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2019-2020 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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Criminal Justice and Criminology |
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CJC 3480 - Sex Crimes and Offenders
Credits: 3
Prerequisite(s): CJC 1010
Description: Students will examine the nature and etiology of the major categories of sex offenses. Students will also explore the criminal justice system’s responses to sex crimes and offenders, including investigation and prosecution of sex crimes. Students will evaluate federal and local sex offender legislation, as well as community supervision and reentry issues that face offenders. Students will also survey theoretical approaches to sex crimes and offenders.
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CJC 3490 - Serial Killers
Credits: 3
Prerequisite(s): CJC 1010
Description: Students will study the phenomenon of serial murders and other serial violent crimes in America. Students will examine the typology of serial killers and other violent serial offenders. Different and unique characteristics of male, female, and team serial killers will be discussed. An overview of theoretical explanations and causes of serial offending and/violent crimes will be analyzed. The social and political implications of studying serial killings will be studied, as well as how law enforcement and the legal system investigate and prosecute serial murderers.
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CJC 3710 - Women and the Law
Credits: 3
Prerequisite(s): GWS 1001 or CJC 1010 or Permission of instructor
Description: This course introduces students to basic concepts that define the relationship of women to the law. Students will learn about the historical conditions and legal perspectives that affect women’s rights in the U.S. This course deals specifically with women’s equal participation in citizenship, work, education, reproductive rights, and protection from violence.
Note: Credit will be granted for only one prefix: CJC, PSC, SOC or GWS.
Course Revised June 26, 2019
Cross Listed Course(s): GWS 3310, PSC 309J, SOC 365B
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CJC 3720 - Chicanos and the Law
Credits: 3
Prerequisite(s): CHS 1000 or CJC 1010 with a minimum grade of C
Description: The course offers the student a complex understanding of the laws and the legal system, and how they relate to individual Chicanos and Chicano community rights. The dynamics of difference, cultural conflict with respect to race, and issues concerning ethnicity will be examined.
Note: Credit will be granted for only one prefix: CJC or CHS.
University Requirement(s): Multicultural
Cross Listed Course(s): CHS 3200
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CJC 3800 - Federal Law Enforcement
Credits: 3
Prerequisite(s): CJC 1010 and CJC 2210 OR CJC/CYB 2500
Description: Students in this course will examine the United States federal law enforcement system by focusing on the various federal agencies and their relationships with the criminal justice system, including historic foundations and emerging issues. The relationships between federal and local/state/private law enforcement are presented within the context of administrative partnerships, collaborative efforts, and unified missions that pertain to domestic and international crime threats, homeland security collaborations, and delivery of services to include technological advances.
Note: Credit will be granted for only one prefix.
Cross Listed Course(s): HSP 3800
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CJC 3810 - Hate Crime
Credits: 3
Prerequisite(s): CJC 1010
Description: Students examine the historical and contemporary concept of hate crimes. Specifically students will examine the causes, manifestations, and consequences of crimes committed against people of color, sexual orientation, minorities, women, religious sects, and other marginalized groups. How hate crime is addressed and controlled through social, legal, and political methods is also explored.
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CJC 3820 - Study Abroad: Criminal Justice and Criminology
Credits: 3
Prerequisite(s): CJC 1010
Description: This is a variable topics course and involves study and visitation of distinct, selected international criminal justice systems. Students will have an opportunity to compare these systems to the Criminal Justice System in the United States through travel, site visits, and lectures about these comparative law enforcement, courts, prisons, gangs, and counterterrorism groups.
Note: This course may be repeated 3 times for a maximum of 9 credit hours. 6 of these credit hours may be used to fulfill CJC coursework.
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CJC 4050 - Criminal Justice Professional Seminar: Variable Topics
Credits: 3
Prerequisite(s): CJC 1010
Description: A variable titled course focusing on the synthesis of concepts and skills present in the criminal justice system. Designed to provide the criminal justice professional with theories and their application to criminal justice policy implementation.
Note: This course may be repeated for credit under different titles.
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CJC 4160 - Human Trafficking
Credits: 3
Prerequisite(s): GWS 1001, or AAS 1010, or CJC 1010, or HSP 1010, or SWK 1010; upper-division standing; or permission of instructor
Description: This course explores human trafficking on international and local levels. A review of multidisciplinary perspectives on labor and sex trafficking provides comprehensive understanding of this human rights issue. Students examine the tactics used by traffickers to recruit and control victims and the effects of abuse on victims. This course provides an overview of U.S. federal and local laws to curb trafficking, including federal Trafficking Victims Protection Act. Finally, students evaluate global and local efforts of the current anti-trafficking movement, including ways to be involved.
Note: Credit will be granted for only one prefix.
Cross Listed Course(s): AAS 4160, GWS 4160, HON 4160, HSP 4160, SWK 4160
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CJC 4220 - Criminal Justice and the Elderly
Credits: 3
Prerequisite(s): CJC 1010 with a minimum grade of C
Description: This course focuses on criminal justice issues related to the elderly as victims, elder abuse, neglect, elder crime prevention programs, old age and crime, elder crime patterns, aging prisoners, and rehabilitative programs. State agencies and other groups involved with crime and the elderly are examined. It is designed to provide a theoretical approach to criminal justice professionals in the application of criminal justice policy implementation.
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CJC 4230 - The Female Offender
Credits: 3
Description: This course examines the nature and causes of female criminality and the responses to female offending by all areas of the criminal justice system e.g. policing, courts and prisons. It blends an in-depth analysis of historical methods of addressing female criminality with an intersectional approach to finding solutions to modern-day problems that can influence criminality among girls and women such as intimate partner violence, poverty, mental illness, and the feminization of work. Topics will include gender norms, girl fights, women who kill, prostitution, human trafficking, women’s prisons and women on death row. The course will also address methods for correcting and preventing female criminality from an intersectional approach.
Note: Credit will be granted for only one prefix: CJC or GWS.
Cross Listed Course(s): GWS 4230
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CJC 4240 - Women and Violence
Credits: 3
Prerequisite(s): GWS 1001 or CJC 1010 or PSC 1020 or SOC 1010 or permission of instructor
Description: Students analyze key patterns and trends in violence perpetrated by and against women, with special focus on the diverse experiences of women in the United States. Students will investigate historical, contemporary, sociopolitical, and cross-cultural patterns in causal factors, perpetuation, prevention, intervention and treatment relative to violence and women. Topics will include sexual violence, domestic violence, family violence, cyber-violence, women in prison, women on death row, and women as victims of violence, among others.
Note: Credit will be granted for only one prefix: CJC, GWS, PSC, or SOC.
Cross Listed Course(s): GWS 4240, PSC 4240, SOC 4240
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CJC 4250 - Community Policing
Credits: 3
Prerequisite(s): CJC 1010 with a minimum grade of C
Description: This course examines the historical evolution and implementation of Problem and Community Oriented Policing. The roles of the police and community are analyzed. A case study approach is utilized in which students solve current community issues from a community and problem oriented policing perspective/approach.
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CJC 4260 - Crime and Criminal Justice in the Media
Credits: 3
Prerequisite(s): CJC 1010 with a minimum grade of C
Description: The course will examine the relationship between the mass media, crime and criminal justice with special emphasis placed on the social construction of crime and criminal justice. Other topics of inquiry will include the portrayal of crime and criminal justice in the entertainment and news media, the influence of the media on attitudes toward crime and justice, and the use of news media in the courts. Criminological theories and their relationship to how crime and criminal justice are reported in the media will also be discussed.
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CJC 4430 - Comparative Criminal Justice
Credits: 3
Prerequisite(s): CJC 1010
Description: Students engage in a survey of worldwide criminal justice philosophies, systems and practices. They also examine contemporary criminal justice organizations and legal systems in major and emerging nations.
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CJC 4650 - Ethics for the Criminal Justice Professional
Credits: 3
Prerequisite(s): CJC 1010
Description: This course offers an in-depth analysis of ethical issues which confront the criminal justice professional. It includes an examination of the issues of covert surveillance, regulation of morals, equity and fairness, “blowing the whistle,” and public interest versus private freedom.
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CJC 4700 - Capstone Seminar in Criminal Justice and Criminology
Credits: 3
Prerequisite(s): CJC 1010, Senior Standing
Description: This course is designed to provide criminal justice majors and minors with a capstone experience emphasizing integration of knowledge acquired in previous courses on the institutions, policies, and practices of criminal justice and criminology. The course seeks to synthesize learning with exercises that promote critical thinking, the application of theory, and the critique of current practices in criminal justice and criminology. Students will also be asked to verify their expertise through the completion of a senior project.
University Requirement(s): Senior Experience
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Culturally and Linguistically Diverse Education |
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CLD 2890 - Second Language Acquisition: K-12 Educational Implications
Credits: 3
Description: This course examines the intricate web of variables that interact in the process of acquiring a second language and the instructional implications for K-12 students. These variables include linguistic, cognitive, social, cultural, and political factors. The course will examine each of these factors and consider the educational implications of how they work together to foster or inhibit successful second language learning and academic success for second language learners in K-12 public schools.
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CLD 3290 - Literacy Development for Culturally and Linguistically Diverse Students K-12
Credits: 3
Description: This course in literacy development and instructional techniques is designed to extend elementary and secondary educators’ knowledge of literacy instruction to English language learners. Through this course students will gain a knowledge base which will enable them to develop the language and literacy of the culturally and linguistically diverse learners in their classrooms. Students will create and implement lesson and unit plans encompassing the knowledge obtained in the course, and they will reflect upon the effectiveness of their teaching. This course contributes to the essential knowledge and dispositions required of teachers who work with elementary and secondary English language learners, and it serves as a foundation for further study in the field of English language acquisition theory and teaching techniques.
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CLD 3310 - Integrated Methods of Teaching English as a Second Language
Credits: 3
Prerequisite(s): CLD 2890
Description: This course will focus on content area methodologies to develop the linguistic, academic, social, and cognitive skills of K-12 English Language Learners (ELL). This course will also emphasize the process of selecting the most appropriate methods and materials, as well as planning for the most effective use of resources. Students will demonstrate an understanding of the basic premises of language program development and instructional strategies for supporting content area learning.
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CLD 3510 - Perspectives in Education for Culturally and Linguistically Diverse Learners
Credits: 3
Description: This is an introductory course in language acquisition and teaching theory with emphasis on the culturally and linguistically diverse learner. The course includes historical perspectives, philosophical frameworks, legal implications, subject matter methodologies, assessment, classroom instruction, parent involvement, and current issues that affect culturally and linguistically diverse students and the school programs serving them.
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CLD 3910 - Assessment of English Language Learners
Credits: 3
Description: This course is designed to familiarize teacher candidates with various assessment issues and strategies specific to English language learners. Through this course teacher candidates will gain a current knowledge base which will enable them to effectively assess English language learners and report assessment results to students, parents, other educators, the school district, and other appropriate entities. Teacher candidates will learn various formal and informal assessment techniques and will be able to use the results of assessments to create appropriate and effective instruction.
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CLD 4115 - CLD Residency I
Credits: 3-7
Prerequisite(s): EDU 4011, EDU 4015, EDU 3666, EDU 3665, EDU 3550
Corequisite(s): RDG 4444
Description: This clinical residency in a classroom with culturally and linguistically diverse (CLD) learners requires at least three full, sequential instructional days per week in an assigned accredited public or private elementary classroom with English Language Learners. The CLD residency and accompanying seminar includes opportunities to synthesize content from all previous coursework, including concentration coursework for serving CLD students: methods for teaching CLD learners; professionalism; designing, implementing, and assessing instruction for diverse learners; student motivation and engagement; and collaboration with colleagues and families, particularly diverse families. The teacher candidate is an active participant in the elementary school community through close observation of the mentor teacher, collaborative practice with the mentor teacher, and/or supervised independent practice. Concepts and skills learned in RDG 4444 are a particular focus in this residency; however, residents are engaged in all content areas.
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CLD 4225 - CLD Residency II
Credits: 3-9
Prerequisite(s): RDG 4444; EDU 4115 and/or CLD 4115 or a combination of EDU 4115 and CLD 4115
Corequisite(s): EDU 4222; EDU 4225
Description: This culminating, full-time clinical residency will place the teacher candidate in an assigned, accredited public or private elementary school. Close collaboration between the candidate and mentor teacher will occur in a variety of ways, including the candidate taking the role of lead teacher. The candidate will assume responsibility for all functions of the classroom, including overall design and implementation of instruction and assessment in all curricular areas, maintenance of a productive classroom environment tailored to the needs of diverse learners, communication with colleagues and families, and integration of technology to improve student learning. Knowledge and skills gained in the corequisite EDU 4222 course concerning assessment, data, and use of specific instructional strategies for identified needs are practiced, and the teacher candidates evaluate these practices in light of class and individual academic achievement. Candidates participate in all content area instruction. CLD Residency II includes a seminar.
University Requirement(s): Senior Experience
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CLD 4520 - Field Experience in Culturally and Linguistically Diverse Education
Credits: 3
Prerequisite(s) or Corequisite(s): Successful completion of all course work for the Culturally and Linguistically Diverse Education Endorsement; or permission of instructor.
Description: This course provides candidates for the Culturally and Linguistically Diverse Education Endorsement the opportunity to develop and practice effective instructional strategies for English language learners in a K-12 classroom setting. Students are required to spend fifty-five hours of field experience in a culturally and linguistically diverse classroom and attend seminars to consider and reflect on practice.
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CLD 4590 - Culturally and Linguistically Diverse: ESL Student Teaching and Seminar
Credits: 6
Prerequisite(s): Successful completion of all requirements of the major, minor, Culturally and Linguistically Diverse Endorsement courses, teacher licensure program, and general studies. Satisfaction of all student teaching application requirements by the required deadline. Passage of the Initial Licensure Area PLACE exam.
Corequisite(s): EDU 4190 or EDS 4290 or ECE 4390 with a cooperating teacher in the student’s initial licensure
area.
Description: This course is a supervised, full-time, eight-week, student-teaching experience in an accredited public or private school. The experience provides increasing responsibility for the teaching, supervision, and direction of an identified group of English language learners, K -12. Teacher candidates must attend seminars conducted by college supervisors of student teaching. Teacher candidates are required to demonstrate proficiency in Performance Based Standards for Colorado Teachers, as well as Colorado Culturally and Linguistically Diverse Endorsement Standards.
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Cybersecurity |
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CYB 2001 - Cyber Laws and Regulations
Credits: 3
Prerequisite(s): CJC 1010
Description: Students in this course will define current cyber laws and regulations as they relate to cybersecurity and cybercrime. Students will examine the legal aspects of forensic computer science, privacy issues, constitutional protections, and will review related state, federal and international laws and regulations. Students will also examine the challenges in the investigation and prosecution of cybercriminals as well as the constitutional issues applicable to the presentation of cybercrime evidence. Students will examine the legal and ethical implications created in cyberspace.
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CYB 2500 - Criminal Investigation
Credits: 3
Prerequisite(s): CJC 1010
Description: Students in this course will define and explain the relationship between law enforcement and the investigative process. These investigative processes will be further analyzed in the context of defining and categorizing criminal behavior alongside the increased need for technological advances. Law enforcement agencies and their evolving techniques will also be examined from the perspective of the challenges these agencies regularly face.
Note: Credit will be granted for only one prefix: CYB or CJC
Cross Listed Course(s): CJC 2500
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CYB 4990 - Capstone Seminar in Cybersecurity
Credits: 3
Prerequisite(s): CJC 3210, CJC 3420, and CJC 3800; CIS 4450; CSS 3752; Senior Standing 90 hours posted; per instructor’s permission
Description: Students in this course will integrate their knowledge acquired in previous courses on the institutions, policies, and practices of computer information systems, computer sciences and criminal justice. The students will synthesize interdisciplinary learning with exercises that promote critical thinking, including the development of a system plan with a focus on addressing encryption issues and best practices data protection. Students will critique current practices in criminal justice and cybersecurity. Students will evaluate the computer science of detecting infiltrated computer system networks and portable devices, with an extension towards a security conscious system and software development practices and testing activities, which includes discussion of ethical hacking.
University Requirement(s): Senior Experience
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Dance |
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DANC 1120 - African Dance and Drumming
Credits: 2
Prerequisite(s): Department Approval
Description: This course will serve as an introduction to African Dance and Drumming through an exploration of movement, music, culture, and philosophy associated with that tradition.
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DANC 2420 - Skills and Methods of Teaching Improvisation and Choreography
Credits: 2
Prerequisite(s): HPL 1210 OR DANC 1210
Description: This course is designed to prepare the student to teach improvisation, choreography, and creative dance in schools, studios, and other settings.
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DANC 2440 - Dance Production
Credits: 3
Prerequisite(s): HPL 1210 and Sophomore standing
Description: This course is designed to teach dance students how to produce a performance. Students will gain practical experience through the production of a dance-based performance.
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DANC 2905 - Dance Repertory
Credits: 2
Prerequisite(s): 4 credits in either Modern, Jazz, or Ballet or instructor approval
Description: Students will learn and perform dances choreographed by faculty members, community members, their peers, and/or the repertory of historic contemporary choreographers.
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DANC 3040 - MSU Denver Dance Ensemble
Credits: 2
Prerequisite(s): DANC 2420 and 4 credits of dance technique or instructor approval
Description: As an ensemble, students will create, learn, and perform dances in various community settings. Off-campus travel will be required.
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DANC 3391 - Cleo Parker Robinson International Summer Dance Institute I
Credits: 1
Prerequisite(s): 4 credits of Modern, Jazz or Ballet and instructor approval
Description: This course is for students with low intermediate dance experience. An intermediate movement foundation stressing alignment, strength, weight and performance presence will be covered.
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DANC 3392 - Cleo Parker Robinson International Summer Dance Institute II
Credits: 2
Prerequisite(s): 4 credits of Modern, Jazz or Ballet and instructor approval
Description: This course is for students with low intermediate dance experience. An intermediate movement foundation stressing alignment, strength, weight and performance presence will be covered.
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DANC 3410 - Skills and Methods of Teaching Dance Technique
Credits: 3
Prerequisite(s): 4 credits in modern, jazz, ballet, tap, hip hop, or world dance forms, Junior standing or instructor approval
Description: This course will prepare students to teach dance technique classes to a range of ages, populations, and skill levels. Service learning included. (Service Learning)
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DANC 3910 - World Dance History and Culture
Credits: 3
Prerequisite(s): ENG 1010 OR both ENG 1008 and ENG 1009, AND ENG 1020 (or the Honors Program course, ENG 1021)
Description: Considering dance as a reflection of culture, students will examine the history of world dance practices informed by religious, sociopolitical, economic, and cultural contexts.
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DANC 3920 - Dance Entrepreneurship
Credits: 3
Prerequisite(s): Junior standing or instructor approval
Description: Through an overview of dance career management tools, students will learn entrepreneurship skills and strategies to create opportunities in dance-related businesses. Service learning often included. (Service Learning)
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DANC 3930 - Choreography II
Credits: 3
Prerequisite(s): HPL 1210
Description: This course develops students’ choreographic skills as they explore non-traditional and multidisciplinary compositional forms, creating original choreography for a dance concert performed outside of class.
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DANC 3940 - Experiential Movement, Somatics and Injury Prevention for Dance Artists
Credits: 3
Prerequisite(s): 4 credits in Modern, Jazz or Ballet, OR instructor approval
Description: This class will use experimental/sensory activities and dance movement explorations to facilitate the kinesthetic experience of anatomy, planes of motion, alignment and biomechanics.
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DANC 3980 - Internship for Dance
Credits: 3-9
Prerequisite(s): Minimum of 10 credits in dance and consent of instructor
Description: The internship is an applied experience with a dance organization, providing students with opportunities to utilize acquired dance knowledge and skills in a non-class setting.
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DANC 4010 - Advanced/Professional Company Class
Credits: 2
Prerequisite(s): 4 credits of upper division Modern, Jazz or Ballet and instructor approval
Description: Intended for advanced intermediate dance students, this course provides advanced movement foundations stressing varying concepts each semester, including alignment, strength, weight, dynamics, and performance presence.
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DANC 4910 - Dance and Interdisciplinary Performance in the 20th Century and Beyond
Credits: 3
Prerequisite(s): HPL 1210 and DANC 3930
Description: This course investigates dance and interdisciplinary performance since 1960. Projects explore multidisciplinary collaboration and culminate in a public showing of creative works outside of class.
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DANC 4920 - Community-Based Dance and Social Change
Credits: 3
Prerequisite(s): DANC 2420, 4 credits in modern, jazz, ballet, tap, hip hop, or world dance forms, and Junior standing or instructor approval
Description: Students will experiment in creatively engaging communities and explore the facilitation and manifestation of community-based dance projects aimed at social transformation. Service learning included. (Service Learning)
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DANC 4990 - Dance Senior Experience
Credits: 3
Prerequisite(s): Senior standing, completion of General Studies requirements, completion of a minimum 36 credits within major, 2.8 GPA in major
Description: This course provides Dance students the opportunity to synthesize knowledge gained from their undergraduate studies through an independent project or internship and weekly seminar.
University Requirement(s): Senior Experience
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Early Childhood Education |
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ECE 2100 - Introduction to Early Childhood Education
Credits: 3
Description: This survey course provides an overview of early childhood care and education, including historical and cultural perspectives, organization structure, programming, and developmentally effective culturally appropriate practices. The course includes an overview of the eight key areas of professional knowledge: Child Growth and Development; Developmentally Appropriate Practices; Guidance; Family and Community Relationships; Diversity; Health, Nutrition and Safety; Professionalism; Administration and Supervision.
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ECE 2310 - Families and Communities: Advocacy and the Law
Credits: 3
Description: The family, the community and the school as partners in the education of children is the focus of the course and includes planning and activities that encourage family and community involvement. The course includes the history of parent education, the family unit, culture and community, communication skills, parent-teacher conferences, mandated reporting of child abuse, and parental rights and responsibilities.
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ECE 2330 - Creativity and Expressive Arts for the Young Child
Credits: 3
Prerequisite(s) or Corequisite(s): ECE 2950
Description: Students will learn how creativity is defined, its importance, and how creative thinking in children (birth - age 8) can be promoted in a developmentally effective early childhood environment. Theories of artistic development in the visual arts, creative movement and dance, dramatic arts, and music will be studied. Students will learn pedagogy related to fostering cross-cultural understanding and respect, and integration of the expressive arts across the early childhood curriculum.
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ECE 2345 - Administration of Early Childhood Programs
Credits: 4
Description: This course provides an overall view of program administration and specific concepts applicable in a variety of early childhood settings: preschools, child care, infant/toddler care, and after-school programs. It also examines personnel management, program development, fiscal administration, marketing, and fund-raising.
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ECE 2360 - Infants and Toddlers I
Credits: 3
Prerequisite(s): ECE 2100
Description: This course focuses on infant/toddler curriculum and expanding quality in infant/toddler care. The importance of relationships, cultural diversity, nurturing environments, health and safety, and children with special needs is presented. The course provides a review of theories and emphasizes their applications and issues pertinent to infant and toddler development in group and/or family settings. It includes state requirements for licensing, health, safety and nutrition issues.
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ECE 2370 - Curriculum for the Young Learner
Credits: 3
Prerequisite(s): PSY 1800
Prerequisite(s) or Corequisite(s): ECE 2100
Description: Students will analyze the underlying theories and perspectives used in the design of effective early childhood preschool curriculum models. Using National Association for the Education of Young Children (NAEYC) guidelines, students will identify components of developmentally effective, research-based, culturally responsive curriculum. Students will participate in 15 hours of unsupervised field experience.
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ECE 2400 - Development and Characteristics of Early Learners
Credits: 3
Description: In this course, students examine the field of child development (prenatal - age 8) and developmental changes across domains. Students are exposed to the major theories of child development and their perspectives on the physical, cognitive, and socio-emotional development of young children. An emphasis is placed on understanding the implications of child development research and theory on classroom practice and the creation of supportive learning environments.
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ECE 2500 - Health, Safety and Nutrition
Credits: 3
Description: This course focuses on health, safety, and nutrition as key factors for optimal growth and development of young children. The course is required for director qualification of a large childcare center and includes information about health practices, requirements and record keeping; safety requirements and developmentally appropriate activities to facilitate safety consciousness in young children; nutrition guidelines, menu planning and food preparation for childcare settings; effective communication with families concerning health, safety, and nutrition recommendations sensitive to socio-cultural differences; and policies and practices for developing and managing a safe early childhood environment.
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ECE 2600 - The Exceptional Child
Credits: 3
Prerequisite(s): ECE 2100
Description: An overview of critical elements related to the education of young children with exceptionalities in the early childhood setting will be presented. Topics include the foundations of early childhood special education, a historical perspective of the field, typical and atypical child development, an overview of the various exceptionalities, legal requirements and implications for practice, research based practices related to inclusion, natural settings, and least restrictive environments, family-professional collaborations, and accommodations and adaptions.
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ECE 2950 - Developmentally Effective Practice (DEP) I: The Intentional Preschool Teacher
Credits: 3
Prerequisite(s): ECE 2100, PSY 1800
Description: Principles underlying curriculum development and program planning to promote social competence in young children are the focus of this course. Course content includes knowledge of the three core requirements of developmentally effective practice: knowledge of child development, observation of individual children, and an awareness of socio-cultural influences. Students in this class will begin to organize and assemble a professional portfolio. Students will participate in a 45-hour, supervised practicum divided between two different early childhood settings and age groups (birth-age 3 and age 3-5). Students will conduct guided observations that focus on teacher behaviors and decision-making, intentional teaching, curriculum development and program planning to promote social competence in young children.
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ECE 2970 - Supporting Social Emotional Competence
Credits: 3
Prerequisite(s) or Corequisite(s): ECE 2100
Description: This introduces learners to strategies and techniques related to classroom management, positive guidance strategies, building self- esteem, and promoting social and emotional development in children. Topics include approaches to promoting social emotional competence, guiding children’s behavior, creating rules and setting limits, providing support for children, interacting through play and developing friendships.
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ECE 3120 - Early Literacy Development: Birth to Age 5
Credits: 3
Prerequisite(s) or Corequisite(s): ECE 2950
Description: Students will examine the relationship between the developmental trajectories of young children’s language and literacy development and the factors that impact them. Effective literacy classroom materials, routines, environments, assessments, and practices will be analyzed and developed. Students are required to spend ten hours outside of class time in order to read with young children and administer appropriate early literacy assessments.
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ECE 3140 - Math and Science: Birth to Age 5
Credits: 3
Prerequisite(s): ECE 2950
Description: Principles, methods, and materials for teaching math and science to young children, birth to 5 years, are the focus of this course. Included are opportunities for intentional planning, lesson implementation and assessment of standards-based content, processes and materials appropriate in a child-centered environment. Students will explore pedagogy related to inquiry-based science and mathematics processes, and they will learn how to maximize children’s learning by integrating mathematical and scientific concepts into other areas of the early childhood curriculum. Students are required to spend 10 hours outside of class time in a math and/or science related observation or working directly with young children.
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ECE 3150 - Developmentally Effective Practice II: Planning for Beginning Readers
Credits: 4
Prerequisite(s): ECE 2950
Description: Students will examine intentional planning and management of effective literacy instruction for children in early primary (K - 1) classrooms. Students will analyze the characteristics of literacy development of emerging, early, and fluent readers and learn to make effective decisions that facilitate knowledge, skills, strategies, attitudes, and behaviors requisite for greatest success in children becoming proficient readers and writers. The use of ongoing assessment to inform instruction and flexible grouping is emphasized. This course includes a 45 hour practicum in a designated early primary (K- 1st grade) classroom under the supervision of a cooperating teacher and a university supervisor.
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ECE 3155 - Teaching Writing in ECE: Ages 5-8
Credits: 2
Prerequisite(s) or Corequisite(s): ECE 3150
Description: In this course students will plan, implement, and reflect on the developmentally effective methodology for emerging and developing writers ages 5 - 8. Effective instructional approaches to support the teaching, learning, and assessment of various written genres will be introduced, practiced, and evaluated. Students will analyze the writing of beginning writers, apply knowledge of research, and utilize appropriate literacy standards to design effective writing lessons. Students will also investigate classroom management strategies and environmental design.
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ECE 3350 - Documentation and Assessment in Early Childhood Education
Credits: 3
Prerequisite(s): ECE 2950
Description: Emphasis in this course will be on the foundations of documentation, assessment and decision-making to facilitate young children’s (birth to age 8) growth and development across all domains. Authentic, play-based, and observational methods will be addressed, along with portfolio development and standardized assessments. Students will observe and assess infants, toddlers, preschoolers, and primary age children for the purpose of planning developmentally effective curriculum. Students will learn to use various forms of technology to document children’s development.
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ECE 3360 - Infants and Toddlers II
Credits: 3
Prerequisite(s): ECE 2360
Prerequisite(s) or Corequisite(s): PSY 3240
Description: The focus of the course is on infant/toddler responsive caregiving and curriculum. The importance of relationships, cultural diversity, nurturing environments, health and safety, and children with special needs are emphasized. Students are required to complete 30 hours of observation/practicum: 12 hours in an approved infant setting, 12 hours in an approved toddler setting and 6 hours of observation in different infant/toddler settings or models.
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ECE 3460 - Assessment and Planning for the Exceptional Child (Birth - age 5)
Credits: 3
Prerequisite(s): ECE 2400, ECE 2600
Description: Students will identify and analyze the theories and implications of formal and informal assessment methods in Early Childhood/Early Childhood Special Education (birth - age 5). Informed and appropriate decision-making in the administration of assessment instruments such as standardized testing and diagnostic screening tools will be introduced, with attention to rationale, limitations, suitability, benefits and challenges of both conventional and authentic measurement approaches. The critical relationship of assessment results and developmentally effective interventions will be emphasized.
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ECE 3500 - Teaching with Children’s Literature
Credits: 3
Prerequisite(s) or Corequisite(s): ECE 3150
Description: Students will learn to identify and evaluate quality literature for young children ages birth through 8. Students will explore and analyze various genres while considering perspectives related to censorship and anti-bias curriculum. Students will gain pedagogical knowledge to effectively engage children with quality children’s literature for instructional purposes, including research, reading and writing instruction, and independent reading practice.
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ECE 3600 - Curriculum in Inclusive Settings 0 to 5
Credits: 3
Prerequisite(s): ECE 2600
Prerequisite(s) or Corequisite(s): PSY 3240
Description: In this course students will analyze and implement strategies for assessing children in naturalistic settings, designing curriculum, and using effective instructional strategies for children with exceptionalities in inclusive environments. Students will examine an overview of curricular approaches in early childhood special education, Birth to age 5, in order to demonstrate and apply learning in a 30 hour required field experience. The course builds on the content presented in previous courses and focuses on specific exceptionalities. Guidelines for adapting activities for young children with special needs, record keeping, collaborating with families, and working with assessment teams are included.
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ECE 3610 - Teaching for Social Justice
Credits: 4
Description: Students will engage in an initial study of issues related to life in poverty and its impact on teaching and learning. Course content will include the critical impact of family and community partnerships; curriculum design; instructional strategies and assessment; relationship-driven classroom management; and teachers as learners, leaders and advocates related to issues of social justice and equity. Students are required to participate in a 45 hour field experience located in a high-needs community-based program serving young children and families.
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ECE 3620 - Collaborative Partnerships in Early Childhood Special Education
Credits: 3
Prerequisite(s): ECE 2600
Description: The course provides the knowledge and skills required as part of a multidisciplinary team to provide comprehensive services for young children with special needs. Students will investigate working collaboratively within the educational settings using various models. The course will highlight techniques to work with and support family members. In addition, students will explore strategies for collaborating with community service providers for therapies, health services, early childhood mental health, and adaptive/assistive technology. Teachers will develop skills in effective team-building, leadership development, communication, problemsolving, advocacy and decision-making.
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ECE 3650 - Curriculum in Inclusive Settings: K-3rd
Credits: 3
Prerequisite(s): ECE 2400, ECE 2600, SED 3650
Description: In this course students will examine the skills necessary to accommodate and support students in Kindergarten through 3’d grade with special needs using a variety of approaches in early childhood special education. Students will demonstrate theses skills in a required 30 hour field experience placement. The course builds on the content presented in previous courses and focuses on the creation of appropriate accommodations, the integration of accommodations into a general education classroom, the legal requirement for accommodations, and the roles of the general and special education teachers within the Least Restrictive Environment (LRE) in primary (K-3) inclusive settings. Guidelines for writing IEPs, adapting activities for young children with special needs, record keeping, collaborating with families, assessment teams, and general education teachers are included.
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ECE 3750 - The Young Culturally and Linguistically Diverse Learner
Credits: 3
Prerequisite(s): ECE 3150
Description: The course is designed to provide a practical and theoretical knowledge base to support the literacy and language acquisition of children (preschool to age 8) whose primary language is not English. Students will learn to design developmentally effective curriculum, instruction and assessment for learners who are culturally and linguistically diverse. Focused observation and participation sessions, which allow teacher candidates to interact with students and observe oral language development within an authentic learning environment, will be required at a designated elementary school close lo campus. A supervised practicum will be required.
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ECE 3860 - Cultural Socialization of Children
Credits: 3
Description: This course enables students to develop positive, respectful and inclusive relationships with young children and families of diverse cultures. This course is reflective of the diverse cultures represented in the community; African Americans, Asian Americans, Hispanic Americans and Native Americans. Students will analyze how socialization in each of these cultures affects children’s development, family systems, educational practices, child discipline, beliefs, traditions, identities and values. Contributions of each of the cultures will be examined. Individual variations including socio-economic status, gender, family structure, language and learning styles will be investigated. The course has a multi-disciplinary approach; integrating history, anthropology, psychology, sociology, biology and education.
University Requirement(s): Multicultural
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ECE 4000 - Differentiation of Literacy Instruction
Credits: 3
Prerequisite(s): ECE 3150
Description: This course is designed to extend students’ knowledge of literacy instruction and effective teacher student mediation in order to make decisions about the use of assessment and instructional strategies for young children experiencing difficulty in their classroom literacy programs. The theoretical foundation of this course lies in constructivist learning theory which suggests that children learn how to complete a task and/or a skill, or set of knowledge by engaging in the processes required of that task, skill, or knowledge. This course includes a 15 hour field experience which may be taught off campus at a designated elementary school near campus.
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ECE 4330 - Science, Health, and Mathematics for the Young Child
Credits: 3
Prerequisite(s): PSY 1800; completion of General Studies requirements in Quantitative Literacy and Natural and Physical Sciences; and junior standing.
Description: This course emphasizes the practical application of methods used by teachers of young children to build appropriate knowledge and conceptual foundations for science, health, and mathematics. Students will make decisions regarding planning, implementing, and evaluating lessons and activities appropriate for children through the third grade by utilizing the Colorado model content standards.
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ECE 4340 - Math and Science: Ages 5-8
Credits: 3
Prerequisite(s): ECE 3140
Description: In this course, students will develop a comprehensive understanding of effective mathematics and science instruction for children ages 5 - 8. This course will build on student understanding of mathematics and science content to include research-based teaching practices appropriate for addressing the needs of young children in elementary school. It includes analysis of state and national mathematics and science standards in order to align instruction that supports and promotes children’s understanding.
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ECE 4350 - Senior Experience in Early Childhood Education
Credits: 3
Prerequisite(s): ECE 3150
Description: This culminating course is designed to prepare an Early Childhood professional in the non-licensure concentration of the major. Students will learn about the purpose and procedures of Early Childhood action research. This course presents an opportunity for the student to demonstrate an in-depth understanding of a self-selected area of study relevant to the field. Students will design and implement a project that supports their professional development in the field of Early Childhood Education.
University Requirement(s): Senior Experience
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ECE 4360 - Cultural Influence on the Socialization of Children
Credits: 3
Description: This course examines the socialization of children using a multidisciplinary approach, e.g., anthropology, psychology, sociology, biology, and education. Emphasis is on the study of human attachment, modeling and social learning theory. From this base the student analyzes the effect that cultural and socialization patterns have on the family and the individual’s development.
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ECE 4370 - Developmentally Effective Practice III: Teaching in the Content Areas
Credits: 4
Prerequisite(s): ECE 3150
Description: In this course, students use state and national standards, technology, and available resources to develop a sequenced, cohesive, and developmentally effective learning segment integrating content areas of the primary curriculum. Classroom management and organization considerations, appropriate use of technology, varied assessments, and considerations for children’s diverse needs will be examined and integrated into the learning segment plan. Developmentally effective teaching strategies will be analyzed for implementation appropriate to the context of each lesson. Social studies and science content areas will provide the foundational theme of the learning segment. This course includes a 45-hour practicum in a designated primary classroom under the supervision of a cooperating teacher and a university supervisor.
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ECE 4390 - Student Teaching and Seminar: Early Childhood (Preschool through Third Grade)
Credits: 6,12
Prerequisite(s): Completion of all requirements of the major, Early Childhood licensure program and general studies. Initial sign-off on the program requirement by the education advisor is required.
Description: This course requires student teaching assignments in an accredited public or private school as follows: One assignment in either pre-K or K grade levels for 8 weeks and one assignment in either 1st, 2nd or 3rd grade levels for 8 weeks for a total of 16 weeks. Both student teaching experiences require increasing responsibility for the teaching, supervision and direction of a group of learners. Teacher candidates are required to complete a teacher work sample, documenting impact on student learning and attend 15 hours of seminars. College supervisors provide regularly scheduled observations, seminars and conferences which support work sample development and standards-based proficiency. Upon completion of this course, teacher candidates must be minimally rated as “proficient” in all Performance Based standards for Colorado teachers to receive MSU Denver recommendation for licensure.
University Requirement(s): Senior Experience
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ECE 4395 - Student Teaching and Seminar: Early Childhood Special Education (Preschool through Third Grade)
Credits: 6 or 12
Prerequisite(s): ECE Teacher licensure candidates must have successfully completed SED 3750, ECE 3650, and all other course and field experience requirements of the Early Childhood Special Education endorsement program, and have Senior Standing.
Description: Supervised student teaching requires a 16-week placement in which the student assesses, plans, and implements learning environments and instructional support for young children, birth to eight years old with exceptionalities. Candidates apply and synthesize theory and pedagogy while demonstrating best practices and skills in early childhood settings. University supervisors provide regularly scheduled observations, seminars and guidance on the development of the Teacher Work Sample or other MSU Denver OCEP-approved final evaluation project.
University Requirement(s): Senior Experience
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ECO 1040 - A Citizen’s Guide to Economics
Credits: 3
Prerequisite(s): Minimum performance standard scores on the reading, writing, and mathematics preassessment placement tests
Description: This course introduces students to basic economic concepts and reasoning. Course topics include market analysis, the role of the government in the economy, the monetary system, and international economics. A key feature of the course is the application of economic reasoning to real-world problems.
General Studies: Social and Behavioral Sciences I
Guaranteed Transfer: GT-SS1
Cross Listed Course(s): HON 1041
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ECO 2010 - Principles of Macroeconomics
Credits: 3
Prerequisite(s): ENG 1010 or ENG 1020; AND any 1000-level MTH course.
Description: This course offers an introductory analysis of the economy as a whole. Course topics include measuring economic performance and exploring the determinants of long-run economic growth. Students learn the role and impact of macroeconomic policies such as taxes, government spending, and actions taken by the Federal Reserve. This course applies macroeconomic principles and analysis to current events and problems as well as exploring the impact of the macroeconomy on the human experience.
General Studies: Social and Behavioral Sciences I
Guaranteed Transfer: GT-SS1
Cross Listed Course(s): HON 2010
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ECO 2020 - Principles of Microeconomics
Credits: 3
Prerequisite(s): ENG 1010 or ENG 1020; AND any 1000-level MTH course
Description: This course offers an introductory analysis of economic decision making in a market system. The roles, actions, and interactions of consumers, firms, and the government are explored. Market failure and government failure are also considered. Microeconomic principles and analysis are applied to current events and problems and are used to explore human behavior.
General Studies: Social and Behavioral Sciences II
Guaranteed Transfer: GT-SS1
Cross Listed Course(s): HON 2020
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ECO 2150 - Quantitative Methods in Economics
Credits: 3
Prerequisite(s): MTH 1310 or MTH 1110 or MTH 1400; AND either ECO 2010 or ECO 2020. A grade of “C-” or better is required for all prerequisites.
Description: This course studies the quantitative methods that are commonly used to develop, understand, and apply economic analysis. The course will combine economic theory with quantitative tools to give students a deeper understanding of economic modeling.
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ECO 3010 - Intermediate Microeconomics
Credits: 3
Prerequisite(s): ECO 2020; AND ECO 2150
Description: This course analyzes production, price, and distribution theory within a microeconomic framework. Studies include value and distribution theories under conditions of varying market structures. Topics will also include consumer theory; competitive, oligopoly, and monopoly pricing and output behavior; as well as pricing of factors of production and welfare theory.
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ECO 3020 - Intermediate Macroeconomic Theory
Credits: 3
Prerequisite(s): ECO 2010 with a grade of “C-” or better
Description: The course is a survey of major aggregate economic models. Emphasis is on the role of consumption, investment, and government decisions on aggregate economic activity. Topics include an analysis of consumption and investment decisions, income determination models, monetary and fiscal policy, and economic growth.
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ECO 3100 - Money and Banking
Credits: 3
Prerequisite(s): ECO 2010
Description: The study of money as a policy variable affecting economic activity. Money is examined both in its role in exchange and as an instrument of economic policy. The Federal Reserve System, money supply, money demand, and their respective effects on macroeconomic activity are stressed.
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ECO 3150 - Econometrics
Credits: 3
Prerequisite(s): ECO 2020 and MTH 1210. A grade of “C-” or better is required for all prerequisites.
Description: This course applies mathematical techniques to problems in economics. Emphasis is on application rather than computational methods of mathematical rigor. The problems of acquiring, measuring, and using economic data are examined.
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ECO 3200 - Economic History of the U S
Credits: 3
Prerequisite(s): ECO 2010
Description: This course examines historical trends in American economic organizations and institutions and their development from colonial times to the present. Topics include problems of national and regional industrial development, economic stability, and trends in income distribution.
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ECO 3250 - Labor Economics
Credits: 3
Prerequisite(s): ECO 2020
Description: The study of the topics related to the supply of labor, the allocation of labor among uses, the extent and incidence of unemployment, and the determination of wages. Concentration is on application of economic theory to understand the behavior of labor and problems of labor markets.
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ECO 3450 - Environmental Economics
Credits: 3
Prerequisite(s): ECO 2020 or ECO 1040
Description: An economic analysis of the causes and consequences of environmental degradation and of public policy measures designed to preserve, protect, and enhance human environments.
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ECO 3500 - Managerial Economics
Credits: 3
Prerequisite(s): ECO 2020
Description: This course applies economic theory to the decision-making process faced both by private and public enterprise. The major emphasis is to provide the theory and tools essential to the analysis and solution of those problems which have significant economic consequences, both for the firm and the society at large.
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ECO 3550 - Global Economics and International Trade
Credits: 3
Prerequisite(s): ECO 2010 or ECO 2020
Description: The course looks at the fundamental economic concepts needed for understanding international economic relationships. Topics addressed include international trade theory, capital movements, international monetary institutions, balance of payments adjustments, and the impact of trade policies on economic development and growth.
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ECO 3600 - Economics of Race and Gender
Credits: 3
Prerequisite(s): ECO 1040 or ECO 2010 or ECO 2020; or permission of instructor
Description: This course applies the tools of economic analysis to issues that relate to African Americans, Hispanic Americans, and women. The course analyzes labor markets and how occupational choices and earnings vary systematically by these groups of color and by gender. The course also examines in detail the intended and unintended consequences of several policies that have addressed this situation. Finally, economic tools are applied to non-labor market behavior and are used to examine other outcomes that vary by race, ethnicity and gender.
University Requirement(s): Multicultural
Cross Listed Course(s): GWS 3650
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ECO 3700 - Political Economy of the Middle East and North Africa
Credits: 3
Prerequisite(s): ECO 1040 or ECO 2010
Description: This course covers the economic development issues facing the Middle East and North Africa. Students learn about the social, political, and economic issues that are relevant to this region as well as its importance as an energy source to the rest of the world. The course examines how instability in this region can spill over into the global economy through higher oil prices.
Note: Credit will be granted for only one prefix: ECO or HON.
Cross Listed Course(s): HON 3705
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ECO 3800 - Development Economics
Credits: 3
Prerequisite(s): ECO 1040 or ECO 2020
Description: This course provides a comprehensive framework for analyzing the issues of development from an economic perspective. Students examine the components of development that economists typically study, including economic growth, income inequality, poverty, population growth, and the intersections between growth and the environment, education, and health. Additionally, students explore the special characteristics of land, labor, and credit markets in rural areas of developing countries.
General Studies: Social and Behavioral Sciences I, Global Diversity
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ECO 3850 - Geopolitics and Economics of World Oil Markets
Credits: 3
Prerequisite(s): ECO 2010
Description: The Geopolitics and Economics of World Oil Markets will cover and stress the importance of oil in the global economy from the early days to the present. The world economy has gone through a number of oil shock, some demand and some supply driven, and has adjusted but not without a cost. In the recent past, oil prices reached levels that surpassed the peaks of the late 1970s and crashed again to the low 30s. The volatility in global oil markets impacts the US and the world economy and can lead to sudden capital flows that reverberates through the global financial markets. The geopolitics of oil is a complex mix of economics and politics which impacts the oil producing and consuming nations. The course will also explore the surge in US oil production due to shale and fracking which upended the status quo and established the US as an emerging force in world oil markets and looks at the economics of alternatives and to what extent they can displace oil.
Note: Credit will be granted for only one prefix.
Cross Listed Course(s): PSC 3850
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ECO 4100 - Sports Economics
Credits: 3
Prerequisite(s): ECO 2020
Description: This course applies basic price theory principles to US and international professional sports and intercollegiate sports. Supply and demand for sports is examined with an emphasis on sport market outcomes, such as league formation and the desirability of competitive balance. Students will understand how different market structures determine franchise revenues and player salaries. Students will recognize how collective bargaining theory applies to professional athletics. Public policy is evaluated as it relates to tax/publicly-financed stadiums and franchise subsidies. An understanding of the workings of intercollegiate athletics is emphasized.
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