessment Guides Instruction 3 Cr. Hrs.
This course focuses on the use of assessment to plan and evaluate literacy instruction in preK-5 classrooms. Course content addresses the purpose, use, and interpretation of a range of formal and informal assessments, and introduces candidates to materials and instructional approaches. Candidates examine diversity and equity issues while interpreting individual assessment data across time and multiple sets of assessment data within a class of students. Current issues in assessment and relevant research are related to guided observations and work in preK-5 classrooms.
Prerequisite(s): Completion of Benchmark I and EDU 345 .
|
| |
-
EDU 347 - Literacy Development: Informed Instructional Decisions 3 Cr. Hrs.
This course focuses on developing decision-making skills in selecting and using instructional practices to support literacy development for all students in preK-5 classrooms. Course content addresses the range and purpose of instructional approaches, the selection and use of materials, and the use of assessment data to inform decisions for individual student, small group, and whole class instruction. Candidates examine diversity and equity issues while instructing individuals and small groups in classroom settings. Current issues in instruction and relevant research are related to guided observations and supervised work in preK-5 classrooms.
Prerequisite(s): Completion of Benchmark I and EDU 346 .
|
| |
-
EDU 360 - Methods of Teaching Secondary Social Studies 3 Cr. Hrs.
This course is designed to introduce teacher candidates to the practical application for teaching social studies in a secondary education classroom. Not only will students explore some of the theoretical and pedagogical arguments in teaching social studies, but candidates will also learn to employ the use of these pedagogical theories in their teaching practice. Teacher candidates will be given the opportunity to discuss theoretical research and scholarship, design unit and long-range lesson plans, and practice teaching under the mentorship of a public school partner. Thus, students will engage in the preparation for teaching in a secondary social studies classroom for diverse learners.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 362 - Methods of Teaching Secondary Mathematics 3 Cr. Hrs.
This course is designed to introduce teacher candidates to the practical applications for teaching mathematics in a secondary education program. The course includes a review of mathematical concepts taught in secondary schools, instructional techniques, and preparation for exit exams and professional licensure tests. Teacher candidates will be given the opportunity to discuss theoretical research and scholarship, design unit and long range lesson plans, and practice teaching under the mentorship of a public school partner.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 362 - Methods of Teaching Secondary Mathematics 3 Cr. Hrs.
This course is designed to introduce teacher candidates to the practical applications for teaching mathematics in a secondary education program. The course includes a review of mathematical concepts taught in secondary schools, instructional techniques, and preparation for exit exams and professional licensure tests. Teacher candidates will be given the opportunity to discuss theoretical research and scholarship, design unit and long range lesson plans, and practice teaching under the mentorship of a public school partner.
Prerequisite(s): Prerequisite: Completion of Benchmark I.
|
| |
-
EDU 364 - Methods of Teaching Secondary English 3 Cr. Hrs.
This course is designed to introduce teacher candidates to the practical applications for teaching English in a secondary education program. The course includes professional knowledge and skills needed to be an effective educator. Teacher candidates will be given the opportunity to discuss theoretical research and scholarship, design unit and long range lesson plans, and practice teaching under the mentorship of a public school partner. Prerequisite: Completion of Benchmark I.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 370 - Literacy Development for All Secondary Students 3 Cr. Hrs.
This course develops foundational knowledge and skills within the context of secondary classrooms. Course content addresses the theoretical and evidence-based foundations of literacy, dimensions of diversity, and considerations for differentiating instruction to meet learner’s needs. Candidates examine the components of literacy across a developmental continuum and consider key factors impacting instructional decisions in the classroom. Current issues in literacy education and relevant research are related to guided observations in secondary classrooms.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 395 - Music Education Seminar/Pre-Clinical Field Experience 1 Cr. Hrs.
This course addresses a wide array of topics in music education, including philosophy, psychology, advocacy, historical foundations and developmentally effective approaches to music teaching and learning. A 50-hour field experience in a cooperating public school classroom under the supervision of a unit supervisor, music supervisor, and public school partner is required. The teacher candidate will apply for Benchmark II during this course. This course is designed to be taken the semester prior to EDU 490 , Clinical Experience I.
Prerequisite(s): Completion of Benchmark I
|
| |
-
EDU 421 - Methods and Materials for Teaching Science 3 Cr. Hrs.
This course focuses on the theory and practice of teaching standards-based science to K-6 students based on best practice research. The teacher candidate will develop theoretical and practical knowledge and abilities about science, learning, and science teaching. Emphasis will be placed on planning inquiry-based programs, guiding and facilitating learning, and managing learning environments.
Prerequisite(s): SCI 107 and BIO 150 or BIO 170 and completion of Benchmark I.
|
| |
-
EDU 440 - Methods and Materials for Teaching Beginning Reading: Learning to Read 3 Cr. Hrs.
This course establishes research-based foundations of reading acquisition and writing processes; the variations, planning, and implementation of variations of instruction; and assessment tools and practices related to cultural, linguistic, and developmental diversity. In order to develop professional knowledge and dispositions, the teacher candidate will reflect on and evaluate the effect of professional decisions and actions on students, family, and community.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 442 - Methods and Materials for Teaching Intermediate Reading: Reading to Learn 3 Cr. Hrs.
This course examines the theory and practice of teaching standards-based reading and writing in the upper elementary grades. Emphasis is placed on teaching students to read to learn in the various content areas and dealing with the wide array of literacy needs common in upper elementary classrooms. The course will address the national and state curriculum standards; the South Carolina teacher assessment instrument, ADEPT; and the elementary school curriculum and lesson planning. The course will also focus on developing lifelong reading skills through the design and implementation of comprehensive literacy programs in the upper elementary grades.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 443 - Pre-Clinical Field Experience 3 Cr. Hrs.
This course examines the implementation of a wide array of developmentally effective use of assessment strategies to positively impact K-12 students’ development and learning. A 50-hour field experience in a cooperating public school classroom under the supervision of a unit supervisor and a public school partner is required. The course intentionally focuses on students with exceptionalities and inclusion; students who are English language learners; and students from diverse ethnic/racial cultural and linguistic groups. The teacher candidate will apply for Benchmark II during this course. This course must be taken the semester prior to EDU 490 .
Prerequisite(s): The teacher candidate must complete the requirements necessary to facilitate an application to the South Carolina Department of Education for teacher certification, including the “Educator Certification Application,” fingerprints for a SLED background check, and a copy of the teacher candidate’s Social Security card. See the Teacher Candidate Handbook for more information.
|
| |
-
EDU 445 - Literacy Development Across the Curriculum and Across Grade Levels 3 Cr. Hrs.
This course examines literacy development horizontally across the curriculum at individual grade levels and vertically across preK-5 grade levels. Course content focuses on the integration of literacy development and instruction in the content areas at individual grade levels and the development of literacy across grade levels. Candidates examine diversity and equity issues while researching the effectiveness of factors impacting literacy development across the curriculum.
Prerequisite(s): Completion of Benchmark I and EDU 347 .
|
| |
-
EDU 452 - Content Reading in Secondary School 3 Cr. Hrs.
This course provides the secondary education teacher candidate with the opportunity to understand theories of reading development, individual differences, the nature of reading difficulties, and principles of assessment. Literacy across the curriculum focuses on the thinking processes that underlie reading, writing, and learning. A major goal of the course is based on the concept that reading and writing are constructive processes that require information to be organized and processed. Thus, the teacher candidate will examine reading as a process of constructing meaning to foster interactions with textual materials in secondary school content areas. The secondary teacher candidate will also instruct reading and writing within the respective content area by teaching vocabulary skills, strategies for comprehension and the construction of meaning, and study strategies. The course will provide a contextualized learning environment in which the teacher candidate can observe and participate in teaching and learning in a secondary public school classroom under the guidance of public school partners in the respective content areas. The integration of theory and practice will be facilitated with a 10-hour field lab at cooperating public schools.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 470 - Literacy Development Across the Curriculum and Across Secondary Grade Levels 3 Cr. Hrs.
This course examines literacy development horizontally across the curriculum at individual secondary grade levels and vertically across 9-12 grade levels. Course content focuses on the integration of literacy development and instruction in the content areas at individual grade levels and the development of literacy across grade levels. Candidates examine diversity and equity issues while researching the effectiveness of factors impacting literacy development across the curriculum.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 490 - Clinical Experience 12 Cr. Hrs.
Placement in a public school cooperating classroom provides opportunities for the teacher candidate to become a collaborative learner who demonstrates knowledgeable, reflective, and critical perspectives regarding teaching practice; make informed decisions drawing on a variety of sources; and integrate theory and practice. The teacher candidate works under the guidance of Cooperating Teachers and University Supervisors in a cooperating public school setting. Sixty-five (65) days of service in a public school cooperating classroom is required. The course intentionally focuses on students with exceptionalities and inclusion; students who are English language learners; and students from diverse ethnic/racial cultural and linguistic groups. The teacher candidate applies for Benchmark III during this course. This course may be repeated only once upon recommendation of the faculty of the College of Education.
Prerequisite(s): A minimum grade of “C” in all professional education courses, completion of Benchmark II, and the successful completion of all Praxis II Licensure Area Tests and the appropriate Principles of Learning and Teaching Test.
|
| |
-
EDU 491 - Clinical Experience II 12 Cr. Hrs.
This course provides the teacher candidate an extended experience under the guidance of a master teacher. Sixty-five days of service in a public school classroom are required. Prerequisite: Completion of EDU 490.
Prerequisite(s): Completion of EDU 490. A lab fee of $305 is required.
|
Emergency Services Management |
| |
-
ESM 310 - All Hazards Primer 3 Cr. Hrs.
The primary purpose of this course is to provide the basics of emergency and disaster preparedness through an “All Hazards” approach. This course provides an overview of the historical patterns of disaster science and emergency management policy that culminates in all-hazards emergency management. It provides an introduction to basic principles of preparedness, strategies and tactics, and qualities that characterize effective emergency management. Emergency management roles are summarized for local, state and federal agencies and private-sector organizations for a full range of hazards and disasters within the U.S.A. Key variations among the states, estimated national losses, and examples of natural, technological, and conflict based disaster incidents/events will be examined. Students will analyze types of disaster impacts and some of the problems in measuring disaster losses. And, students will be introduced to terrorism in its various forms, including catastrophic and international terrorism. Distinctions will be made among weapons of mass destruction and potential types of targets. The course will provide assessments of the similarities with and differences between responses to man-caused (intentional), technological (accidental), and natural disasters.
|
| |
-
ESM 315 - Principles of Emergency Services Management 3 Cr. Hrs.
This is a “Bridge” Course designed to familiarize students with the fundamentals of emergency services management, emergency management, and homeland security. Topics covered will include a review of the related terms and definitions commonly used by the emergency response community. Students will also identify key players involved at the national, state, and local levels and their role and responsibilities in preparing for, mitigating, responding to, and recovering from a natural or man-made incident(s). Students will be knowledgeable of appropriate Federal agency mandates, including Department of Homeland Security, Federal Emergency Management Agency, Department of Health and Human Services, Centers for Disease Control and Prevention. The content will cover directives and guidelines included in the National Incident Management System (NIMS), National Response Framework (NRF), National Infrastructure Protection Plan (NIPP), Target Capabilities List (TCL’s), Homeland Security Presidential Directives (HSPD) 5, 7, and 8, Presidential Policy Directive 8, the National Fire Prevention Association (NFPA) 1600 Standard on Disaster/Emergency Management and Business Continuity Programs, and the FEMA Comprehensive Preparedness Guide (CPG) 101.
|
| |
-
ESM 335 - Safety Management 3 Cr. Hrs.
This course provides basic concepts of risk management, occupational health, occupational safety, and force protection and their relationship to emergency services organizations. Some major course topics include classic risk management, pre-incident planning, incident scene safety, post incident analysis, and threat recognition and avoidance. This course will:
Describe the responder’s role in safety;
Discuss safety concepts in emergency and non-emergency situations;
List and explain regulations, codes, laws, standards and procedures related to safety;
Describe the role of both the Health and Safety Officer and the Incident Safety Officer;
Develop students’ ability to assess (or “read”) risks and threats within all phases of incident management operations;
Develop students’ ability to prepare a post incident analysis report; and,
Describe individual and group force protection methods and practices.
|
| |
-
ESM 342 - Social Dimensions of a Disaster 3 Cr. Hrs.
This purpose of this course is for students to increase their abilities to examine, understand, and, where applicable, plan for and respond to disasters from an informed sociological, theoretical perspective. This course provides concepts of disaster and disaster behavior; types of disasters and the phases that comprise the disaster life cycle; social factors that are contributing to the increase in number and severity of disasters; and, basic principles of organizational response to disaster, coordination requirements and difficulties, and strategies for improvement of both coordination and response/recovery effectiveness. This course includes the use of factual information and theoretical concepts, providing a stimulating and thought-provoking experience.
|
| |
-
ESM 360 - Emergency Management Planning and Technical Writing 3 Cr. Hrs.
This course examines terminology, concepts and principles of community risk assessment, planning, and response to fires, natural and man-made disasters, including National Incident Management System (NIMS) Incident Command System (ICS), mutual aid and automatic response, training and preparedness, communications, civil disturbances, terrorist threats/incidents, hazardous materials planning, mass casualty incidents, earthquake preparedness, and disaster mitigation and recovery. Participants will exercise the art of technical writing in developing plans, procedures, and policies in accordance with current emergency management planning guidelines and best practices.
|
| |
-
ESM 375 - Crisis Communications and Leadership in Crisis 3 Cr. Hrs.
This course introduces best practices identified by the Federal Emergency Management Agency (FEMA) and the Centers for Disease Control and Prevention [CDC] for crisis communications; and, leadership before and during crises using the meta-leadership framework. The course provides essential lessons, useful tools, and network building techniques that increase efficacy of communications and ultimately, community resilience. Students will also study media responses to disasters, their impacts, and planning approaches and strategies for emergency services managers and emergency managers. The course also provides an introduction to crisis decision making and the conditions and challenges that characterize it, as well as a review of the functioning, staffing, and organization of emergency operations centers (EOCs).
|
| |
-
ESM 410 - Integrated Response to Disaster 3 Cr. Hrs.
When an entire community is affected by a large-scale incident involving mass casualties such as a natural disaster, a pandemic outbreak, or a terrorist attack, response activities require integration of emergency services, emergency management, healthcare providers, public health officials, school public safety officials, and other agencies operating in a community. Large-scale incidents are likely to overwhelm traditional government-centric systems, and traditional and non-traditional responders, using a whole of community approach to emergency management, must work together to address the needs of an overwhelming number of disaster victims and survivors. This course will provide a perspective of the activities of medium- to high-level decision makers, as well as providing comprehensive planning tools to mitigate impacts on communities during large-scale incidents. This course examines the need for collaboration among responders in a community-wide disaster response.
|
| |
-
ESM 415 - Disaster Management 3 Cr. Hrs.
This course is designed to enable students to understand and think critically about response and recovery operations in the profession of emergency management. Students will learn about the nature of emergencies and disasters, and assess alternative viewpoints about how practitioners should deal with them. While reviewing the disaster research literature, important functions will be mentioned along with various strategies and tools to be utilized for the effective management of disaster response activities. The course will also survey recovery policies and programs, and methods to promote a rapid return to normalcy (or near normalcy) with the mitigation of future disasters in mind. This course uses three approaches to help student learn about this complex set of issues: case studies of past disasters or scenarios of potential ones; examination of risk and social networks; and public policy and response options. Instructional methodologies include: Lecture/discussions, guest speakers, case studies, team activities, and student led discussions and presentations designed to actively involve the students in the learning process. presentations designed to actively involve the students in the learning process.
|
| |
-
ESM 423 - Information and Intelligence Fusions Operations 3 Cr. Hrs.
The need to develop and share information and intelligence across all levels of government has significantly changed in recent years; and, fusion centers address many of the unique information needs of state, local, tribal, and territorial authorities, along with their stakeholders, including the private sector. This course provides students with the concepts and practices involved in the process of collecting, analyzing and evaluating intelligence and in managing intelligence functions. Also covered is the influence of intelligence in shaping homeland security decision-making at the Federal, state and local levels. The course examines the structures, roles, and interactions of the national, state and local intelligence entities, the intelligence gathering and analysis capabilities of criminal justice and private sector entities, and the use of intelligence processes to support homeland security investigations, planning, and policy formulation. Using case studies, students will develop an understanding of the roles and responsibilities of collaborating agencies, as well as an appreciation for the ethical, Constitutional, and civil liberties issues involved. Specific topics considered include the intelligence cycle, the purpose and concept of operations of fusion centers, open source intelligence, assessing the reliability and validity of information, intelligence sharing, Homeland Security managers as both producers and consumers of intelligence, and the future of homeland security intelligence.
|
| |
-
ESM 430 - Government Budgeting and Finance 3 Cr. Hrs.
This course informs and educates the student of the methods of, and philosophy for, providing the financial resources to carry out government programs; levels of spending, budgeting, and fiscal policy; public expenditure and public revenue; decision-making with emphasis on program budgeting, cost benefit analysis, and zero based budgeting; the effects of evolving tax policies on resource allocation, economic growth and tax issues.
|
| |
-
ESM 442 - Public Administration in Emergency Services Management 3 Cr. Hrs.
This course is designed to be a progressive primer for students who want more knowledge about emergency services administration. The course demonstrates the importance of the following skills, necessary to manage and lead an emergency services department through the challenges and changes of the 21st century: Persuasion and influence, accountable budgeting, anticipation of challenges and the need for change, and using specific management tools for analyzing and solving problems. A central part of the course focuses on how the leadership of an emergency services department develops internal and external cooperation to create a coordinated approach to achieving the department’s mission.
|
| |
-
ESM 451 - Emergency Services Technology 3 Cr. Hrs.
This course is designed to demonstrate the importance that the effective use of technology has within emergency services management and emergency management operations. Effective emergency management and incident response activities rely on flexible communications and information systems that provide a common operating picture to emergency management/response personnel and their affiliated organizations. Establishing and maintaining a common operating picture and ensuring accessibility and interoperability are the principal goals of the Communications and Information Management component of NIMS. Properly planned, established, and applied communications enable the dissemination of information among command and support elements and, as appropriate, cooperating agencies and organizations. And, a general understanding of the types, capabilities and limitations of emergency response equipment and technologies is essential for developing policies, plans, and procedures. Evaluations and assessments of emergency services and emergency management technology will occur during guided tours of the facilities and technologies within the South Carolina Emergency Management Division (SCEMD) State Emergency Operations Center (Columbia, SC), or the Centers for Disease Control and Prevention (CDC) EOC (Atlanta, GA), and/or a state-of-the-art 911 Communications Center (Anderson, SC), as well as with local Fire Departments, EMS agencies, and Law Enforcement agencies.
|
| |
-
ESM 490 - Senior Seminar 3 Cr. Hrs.
Capstone course integrating knowledge and skills to address major issues in the emergency services management field.
Prerequisite(s): Senior standing & ESM major.
Students must complete ESM 410 , ESM 415 , ESM 423 , ESM 442 , ESM 451 before taking ESM 490, ESM 491 , ESM 492 and ESM 495 .
|
| |
-
ESM 491 - Senior Seminar in Whole Community Emergency Management 3 Cr. Hrs.
Emergency managers and emergency services managers need to have specific skills to conduct community-based planning that engages the whole community by using a planning process that represents the actual population in the community and involves community leaders and the private sector in the planning process. This course explores the entire preparedness cycle, as well as prevention, protection, response, recovery, and mitigation best practices.
Students must complete ESM 410 , ESM 415 , ESM 423 , ESM 442 , ESM 451 before taking ESM 490 , ESM 491, ESM 492 and ESM 495 .
|
| |
-
ESM 492 - Senior Seminar in Homeland Security 3 Cr. Hrs.
This course offers students a more specialized opportunity to explore the intricacies of Homeland Security. The focus is on thoroughly understanding costs, benefits, and challenges of protecting the nation borders from both domestic and foreign threats.
|
| |
-
ESM 495 - Internship 3 Cr. Hrs.
This course will provide the student with the practical experience in an actual work environment. Emphasis is placed on all phases of the industry in the student’s area of specialization (Local or State Emergency Management Office, Local Emergency Services Agency, Public Health, Business Continuity, or Homeland Security Operation). Students are acquainted with occupational responsibilities through realistic work situations and are provided with insights into management applications on the job. Topics include: adaptability to the job setting, use of proper interpersonal skills, application of emergency preparedness skills and techniques, application of emergency management/homeland security technologies and equipment, application of homeland security professional development. In addition to highly substantive and meaningful projects, interns gain in-depth knowledge of the field by completing formal training courses, participating in exercises, providing support to incident and event management, and networking with emergency managers across the nation.
|
Engineering |
| |
-
EG 101 - Introduction to Engineering Concepts 2 Cr. Hrs.
Basic introduction to Engineering concepts, problem-solving, and projects.
|
English |
| |
|
| |
|
| |
-
ENG 097 - English as a Second Language 1 3 Cr. Hrs.
Designed to help foreign speakers of English develop speaking, writing, and reading skills needed for success at Anderson University; credit does not count for graduation and course does not satisfy any requirement in English.
|
| |
-
ENG 098 - English as a Second Language 2 3 Cr. Hrs.
Continuation of ENG 097 ; credit does not count for graduation and course does not satisfy any requirement in English.
Prerequisite(s): ENG 097 or consent of instructor.
|
| |
-
ENG 101 - Composition and Communication I 3 Cr. Hrs.
Common Learning Outcomes
[WC] 9. Written communication skills
[OC] 10. Oral communication skills
[IL] 6. Information literacy
Entry into academic discourse through topics of cultural and civic importance and introduction to the fundamentals of college composition, including the writing process, argument, critical reading and thinking skills, research methods, conventions of academic writing, use of technology in the writing process, and oral presentation skills.
Prerequisite(s): Score of 450+ on SAT Writing or 19+ on ACT English. Students not meeting these prerequisites must enroll in English Foundations Lab (ENG 120 ) or pass a placement test.
|
| |
-
ENG 102 - Composition and Communication II 3 Cr. Hrs.
Common Learning Outcomes
[WC] 9. Written communication skills
[OC] 10. Oral communication skills
[IL] 6. Information literacy
Continuation of elements of argument-based writing and oral communication taught in ENG 101 , with an emphasis on composing longer essays, engaging in collaborative work, and creating multimodal rhetoric.
Prerequisite(s): ENG 101 or equivalent.
|
| |
-
ENG 120 - Composition Foundations Lab 0 Cr. Hrs.
Students requiring extra support in English 101, Composition & Communication I, enroll in the Composition Foundations Lab as a corequisite course. Participants in the Foundations Lab meet weekly in small groups with an English faculty member, and also attend one session with a peer tutor in the Writing Center each week of the term. Placement in the Foundations Lab is based on new students’ standardized test scores and a writing assessment.
Corequisite(s): ENG 101 .
|
| |
-
ENG 215 - Ethnic Literature: Special Topics 3 Cr. Hrs.
Common Learning Outcomes
[CD] 15. Intercultural and diversity awareness and understanding
[WC] 9. Written communication skills
An exploration of diverse or non-dominant literary and cultural traditions. Course may focus on multi-ethnic American literatures or literatures from around the world, exploring critical models (e.g. identity theory, post-colonialism, globalization, transnationalism) and cultural backgrounds to help students understand the literary texts.
Prerequisite(s): ENG 102 or equivalent.
|
| |
-
ENG 216 - British Literature: Foundations 3 Cr. Hrs.
Students will learn about the British literary tradition, including major periods, writers, genres and aesthetics and historical, social, and cultural contexts using representative works from the Middle Ages though the twenty-first century.
Prerequisite(s): ENG 101 andENG 102
|
| |
-
ENG 217 - American Literature: Foundations 3 Cr. Hrs.
Students will learn about the American literary tradition, including major periods, writers, genres, and aesthetics as well as historical, social, and cultural contexts using representative works from Pre-Columbian Indigenous cultures through the twenty-first century.
Prerequisite(s): ENG 101 and ENG 102
|
| |
-
ENG 218 - Survey of World Literature 3 Cr. Hrs.
Common Learning Outcomes
[CD] 15. Intercultural and diversity awareness and understanding
[WC] 9. Written communication skills
Survey of major works of Western and non-Western literature.
Prerequisite(s): ENG 101 and ENG 102
|
| |
-
ENG 219 - Creative Inquiry Through Literature 3 Cr. Hrs.
Common Learning Outcomes
[AE] 17. Aesthetic engagement through creative production or reflective patronage of the arts
[WC] 9. Written communication skills
[CT] 5. Critical thinking skills: inquiry, analysis and creative problem-solving
ENG 219 explores the processes that lead to the creation of literature. Specific emphasis on motivation, environment, innovation, and divergent thinking.
Prerequisite(s): ENG 101 and ENG 102
|
| |
-
ENG 220 - Intro to Creative Writing 3 Cr. Hrs.
Common Learning Outcomes
[AE] 17. Aesthetic engagement through creative production or reflective patronage of the arts
[WC] 9. Written communication skills
[CT] 5. Critical thinking skills: inquiry, analysis and creative problem-solving
Students will come away with both an understanding of genre expectations for poetry, fiction, and creative nonfiction or drama as well as generate and revise work in three genres. We will study the work of published writers to discern principles of writing that you can apply in your own work. In poetry, for example, we will examine the writer’s attention to language, tone, line breaks, etc., and for fiction, we will focus on using specific concrete details while avoiding cliche, creating characters and scenes, and understanding how to tag dialogue. In this class, you can expect to be introduced to some of the aspects of the creative process that you might not be familiar with (such as workshop and revision).
Prerequisite(s): ENG 101 and ENG 102
|
| |
-
ENG 225 - Introduction to Literary Studies 3 Cr. Hrs.
Introduction to the field of English studies, including critical theory, genres, research techniques, and advanced writing skills. This course emphasizes close reading, purposeful research, and careful critical writing, skills that are essential for producing informed, independent and original literary criticism. Required of all students majoring in English Literature, Creative Writing, and Secondary Education-English. Course may count as a general elective for non-majors, but does not satisfy the General Education ENG 200-level literature requirement.
|
| |
-
ENG 235 - Advanced Grammar 3 Cr. Hrs.
A study of modern English grammar and its teaching with emphasis on its origin, syntax, morphology, usage, punctuation, and style.
Prerequisite(s): ENG 102 or equivalent.
|
| |
-
ENG 250 - Writing Center Practicum 1 Cr. Hrs.
This course is designed to prepare prospective writing center tutors to work in the Writing Center. This course will cover issues related to Writing Center theory and practice, and composition theory to help students gain skills and insight related to responding to student writing.
|
| |
-
ENG 301 - Business Communications 3 Cr. Hrs.
Introduction to business communications with emphasis on business writing and speaking.
Prerequisite(s): ENG 102 or equivalent. Same as BUS 301 .
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
|
|
|
Print this Page