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2018-2019 Undergraduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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This section of the Catalog includes course descriptions, listed alphabetically by discipline. The descriptions provide information on course numbers, titles, the level of instruction, credit, course sequence, content, and prerequisites as shown in the following example:
CHE 2100 Introduction to Organic and Biological Chemistry
Credits: 5
Prerequisite: CHE 1100
Description: A study of the elements of organic and biological chemistry. This course satisfies requirements for nursing programs and other fields requiring a survey of organic and biological chemistry.
The first two to four letters, called the course subject code, represent the area of study or discipline, e.g., CHE represents chemistry. The course number follows the course subject code, e.g., 2100. The first digit in a four-digit course number designates the level of instruction. Only courses numbered 1000 or above will be included in credits toward a degree. Courses with numbers up to and including 1999 are primarily for freshmen, 2000 through 2999 primarily for sophomores, 3000 through 3999 primarily for juniors, and 4000 through 4999 primarily for seniors. In general, students should not take courses above the level of their class (based upon semester hours earned), but they may do so at one level above if they have the specified prerequisites. In special cases, students may be permitted to take courses more than one level above that designated for their class if they obtain the permission of their advisor and of the faculty member teaching the course and if they meet the prerequisite requirements. Course descriptions provide a summary of the content of the course. If a prerequisite must be met before a student can register for a course, this information is listed above the course description. Attributes, such as Multicultural, General Studies, or Guaranteed Transfer, are listed after the course description. A list of courses being offered in a given semester, instructors, class meeting times, and locations is described in the Class Schedule.
Types of Courses
- Regular courses appear in this section of the University Catalog and are offered on a regular basis.
- Independent study courses provide students the opportunity to pursue in-depth study of a topic of special interest. Independent study courses are specified as 498_ and include an alpha character in the course number. Independent study courses are published in the Class Schedule.
- Special topics or omnibus courses are temporary courses that are not listed in the Catalog. They may be used to pilot-test a course, present a special topic, or provide a unique, experiential-learning opportunity. Omnibus courses use a specified range of course numbers: 190_, 290_, 390_, 490_ and include an alpha character in the course number. Omnibus courses are published in the Class Schedule.
- Variable topics courses allow courses of varying titles under an overall theme or “umbrella” course. Variable topic courses include an alpha character in the course number and are published in the Class Schedule.
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Psychology |
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PSY 4950 - Pro-seminar in Psychology: Variable Topics
Credits: 3
Prerequisite(s): Junior standing and Psychology Major or Minor
Description: This course is an intensive teaching seminar, intended for advanced students majoring or minoring in psychology, organized around a selected theme.
Note: Course content will vary, and the course may be repeated once for credit under a different topic.
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PSY 4960 - Senior Thesis in Human Development
Credits: 3
Prerequisite(s): Senior standing and PSY 3280
Description: This course is designed for human development majors as the culmination of the program course work. Students will develop an interdisciplinary bibliography and utilize research methodology to write and present orally a senior thesis. Each student’s thesis topic, concentrating on an area of human development, will be individually chosen, crafted, and researched to synthesize the diverse developmental perspectives surrounding the issue. Topics may be as diverse as evaluating teaching methods, tracking development of a specific skill in children, observing specific aspects of family interactions, and comparing methods of eldercare. Students will meet in seminar with the instructor to work on course objectives and orally present their theses.
University Requirement(s): Senior Experience
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PSY 4970 - Psychology of the Scholarship of Teaching and Learning
Credits: 3
Prerequisite(s): PSY 1001
Description: This course focuses on the psychology of teaching and learning as applied to higher education classrooms. The course emphasizes psychological theory and research used to enhance teaching and advance learning. Topics include syllabus creation, review session preparation, student centered teaching techniques, and preparation for academic careers. Participation in a teaching project is a required part of the class and provides experience in the application of the course concepts.
Note: Students who receive credit for PSY 4970 Teaching of Psychology may not receive credit for PSY 4970 Psychology of the Scholarship of Teaching and Learning.
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Reading |
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RDG 1510 - Analytical Applications of Academic Reading, Critical Thinking, and Oral Communication
Credits: 3
Prerequisite(s): Score of 80 or higher on the Accuplacer reading skills exam or a C or better in REA 090. Students with an ACT RDG score of 17 or higher are exempt from the placement exam if scores are not older than five years.
Description: This course is designed to expand a student’s ability to learn content materials effectively through the mastery of analytical reading, applied writing skills, and oral presentations. Through the critical analysis of text, the acquisition and utilization of technical and academic vocabulary, the collaboration and presentation of key ideas, and purposeful and ethical research, the student will become a more proficient learner. Students will utilize technologies both to research and to present the results of their investigations that are appropriate for their audiences and purposes.
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RDG 3060 - Critical Reading/Thinking
Credits: 3
Prerequisite(s): RDG 1510 or Permission of instructor and completion of General Studies requirements in Written Communication, Oral Communication, and Quantitative Literacy
Description: This course is designed to develop and expand analytical, creative and evaluative thought processes. Students will apply their critical reading and thinking processes as they study academic and societal issues. They will learn strategies for transferring these processes to other situations.
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RDG 3110 - Foundations of Literacy Instruction in Grades P-6
Credits: 3
Prerequisite(s): PSY 1800, EDU 3100, or EDU 3000 and EDU 3200 (for elementary licensure students) or permission of instructor; satisfactory completion of General Studies requirements in Written Communication and Quantitative Literacy; and junior standing.
Description: This course builds the knowledge base of prospective teachers and includes the research and theoretical foundation of P-6 developmental reading programs. It stresses the environmental, cognitive, and language factors influencing the acquisition and development of literacy with emphasis on phonological awareness and graph phonemics. In this course, preservice teachers gain a current knowledge base which will enable them to select instructional techniques, materials, and assessment instruments that will facilitate the literacy development of diverse learners. For licensure, this knowledge-base course must be followed by a second reading course, either RDG 3120 for early childhood licensure candidates or RDG 4000 for elementary licensure candidates, that will emphasize performance-based and field-based learning experiences.
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RDG 3111 - Emergent Literacy K-3
Credits: 3
Prerequisite(s) or Corequisite(s): EDU 2111 or ECE 2100 or SED 2200
Description: This K-3 literacy course focuses on language arts components of emergent literacy development, including oral language development, listening, phonological and phonemic awareness, the alphabetic principle, high frequency vocabulary development, decoding, spelling, and writing development, and fluency development. Instructional strategies and assessment techniques that support the acquisition ofliteracy, current approaches in teaching emergent readers, and materials used in literacy instruction are also covered.
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RDG 3120 - Developing Print Literacy: Preschool-Grade 3
Credits: 3
Prerequisite(s): RDG 3110: and junior standing
Corequisite(s): ECE 3150, ECE 3160
Description: Standards-based instructional techniques for literacy in a balanced literacy program, preschool- grade 3, are built on a foundation of oral language development. The focus of this course is on instruction which enables children to develop the skills, concepts, and attitudes necessary for greatest success in becoming proficient readers and writers. Diverse student populations are addressed when selecting instructional approaches and designing materials for literacy development. The content of this course is practiced in the field experience course, ECE 3160, shared with a planning and management course that is taken concurrently.
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RDG 3150 - Middle School Instructional Reading and Writing Strategies
Credits: 4
Prerequisite(s): EDS 3110 and EDS 3120 or Permission of instructor
Description: This course focuses on the instructional strategies available to the middle school teacher. Emphasis is placed on using an integrated reading and writing approach to the middle school academic core. Extensive practice will be done in writing interdisciplinary thematic units that are developed around compelling personal and social issues for the middle school student.
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RDG 3222 - Teaching Elementary School Writing
Credits: 3
Prerequisite(s): RDG 3111 or RDG 3110
Corequisite(s): RDG 3333, RDG 3335
Prerequisite(s) or Corequisite(s): EDU 3444; EDU 3445
Description: This course focuses on components of K-6 developmental writing programs that develop 21st century writing abilities for diverse learners. Topics include professional knowledge of writing as a sociolinguistic process, with application to lesson design, assessment methods, and effective feedback that build upon K-6 students’ strengths and needs. Teacher candidates implement these practices in the co-requisite field experience.
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RDG 3280 - Teaching Content Literacy Skills
Credits: 3
Prerequisite(s) or Corequisite(s): EDS 3210 and EDS 3240 or MUS 3351 or MUS 4361 or HPS 3400 and HPS 3410 or HPS 3500 and HPS 3510.
Description: This course is for students seeking educational licensure in a K-12 or Secondary content area. Course content and objectives prepare teacher candidates to develop students’ ability in reading, writing, speaking, viewing, and listening. Teacher candidates acquire literacy tools, including assessment strategies, to scaffold content instruction for diverse learners. Literacy strategies are applied to positively impact student content learning.
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RDG 3333 - Intermediate Literacy 4-6
Credits: 3
Prerequisite(s): RDG 3110 or RDG 3111
Corequisite(s): RDG 3222, RDG 3335
Prerequisite(s) or Corequisite(s): EDU 3444, EDU 3445
Description: This course focuses on literacy instruction for the intermediate grades 4-6. This course addresses several key areas: intermediate identities and literacies, effective reading and learning practices, expanding comprehension, teacher and student assessment of literacy development, learning strategies, vocabulary knowledge, and literacy in the content areas. An additional focus is matching assessed student abilities and needs to appropriate instructional models and curricular content.
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RDG 3335 - Field Experience: K-6 Literacy
Credits: 1
Prerequisite(s): RDG 3110 or RDG 3111
Corequisite(s): RDG 3222, RDG 3333
Prerequisite(s) or Corequisite(s): EDU 3444, EDU 3445
Description: This field placement involves 45 hours in an elementary school classroom. Teacher candidates apply knowledge of reading and writing development to observe and practice organizing a comprehensive plan of instruction throughout the content areas based on assessment of student abilities, appropriate instructional methods and required curriculum. Students apply a growing repertoire of various instructional models that range from general classroom structure to explicit skill teaching. This course is a field experience taken concurrently with RDG 3222 and RDG 3333.
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RDG 3530 - Foundations of Language and Literacy for English Language Learners in Elementary Classrooms
Credits: 3
Prerequisite(s): RDG 3110 or permission of instructor
Description: This course in language acquisition theory and language and literacy instructional techniques is designed to extend the elementary teacher candidate’s knowledge of literacy instruction to English language learners. Teacher candidates learn how to develop language and literacy of the English language learners in their elementary classrooms.
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RDG 4000 - Literacy Instruction in Grades K-6
Credits: 3
Prerequisite(s): RDG 3110, EDU 3640, EDU 3650
Corequisite(s): EDU 4100, EDU 4105
Description: In this course, teacher candidates will extend and apply various components of a K-6 developmental reading program for balanced literacy instruction. They develop and implement instructional plans, materials, and assessment techniques with emphasis on reading and writing standards to succeed in the literacy development of diverse learners. The content of this course provides teacher candidates the opportunity to practice theoretical concepts through structured observations, teaching assignments, and assessment techniques in conjunction with a language arts methods course.
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RDG 4222 - Perspectives on Literacy: Variable Topics
Credits: 3
Prerequisite(s): RDG 3111
Prerequisite(s) or Corequisite(s): RDG 3222, RDG 3333, RDG 3335
Description: This course focuses on expanding traditional definitions and conceptions of literacy in order to teach to the evolving needs of diverse populations. Expanded notions of literacy include: Digital literacies, disciplinary literacy, visual literacy, out-of-school literacies, and translanguaging. This course is intended to challenge the scope of teacher candidates’ literacy knowledge and perceptions for the purpose of establishing a positive and broadened perspective of teaching and learning with expanding best practices. Teacher candidates examine the various roles of teachers, learners and literacy from global perspectives in order to further develop their teaching identities.
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RDG 4250 - Literacy Assessment: Theory and Practice
Credits: 4
Prerequisite(s): RDG 3120 or RDG 3280 or RDG 4000, or Permission of instructor
Description: In this course teacher candidates will learn how to assess student literacy development from grades pre-K-12. They learn to administer and interpret appropriate assessment instruments and use the results to write instructional plans designed to further literacy development for a diverse population of students.
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RDG 4333 - Individual Assessment and Instruction in Literacy
Credits: 3
Prerequisite(s): RDG 3111
Prerequisite(s) or Corequisite(s): RDG 3222, RDG 3333, RDG 3335
Description: In this course, the focus is on working one-on-one with a K-6 student in a field setting to collect, examine, and interpret that student’s assessment data in order to provide data-based instruction in conjunction with standards. Working with one student to practice giving assessments, planning, and delivering literacy instruction based on student strengths and weaknesses provides the opportunity for an in-depth understanding of the teach-assess-adjust cycle. Collaborative work with peers and other professionals assists with skill development in aligning assessment data and literacy instruction with content.
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RDG 4444 - Accountability in Whole Class Literacy Assessment
Credits: 3
Prerequisite(s): RDG 3222, RDG 3333, RDG 3335, EDU 3550, EDU 3666, EDU 3665, EDU 4011, EDU 4015
Corequisite(s): EDU 4115 or CLD 4115
Description: This course focuses on collecting and interpreting whole class assessment data in order to plan literacy instruction. Topics include how state and federal legislation affect literacy instruction, as well as methods for differentiating literacy instruction. Collaborative planning as part of an educational team is a further focus. Application of this course content will be in the partnering residency.
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RDG 4550 - Current Literacy Issues: Variable Topics
Credits: 1-3
Prerequisite(s): RDG 3120 or RDG 3280 or RDG 4000 or Permission of instructor
Description: This variable topics/variable credit course will enable students to pursue an in-depth study of one or more literacy issues that are not covered to a great extent in other reading courses.
Note: Course may be repeated for credit for different topics.
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RDG 4970 - Teaching of Psychology
Credits: 3
Prerequisite(s): Fifteen semester hours of psychology and junior or Senior standing, psychology major or minor
Description: This course provides intensive experience as an undergraduate teaching assistant under close faculty supervision. The experience includes lecture/seminar meetings and additional hours of application each week. During the seminar portion of the course, students will learn about preparing a learning environment, performing textbook selection, and writing materials required for teaching. Students will also be given guidance on job/graduate school preparation.
Note: Students may take the course only once for credit but may later do a two-credit independent study with a different supervising professor.
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Recreation Professions |
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RECR 1870 - Introduction to Recreation and Park Services
Credits: 3
Description: This course provides an overview to recreation and park services, including career opportunities. Philosophy, history, leisure education, and the interrelationships among governmental, institutional, voluntary, and commercial/private recreation and park agencies are discussed.
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RECR 2010 - Play Across Cultures
Credits: 3
Prerequisite(s): ENG 1009, ENG 1010, ENG 1020, or ENG 1021
Description: This course is designed to teach students about global cultures through an examination of play and play behavior throughout the world. It will review similarities and differences in play in societies outside the U.S., with particular attention to industrialization, gender, and socio-economic influences. A historical review of play theories will provide context to understanding current relationships between play and diverse societies.
General Studies: Social and Behavioral Sciences I, Global Diversity
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RECR 2110 - Recreation Leadership Skills and Techniques
Credits: 4
Description: This course is designed to develop and enhance recreation leadership skills used in the delivery of recreation and park services.
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RECR 2210 - Managing Outdoor Recreation Programs
Credits: 3
Description: This course provides an overview to managing outdoor recreation programs, including organized camping, adventure programs, trip programs, and challenge courses. Program development and administrative issues are highlighted.
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RECR 2330 - Advocacy, Leisure, and the Aging Adult
Credits: 3
Description: This course studies the impact of advocacy and social action programs for the aging adult. Discussions include issues at the local, state, and national levels and their implications for recreation programs. Students will have the opportunity to become involved with community advocacy programs.
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RECR 2730 - Sport in Society
Credits: 3
Prerequisite(s): SM 2050
Prerequisite(s) or Corequisite(s): ENG 1020
Description: This course will examine the relationship of sport to society, using social theory and historical perspectives. The course emphasizes the impact of sport on American culture.
Note: Credit will be granted for only one prefix: SM or RECR.
General Studies: Social and Behavioral Sciences II
Cross Listed Course(s): SM 2730
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RECR 3330 - Introduction to Therapeutic Recreation Services
Credits: 3
Prerequisite(s) or Corequisite(s): RECR 1870 or permission of instructor
Description: This course surveys the recreation needs of individuals with disabilities. It provides an overview to therapeutic recreation services, including those in both health-care agencies and community-based settings.
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RECR 3430 - Program Development in Therapeutic Recreation
Credits: 3
Prerequisite(s): RECR 3330
Description: This course focuses on applying programming concepts including conceptualization, planning, implementation, and evaluation of comprehensive and specific therapeutic recreation services. Equipment, program modifications, and adaptations are discussed.
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RECR 3530 - Techniques in Therapeutic Recreation
Credits: 4
Prerequisite(s): RECR 3330
Description: This course will examine tools, techniques, and procedures utilized in the delivery of therapeutic recreation services. Assessment, individual treatment plans/program plans, documentation, and community integration skills are discussed. Application of content to practice in the field is required.
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RECR 3840 - Design and Maintenance of Recreation and Park Resources
Credits: 4
Prerequisite(s) or Corequisite(s): RECR 1870 or permission of instructor
Description: This course examines the planning, design, and maintenance of recreation facilities and equipment, including recreation centers, sports areas, parks and open space, aquatic areas, and commercial recreation facilities.
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RECR 3870 - Internship Seminar for Recreation and Park Professions
Credits: 2
Prerequisite(s): RECR 3970 or Permission of instructor
Description: The course prepares the recreation major for an internship placement in the recreation and parks field. Topics include goal setting, agency identification, supervisor qualifications, professional certification, ethics, professional development, time management, philosophy, and financial issues.
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RECR 3930 - Contemporary Issues in Recreation and Parks: Variable Topics
Credits: 1-3
Description: This is a variable titled course focusing on a variety of contemporary issues impacting the recreation and park field.
Note: This course cannot be repeated for credit under a similar title.
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RECR 3970 - Practicum in Recreation, Parks, or Therapeutic Recreation
Credits: 3
Prerequisite(s): RECR 2110 or Permission of instructor
Description: This is a 90-hour, structured practical experience working in recreation, parks, or therapeutic recreation. The course allows students to apply concepts learned in the classroom and to explore career opportunities. This experience will be under the supervision of an agency professional and an MSU Denver faculty member.
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RECR 3980 - Internship in Recreation Professions
Credits: 1-15
Prerequisite(s): Major in Recreation Professions; junior or senior status; permission of instructor
Description: Supervised by a faculty member within the major department, internships provide practical, hands-on experience in a professional field related to the major. Internship placements must be established prior to enrollment in this course in consultation with the Applied Learning Center.
Internship requirements vary by department. For information and instructions on finding and enrolling in an internship, contact the Applied Learning Center at 303-615-1333 or internships@msudenver.edu.
Note: Variable Credit
Course Revised July 3, 2018
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RECR 3990 - Field Experience in Recreation and Park Professions
Credits: 1-3
Prerequisite(s): Permission of instructor
Description: This course provides the student with an opportunity to gain practical experience in recreation and parks, including settings such as recreation centers, resorts, private clubs, nonprofit organizations, hospitals and health-care organizations, specialized sports facilities, and outdoor areas.
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RECR 4030 - Issues and Trends in Therapeutic Recreation
Credits: 3
Prerequisite(s): RECR 3330
Description: This course focuses on contemporary issues impacting the profession in therapeutic recreation and includes topics such as standards of practice, ethical guidelines, credentials, philosophies, training and competency, reimbursement and research initiatives.
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RECR 4110 - Program Development in Recreation Services
Credits: 3
Prerequisite(s): RECR 1870, RECR 2110, RECR 3970; or Permission of instructor
Description: This course prepares students to develop effective recreation programs in diverse settings, including urban, public, private and volunteer agencies.
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RECR 4130 - Administration of Recreation and Park Services
Credits: 3
Prerequisite(s): RECR 1870, RECR 2110, RECR 3970; or Permission of instructor
Description: This course provides knowledge of the principles and practices required for the management of recreation and park agencies. Topics include personnel management, fiscal management, legal aspects, computer applications, evaluation, and research.
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RECR 4150 - Advanced Techniques in Therapeutic Recreation
Credits: 4
Prerequisite(s): RECR 3330, RECR 3530; or Permission of instructor
Description: This course focuses on intervention techniques applicable to the leadership of therapeutic recreation. Individual and group facilitation techniques are discussed, including the development of a leisure-education program. Opportunities for involvement in clinical or community- based therapeutic recreation programs will be provided.
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RECR 4550 - Aquatic Management
Credits: 3
Prerequisite(s): Permission of instructor
Description: This course emphasizes the development, organization, and management of diverse aquatic programs and facilities. Course content includes topics for certifications, including Certified Pool Operator.
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RECR 4630 - Recreation Programs for the Older Adult
Credits: 3
Prerequisite(s): At least junior standing
Description: This course studies the role of recreation and leisure services as they relate to understanding the needs of services for the older adult. Emphasis will be on recreation planning in senior centers, skilled nursing facilities, day-care centers and long-term care facilities.
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RECR 4790 - Applied Research and Evaluation
Credits: 2
Prerequisite(s): RECR 4130
Corequisite(s): RECR 4890
Description: This course provides students with the opportunity to learn and practice applied research and program-evaluation skills in conjunction with their internship.
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RECR 4810 - Grants and Grant Writing in the Health Professions
Credits: 3
Description: This course provides the student in the health professions with an understanding of funding sources, resources to locate funding agencies, and the grant writing process. Students will write a grant proposal for a community agency.
Note: Credit will be granted for only one prefix: RECR or HON.
Cross Listed Course(s): HON 4810
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RECR 4850 - Advanced Administration and Evaluation
Credits: 3
Prerequisite(s) or Corequisite(s): RECR 4130
Description: This course provides an intensive opportunity to develop administrative skills necessary in both recreation management and therapeutic recreation settings. Topics include research and evaluation methodologies with a focus on applied concepts, marketing through traditional and social media approaches, and sources of funding through bonds, partnerships, sponsorships and grants.
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RECR 4890 - Internship in Recreation, Parks, or Therapeutic Recreation
Credits: 10-14
Prerequisite(s): Recreation Professions major, senior standing, completion of core and concentration area courses, minimum 2.75 GPA, completion of General Studies requirements
Description: This course is designed to provide the recreation major with an intensive practical experience in the field of recreation, parks, or therapeutic recreation. Students must complete a minimum of 12 weeks with 480 clock hours at their agency for 10 credits. Each additional credit requires 40 more clock hours and 1 additional week at their agency for a maximum of 640 clock hours over 16 weeks.
University Requirement(s): Senior Experience
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Restaurant Management |
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RST 1550 - Food Fundamentals
Credits: 3
Description: The fundamentals of food are explored through visual and sensory analysis. Food identification, selection and sourcing are explored through demonstrations, videos, and kitchen tours of the Hospitality Learning Center. Course activities utilize food and kitchen vocabulary vital to a professional food service manager. The principles of food safety and sanitation and their relationship to the daily operations of food service are integrated throughout the course. ServSafe Food Handler Certification is achieved by each student during this course.
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RST 2550 - Food Preparation and Science
Credits: 3
Prerequisite(s): HTE 1533 or RST 1550
Description: This course is designed to introduce students to properties of foods and changes that occur during preparation. Students will learn basic skills in food preparation and presentation while implementing food safety and sanitation standards. Students will conduct quality tests on prepared food and use data to evaluate the appearance, composition, taste, tenderness and selection of food products.
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RST 3530 - Healthy International Cooking
Credits: 3
Description: In this course, students explore the culinary history and development of cuisines from global cultural perspectives, and examine the elements of food flavors through the exploration of the nutritional value of food. Students will experience cuisines from worldwide regions utilizing authentic ingredients and tools for preparation and service. The principles of healthy cooking and nutrition will be employed and applied to food types to include the demonstration of cooking with less fat and less salt. Students develop and analyze healthy cooking techniques for international recipes and menus. An emphasis is placed on the influences that have developed cultural traditions, taboos and dining etiquette as practiced by the global populations. Students will also earn the ServSafe Food Handler’s Certificate, and review the basics of proper kitchen sanitation.
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RST 3540 - Baking and Pastry
Credits: 3
Prerequisite(s): HTE 1603 or RST 2550
Description: This course introduces students to the fundamentals of baking and pastry production. The focus is on mixing methods, leavening, baking science, terminology, equipment, ingredients, weights and measurements, formula conversion and costing of recipes. The students will successfully and consistently produce saleable items and will have the opportunity to act in a supervisory role while in this course.
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RST 3550 - Food Production and Service
Credits: 3
Prerequisite(s): HTE 1603 or RST 2550
Description: In this course, students learn the proper use of quantity food equipment and tools, menu planning, nutrition and health, measurement and recipe conversions, yield tests, food costing, cooking principles and techniques, basic baking techniques religious and vegetarian menu options, plate design and table service techniques. The student will be introduced to the various cooking methods of fruits and vegetables, meats, poultry, seafood, dairy, egg products and baked goods. Students complete the classroom experience with hands on experiential learning in our live restaurant environment.
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RST 3600 - Cost Controls for Food & Beverage
Credits: 3
Description: This course develops the skills for a manager of food and beverage operations in the hospitality or health care industries. Procurement, preparation and service to final accountability of sales and costs are covered.
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RST 4100 - Applied Restaurant Operations
Credits: 3
Prerequisite(s): HTE 2015 or BVG 2015; HTE 2613 or RST 3550; and HTE 3603 or RST 3600
Description: This course provides an applied learning environment in a restaurant laboratory. Students practice all the duties of restaurant operations from menu and theme concept development to planning, equipping, purchasing, budgeting, and control of food and beverage service. Students practice leadership and management skills in the operation of a full service restaurant where responsibilities include: organization, staffing, training, marketing, customer service, and development of service standards and menus.
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RST 4500 - Concept Development for Restaurants
Credits: 3
Prerequisite(s): HTE 2015 or BVG 2015 and HTE 3603 or RST 3600
Description: This course provides the student with the ability to conceptualize and create a business plan for a restaurant concept. Students build concepts based on local health, liquor and zoning regulations, using real property as a basis to create their concepts. Students can expect to gain knowledge of all the duties of a restaurant business plan, including theme concept development, menu engineering, floor plan design, equipment needs, beverage program development, budgeting, and estimate costs of food and beverage service. Students also define market demographics, and create a competition analysis.
University Requirement(s): Senior Experience
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Secondary Education |
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EDS 1001 - Educational (In)Equality in the 21st Century
Credits: 3
Description: The purpose of this course is to introduce historical, sociological, and cultural principles that account for school experiences of diverse groups in public education. Students learn how issues of multicultural education interact with communities and schools. Students examine issues of race, class, gender, sexuality, ability, language, and the intersections between these categories in educational settings. This course includes a service learning component in which students apply the material from class in an educational setting and critically reflect on their service experience. (Service Learning)
General Studies: Social and Behavioral Sciences II
University Requirement(s): Multicultural
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EDS 2680 - Portfolio Development Workshop
Credits: 1
Description: Students learn to identify, analyze, discuss, and document learning gained through experience. Students integrate prior experiential learning with current educational needs and goals. Basic principles of adult learning and developmental theory are introduced as they apply to the student’s experience. Students will prepare a prior-learning portfolio. Those who are interested may develop this portfolio into an application for credit for prior learning.
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EDS 3000 - Education, Culture & Politics: A Puerto Rican Perspective
Credits: 3
Description: This course focuses on the history, culture, educational and political systems of the island of Puerto Rico. Several class sessions will be held in Denver to discuss the before mentioned issues. The study abroad trip to Puerto Rico will include visiting and observing K-12 schools (public, private, urban and rural) to gain an understanding of the offerings, philosophies of education, accessibility and/or diversity issues at said schools. The influence of politics will also be highlighted as one of the connecting threads of the life and culture of Puerto Rico.
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EDS 3130 - Foundations of Educational Psychology and Philosophy
Credits: 4
Prerequisite(s): Satisfactory completion of General Studies requirements in Social and Behavioral Sciences I; at least sophomore status
Corequisite(s): EDS 3140
Description: Teacher candidates in this course will explore psychological and philosophical theories of education as they apply to secondary classrooms. Candidates will investigate four questions essential to future teachers: 1) Why do we have schooling? 2) How do people learn? 3) Who decides what and how students are taught? and 4) What do teachers do? Candidates address these questions by making connections between the fields of developmental psychology, educational philosophy, social policy, and school governance. Teacher candidates will demonstrate their understanding of these essential questions by articulating their educational philosophy and creating learning designs grounded in theory and best practices. This course -informed by current research on cognition, motivation, and culture -is designed to promote a deeper understanding of the rewards and challenges associated with becoming an effective teacher. Finally, this course requires concurrent enrollment in EDS 3140, a 60-hour field experience in a diverse middle or high school where candidates are prompted to apply these theories within classroom settings.
General Studies: Social and Behavioral Sciences II
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EDS 3140 - First Field Experience in Secondary Education
Credits: 1
Prerequisite(s): Completion of General Studies requirements in Written Communication, Oral Communication, and Quantitative Literacy; and sophomore standing.
Corequisite(s): EDS 3130
Description: This course provides the teacher candidate with an opportunity to apply theory to practice in order to make appropriate decisions in multicultural urban secondary schools under the guidance of an experienced classroom teacher. During this sixty-hour field placement, teacher candidates are introduced to practices of schooling. They complete projects and performance tasks demonstrating developing proficiency toward performance-Based Standards for Colorado Teachers.
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EDS 3150 - Issues in Multicultural Education in Urban Secondary Schools
Credits: 3
Prerequisite(s) or Corequisite(s): EDS 3140 or EDS 3240 or MUS 3351
Description: This course develops cultural awareness and a multicultural framework for viewing classroom interactions and curricula. It addresses racial and ethnic inequality and social stratification as primary lenses for understanding and analyzing the socially constructed concepts related to human diversity (race, ability, age, ethnicity, gender identity/expression, religion, sexual orientation, and socioeconomic status) and the relationship of these social constructs to the school setting. Emphasis is placed on the roles teachers as decisionmakers play in meeting educational needs of learners from diverse backgrounds. Teacher candidates will examine values, beliefs, traditions, identities and contributions of African Americans, Asian Americans, Hispanic Americans, and/or Native Americans. This course requires previously completion of or concurrent enrollment in a field experience: EDS 3140, EDS 3240, or MUS 3351.
General Studies: Social and Behavioral Sciences I
University Requirement(s): Multicultural
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EDS 3200 - Educational Psychology Applied to Teaching
Credits: 3
Prerequisite(s): EDS 3110 and EDS 3120, or permission of instructor; and completion of General Studies requirements in Written Communication, Oral Communication, and Quantitative Literacy.
Description: This course provides an emphasis on making appropriate decisions to meet the developmental needs of diverse children, with special focus on children in middle and high school. The teacher candidate develops professional teaching skills needed to establish an effective classroom group and to integrate participation of other school professionals and parents in meeting student needs. Students apply theory to educational practice as they investigate psychosocial, cognitive, and moral development; student characteristics; assessment; learning theories; student motivation; and classroom management.
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EDS 3210 - Classroom Management, Planning, and Assessment in Secondary Schools
Credits: 3
Prerequisite(s): EDS 3130, EDS 3140
Corequisite(s): EDS 3240
Prerequisite(s) or Corequisite(s): EDS 3150
Description: Teacher candidates synthesize content knowledge, educational theories and pedagogy into standards-based instruction. An Assessment Cycle approach is used to develop an outcomes-based model of teaching and learning. Teacher candidates plan lessons and units integrating Colorado’s Model Content Standards in their endorsement areas, integrating literacy, mathematics, and technology. They investigate a variety of approaches to classroom management and learn to differentiate instruction to meet the needs of diverse groups of learners.
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EDS 3240 - Field Experience: Classroom Management, Planning and Assessment in Secondary Schools
Credits: 1
Prerequisite(s): EDS 3130, EDS 3140
Corequisite(s): EDS 3210
Description: This course integrates content knowledge, educational theories and pedagogy in a 60-hour, standards-based field experience in a secondary school. Field placements are arranged by education faculty. Teacher candidates apply the principles of teaching and classroom management in making appropriate decisions for diverse learners. This course requires concurrent enrollment in EDS 3210. (Service Learning)
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EDS 3960 - Field Experience in Teaching Science in Secondary Schools
Credits: 1
Prerequisite(s): EDS 3210, EDS 3240
Corequisite(s): SCI 3950
Description: This 60-hour field experience provides opportunities to develop teacher candidates’ professional and pedagogical skills in a science classroom. In coordination with the classroom teacher, teacher candidates design and implement science content lessons, prepare for and supervise laboratory investigations, and adjust science instruction for students with diverse needs. Course assignments and evaluations are designed to help teacher candidates become reflective practitioners. Field placements will be arranged by MSU Denver faculty in collaboration with local schools.
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EDS 4290 - Student Teaching and Seminar: Secondary 7-12
Credits: 6,12
Prerequisite(s): Completion of all requirements of the teaching major and the Secondary Education Program; initial sign-off on program requirements (e.g., teacher work sample/portfolio) by faculty advisor
Description: This is a supervised, full-time, 16-week student teaching experience in an accredited public or private secondary school, providing increasing responsibility for the instruction, assessment, and supervision of an identified group of learners, 7-12 grade levels. Regularly scheduled observations and 10 hours of seminars conducted by an appointed college supervisor are part of the student-teaching requirement. Teacher candidates must complete a teacher work sample and be rated as proficient in all Performance-Based Standards for Colorado Teachers to receive MSU Denver’s recommendation for teacher licensure.
Note: Students enrolled for 12 credits spend 16 weeks full-time in a single placement. Only students needing two student-teaching placements and seeking K-12 special education, linguistically diverse or second endorsement enroll for EDS 4290 for 6 credits and spend 8 weeks full-time in the EDS 4290 placement.
University Requirement(s): Senior Experience
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SCI 2610 - Integrated Natural Science I
Credits: 3
Prerequisite(s): Minimum performance standard scores on reading and writing pre-assessments and MTH 1610 or equivalent
Description: The course examines the nature of energy and matter, their interactions and changes, and the application of fundamental scientific concepts to the study of our natural world. These concepts are explored through hands-on laboratory experiments that focus on basic physics and chemistry principles.
General Studies: Natural and Physical Sciences
Guaranteed Transfer: GT-SC1
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SCI 2620 - Integrated Natural Science II
Credits: 3
Prerequisite(s): Minimum performance standard scores on reading and writing pre-assessments and MTH 1610 or MTH 1080 or equivalent
Description: The course examines the application of fundamental scientific principles, such as the Conservation of Mass and Energy, to Earth systems. Systems to be studied include: the hydrologic and geologic cycle; ecosystem structure and development; atmospheric processes and terrestrial systems. These concepts will be explored through hands-on laboratory experiments, which focus on basic physics and chemistry principles.
General Studies: Natural and Physical Sciences
Guaranteed Transfer: GT-SC1
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SCI 3950 - Teaching Science in Secondary Schools
Credits: 3
Prerequisite(s): EDS 3210, EDS 3240
Corequisite(s): SCI 3960
Prerequisite(s) or Corequisite(s): RDS 3280
Description: This course explores the nature of science and inquiry in preparation for teaching science in a secondary school environment. Teacher candidates learn to choose, develop, implement, and evaluate curriculum based upon student characteristics, understanding of how people learn science, and state and national content standards. Student assessment, safety, and professional development are also emphasized.
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SCI 3960 - Field Experience in Teaching Science in Secondary Schools
Credits: 1
Prerequisite(s): EDS 3210, EDS 3240
Corequisite(s): SCI 3950
Prerequisite(s) or Corequisite(s): RDG 3280
Description: This 60-hour field experience provides opportunities to develop teacher candidates’ professional and pedagogical skills in a science classroom. In coordination with the classroom teacher, teacher candidates design and implement science content lessons, prepare for and supervise laboratory investigations, and adjust science instruction for students with diverse needs. Course assignments and evaluations are designed to help teacher candidates become reflective practitioners. Field placements will be arranged by MSU Denver faculty in collaboration with local schools.
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SWK 1010 - Introduction to Social Work: Overview of Contemporary Issues
Credits: 3
Prerequisite(s): ENG 1010, ENG 1020
Description: This course is designed to introduce students to the various issues affecting societies around the globe. Students will acquire a comprehensive overview of the interaction between persons and their environments that can enhance or impair human development. Students will acquire a foundation of knowledge and increased awareness of many common social issues and will have an increased awareness of the various approaches to empower minority and majority individuals, families and communities. The course provides an overview of the settings in which social workers practice, the populations they encounter, the social problems they address, and the interventions they utilize.
Note: Credit will be granted for only one prefix: HON or SWK.
General Studies: Social and Behavioral Sciences II
Cross Listed Course(s): HON 1014
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SWK 1020 - Introduction to Agency Experience
Credits: 1
Prerequisite(s) or Corequisite(s): SWK 1010 or permission of instructor
Description: This course introduces students to social work roles in social service agencies. Concurrent volunteer experience in a social work agency is required.
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SWK 1600 - Community Engagement and Civic Responsibility
Credits: 3
Prerequisite(s): ENG 1010
Description: This course focuses on providing a service learning experience by giving students real-world learning experiences that enhance their academic and civic learning while providing community engagement and promoting the public good. Lectures, readings and discussions are integrated with a required 90 hours of service at a community organization. Students will participate in a 3 week introduction to service learning and the role of student learner within the agency context, prior to beginning the service learning experience. Students will reflect on social justice issues, analyze socioeconomic and political factors that affect their communities and apply their reflection and learning to their personal and professional development. (Service Learning)
General Studies: Social and Behavioral Sciences II
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SWK 2010 - Quantitative Thinking
Credits: 2
Prerequisite(s) or Corequisite(s): SWK 1010 and SWK 1020
Description: In this course the student will learn to apply introductory statistics as it is relevant to and used by social work professionals. The student will learn statistical tests relevant to research informed by practice and practice informed by research. The student will interpret the results of statistical tests and develop an understanding of what those results mean to at-risk and oppressed populations served by social workers. Students will further learn basic skills for critiquing journal articles for statistical tests used.
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SWK 2150 - Social Work: The Helping Process
Credits: 3
Prerequisite(s): SWK 1010 or permission of instructor
Description: This course will discuss social work as a helping process from a beginning social work perspective. The basic components of social work with diverse individuals and groups will be examined, including observation, assessment, communication, and intervention. Avoiding professional burnout will be discussed.
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SWK 2160 - Record Keeping in Public and Private Agencies
Credits: 1
Prerequisite(s): SWK 1010 or permission of instructor
Description: This course is designed to assist beginning and generalist social workers and other professionals with client and agency record keeping. A full range of records used by social workers and other agency staff will be presented. A balanced view of accountability, efficiency, and privacy will be illustrated through numerous examples and writing exercises.
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SWK 3000 - Applied Legal Issues in Social Work
Credits: 1
Description: This course will examine the legal basis for social work practice. It will apply specific laws that govern social work practice in a variety of service delivery areas.
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SWK 3010 - Social Work Practice with Children and Youth
Credits: 3
Prerequisite(s): ENG 1010; ENG 1020
Description: This course examines how social workers may work effectively with children and youth in a variety of social service settings. This course examines the developmental needs and rights of children and youth, and issues that may emerge in young people’s ecological contexts. Students will utilize the social wok generalist intervention model to examine best practice approaches with this population.
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SWK 3020 - Case Management Practice
Credits: 3
Prerequisite(s): ENG 1010; ENG 1020
Description: Case management is a foundational practice within the field of social work. Case management is a process involving the assessment, intervention plan, implementation, and monitoring of services in a variety of social service organizations. The process enables social workers to coordinate services for clients across systems addressing multiple needs. This course will take students through the entire case management process from intake through monitoring to termination.
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SWK 3030 - Social Work with Older People
Credits: 3
Prerequisite(s): ENG 1010; ENG 1020
Description: This course focuses on social work practice with older adults and their families. The course examines the social context of aging, the aging process, accompanying changes, and the impact on older persons and their families. Emphasis is also on the nature of support systems and the social work role in sustaining and enhancing functioning and well-being.
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SWK 3040 - Creative Approaches to Change
Credits: 3
Prerequisite(s): ENG 1010; ENG 1020
Description: This course will examine social work interventions that utilize creativity and innovation to facilitate change at micro, mezzo, and macro levels. Creative modalities such as art, drama, music, writing, physical activities, and other innovative practices will be examined for their utility in creating social change. This course will examine how selected social work issues have been addressed using creative modalities.
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SWK 3050 - Human Behavior in the Social Environment I
Credits: 3
Prerequisite(s): General Studies requirements; Admitted to major
Prerequisite(s) or Corequisite(s): SWK 3410
Description: This course explores bio-psycho-social theories of human behavior and development, with a focus on development from infancy to adolescence. This course pays particular attention to culture and diversity, social justice, and empowerment within an ecological context.
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SWK 3060 - Human Behavior in the Social Environment II
Credits: 3
Prerequisite(s): SWK 3050
Description: This course explores bio-psycho-social theories of human behavior and development, with a focus on development from adolescence to later life. This course pays particular attention to culture and diversity, social justice, and empowerment within an ecological context.
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SWK 3070 - Environmental Justice in Social Work
Credits: 3
Prerequisite(s): ENG 1010; ENG 1020
Description: This course will examine how the environment relates to issues of social justice and inequality. Students will examine how environmental issues such as pollution, disasters, and waste sites disproportionately affect marginalized communities. This course examines urban, rural, and suburban spaces, as environmental issues shape individual and community well-being in each of these spaces. Issues of community organizing and activism are examined as tools for effecting change on these topics. Students will apply the generalist intervention model to issues of sustainability, and environmental protection and management.
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SWK 3080 - Social Work with Families
Credits: 3
Prerequisite(s): ENG 1010, ENG 1020
Description: This course will examine social work issues in contemporary families. Diverse family forms will be discussed from an ecological perspective. This course will utilize family theories to examine the roles that social workers play in supporting families using the generalist intervention model.
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SWK 3090 - Philosophy of Social Work
Credits: 3
Prerequisite(s): SWK 1010
Description: This course will examine the philosophical, ethical, and legal underpinnings of the social work profession. It addresses the ethics and values of the profession, models of ethical decision-making, and the application of reasoning and critical thinking to decision making. Students will discuss and explore legal, ethical and moral dilemmas and the legal obligations and challenges for social workers in practice.
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SWK 3100 - Child Welfare and the Law
Credits: 3
Description: This course will provide students with an overview of the legal framework for the delivery of child welfare services. It will include federal and state mandates relating to child-abuse prevention and treatment, adoption, and Indian Child Welfare. The role and processes of the court system will be discussed.
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SWK 3110 - Social Justice and Activism in the Chicana/o Community
Credits: 3
Prerequisite(s): CHS 1000
Description: This course is designed to provide in-depth sociological, historical and political analyses of community-based organizations, the process by which they originated, leadership styles, and information relative to their missions and functions within the Chicana/o community. Students will analyze theories regarding social change as they apply to social justice, activism and community organizing.
Note: Credit will be granted for only one prefix: CHS, HON, or SWK.
General Studies: Social and Behavioral Sciences II
University Requirement(s): Multicultural
Cross Listed Course(s): CHS 3100, HON 3101
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SWK 3120 - Privilege, Oppression, and Power
Credits: 3
Prerequisite(s): SWK 1010
Description: This course examines institutionalized oppression and responses to oppression. To prepare students for justice-oriented social work practice in a global environment, the course examines the perpetuation of privilege, structural and individual discrimination, and their impacts upon marginalized groups.
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SWK 3130 - Social Work and Criminal Justice Issues
Credits: 3
Prerequisite(s): ENG 1010; ENG 1020
Description: This course is designed to help prepare social workers for employment in criminal and juvenile justice settings with a focus on micro, mezzo and macro practice. The course provides students with understanding, awareness, and skills to engage as leaders in multi-disciplinary social work practice within both the criminal and juvenile justice systems advancing social, economic, and environmental justice. Students will be exposed to the policies affecting the larger issues of criminal justice reform, court procedure and process for both defendants and victims, as well as the various treatment and rehabilitation methods used by the system to address victim and offender interventions and treatments.
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SWK 3150 - Social Work and Child Maltreatment
Credits: 3
Description: This course will provide students with the basic knowledge of intervention and treatment in situations of child maltreatment. This course will be taught from a family-centered, culturally appropriate framework. Students will learn intervention models as currently practiced in county departments of social/human services.
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SWK 3200 - Social Work with Urban Families
Credits: 3
Description: This course will provide students with an overview of the community’s role in the prevention of child maltreatment. The course will be taught from an ethnically sensitive, family and community-centered practice framework. Students will learn about social issues and conditions that impact the safety and welfare of children, as well as intervention models currently proposed and/or in use locally and nationally that are intended to address these issues and ameliorate these conditions.
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SWK 3250 - Social Work and Developmental Disabilities
Credits: 3
Description: This course takes a life-span approach to issues related to children and adults with developmental disabilities, and their families. Students will learn the history of societal treatment of people with developmental disabilities, current trends, philosophies, and service delivery models. Students will also learn laws, regulations, and eligibility issues related to services in Colorado, and how to recognize their own biases and stereotypes about this population. The roles of beginning and generalist social workers in supporting people with developmental disabilities in the community will be presented.
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SWK 3300 - Social Work with Parents with Developmental Disabilities
Credits: 1
Description: This course focuses on the unique learning styles and challenges of adults with developmental disabilities as parents. The roles of beginning and generalist social workers will be applied to this population.
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SWK 3350 - Social Work Experience: Practice and Communication
Credits: 3
Prerequisite(s): General Studies requirements; Admitted to major
Prerequisite(s) or Corequisite(s): SWK 3410
Description: In this course, students will learn about the landscape of human and social services, including the types of agencies, variability of services offered, client populations served, and the role of the social worker in agencies. In addition to class meetings, students will complete 60 hours of volunteer service in a community-based agency under the guidance and supervision of agency personnel where they can integrate classroom learning with practical experiences. Through both course work and community-based volunteer service, students will develop their critical thinking and professional writing skills as required for social work practice and undergraduate social work education. There is an emphasis on deepening understanding, exercising critical thinking, and enhancing clarity and specificity of written communication.
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SWK 3400 - Leadership and Program Administration in Social Work
Credits: 3
Prerequisite(s): ENG 1010; ENG 1020
Description: Students will learn and practice leadership skills including how to motivate and engage people; resolve conflict; empower marginalized populations; create strategic plans; and publically speak to promote culturally sustaining, just and equitable change. Leadership theory and practice will inform student’s awareness and development of their own leadership styles and ethical application of leadership skills. Students will explore program administration through learning about program evaluation, management, basic budgeting and financing, and relevant legal issues.
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SWK 3410 - Generalist Practice I
Credits: 3
Prerequisite(s): General Studies requirements; Admitted to major; minor student
Description: Generalist Practice I provides foundational knowledge, values, and skills essential for Generalist Social Work Practice. Understanding the helping relationship is central to generalist practice with all client system levels (micro, mezzo, and macro). This course focuses on the importance of self-understanding, communication, basic interpersonal skills, relationship building, and maintenance. Generalist Practice I explores the meaning and development of professional use of self, provides students with opportunities to develop self-awareness related to personal beliefs and biases and how that may influence the client-worker relationship in work with diverse populations.
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SWK 3420 - Generalist Practice II
Credits: 3
Prerequisite(s): SWK 3410
Description: Generalist Practice II provides foundational mezzo and macro systems knowledge, values, and skills essential for Generalist Social Work Practice with diverse populations. Understanding the helping relationship is central to generalist practice with all client system levels (micro, mezzo, and macro). This course focuses on group work concepts including group development (planning and stages), group dynamics, group leadership, use of activity and programming, and conflict and difference. Generalist Practice II encompasses elements of how change occurs by studying the nature of organizations, macro skills and roles, and reviewing a change model.
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SWK 3450 - Mutual Aid Groups in Social Work
Credits: 4
Description: Mutual aid groups aimed at empowerment of clients are often part of generalist social work practice to promote growth and change with individuals, families, groups, communities, and organizations. Students will gain knowledge about types of groups, group leadership skills, and experience group process.
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SWK 3500 - Social Work Practice with LGBTQ People
Credits: 3
Prerequisite(s): ENG 1010; ENG 1020
Description: This course explores concepts and methods useful is assessing and addressing the strengths, developmental needs, and social issues pertinent to lesbian, gay, bisexual, transgender, queer (LGBTQ) as well as other sexual minority identities. Multiple levels of practice issues are explored, including individual, group, family, policy, and community. Concepts of oppression and privilege are explored as they relate to LGBTQ people’s experiences as well as experiences within LGBTQ communities.
Note: Credit will be granted for only one prefix: GWS or SWK.
Cross Listed Course(s): GWS 3500
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SWK 3600 - Gender in Social Work Practice
Credits: 3
Prerequisite(s): ENG 1010; ENG 1020
Description: This course examines social work practice from a feminist theoretical perspective. It examines issues of equality, social justice, policy and practice within a patriarchal society. This course examines how gender is produced and reproduced in contemporary society, and how gender matters for social work practice. Multiple levels of practice issues are explored, including individual, group, family, policy, and community. Concepts of oppression and privilege are explored as they relate to people’s gendered experiences.
Note: Credit will be granted for only one prefix: GWS or SWK.
Cross Listed Course(s): GWS 3600
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