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2010-2011 Undergraduate Catalog 
    
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2010-2011 Undergraduate Catalog [ARCHIVED CATALOG]

Course Descriptions

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

5
(4 + 2)
Prerequisite: CHE 1100
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 three 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. Following each course number is the semester hours of credit. As an example, CHE 2100-5 is a freshman-level, five-credit course. After the course number and is the course title, which is followed by the number of credit hours (5) and a second set of numbers in parentheses indicating the division of time between lecture, laboratory, field experience, or—in music—performance. The first number represents the number of lecture hours each week of a 15-16 week semester; the second number indicates the number of laboratory, shop, or field hours; and the third (in music) represents performance hours. For example, CHE 2100 Introduction to Organic and Biological Chemistry has four hours of lecture and two hours of laboratory each week. Lecture hours equate one hour per week of contact to one credit hour; laboratory experience equates two hours of contact per week to one credit hour. Therefore, CHE 2100, 5(4+2) would earn five hours of credit—four for lecture and one for laboratory work. Course descriptions provide a summary of the content of the course. If there is a prerequisite that must be met before a student can register for the 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 located on Metro State’s Web site (http://www.mscd.edu).
 
  

  • PSY 3480 - The Psychology of Women

    3(3 + 0)

    Prerequisite: PSY 1001 or WMS 1001

    This course presents the history and development of theories, research, and concepts in the psychology of women, including a focus on mental health and illness, the pathology of women’s social roles, biological bases of women’s behavior, and feminist psychological theories and research.Credit will be granted for only one prefix: PSY or WMS.(WMS 3480)
  

  • PSY 3500 - Research Issues: Variable Topics

    3(3 + 0)

    Prerequisite: PSY 1001 and PSY 2310 or Permission of instructor

    This course presents an in-depth consideration of current areas and issues in experimental psychology, focusing on the scientific investigation of various aspects of psychological functioning.Course content will vary, and the course may be repeated twice with different topics for a maximum of nine hours of credit.
  

  • PSY 3540 - Cognitive Aging

    3(3 + 0)

    Prerequisite: PSY 1001; and 3 hours upper-division psychology coursework; or permission of instructor

    This course will cover theoretical and emperical explorations of the effect of aging on cognition. The course will cover the impact of nornal aging on individual’s ability to remember and use knowledge. Topics will include the impact of aging on working memory, attention, executive functioning, long-term memory, reasoning, decision making, and dementia.  The course will also cover research investigating whether and how functional cognitive capacity can be maintained as individuals age.
  

  • PSY 3560 - Psychopharmacology

    3(3 + 0)

    Prerequisite: PSY 1001; BIO 1000 or equivalent; and 9 hours of upper-division psychology coursework; or permission of instructor

    This course will provide the foundation for understanding the basic mechanisms of drug action, specifically how drugs are delivered and removed from their sites of action.  An examination of the pharmacological features of different classes of drugs and the ways in which drugs produce their biological effects will be discussed. Pharmacodynamic and pharmacokinetic principles will be explored through a study of both therapeautic drugs and recreational drugs. A review of regulatory and governmental control issues will be included.
  

  • PSY 3620 - Abnormal Psychology

    3(3 + 0)

    Prerequisite: PSY 1001, six additional semester hours in psychology, and ENG 1020

    Students examine and evaluate the major theories of abnormal behavior: biological, behavioral, psychodynamic, cognitive, and humanistic. The course provides a description of the behavior patterns defined as abnormal and examines classification systems and assessment procedures. Students will examine causal models of abnormal behavior from an integrated systems approach. Biological, psychological, and social treatments of psychological disorders are also discussed and evaluated. Classification, etiology, and treatment will be examined using case studies.
  

  • PSY 3700 - Psychology of Group Prejudice

    3(3 + 0)

    Prerequisite: PSY 1001 or AAS 1010 or CHS 1000 or WMS 1001

    This course covers psychological theory and research that examines causes, effects, expressions, and reduction of group prejudice. Various types of group prejudice are addressed, most notably prejudice against cultural and ethnic minorities in the United States (i.e., Native Americans, African Americans, Hispanic Americans, and Asian Americans). Sexism and heterosexism also are discussed.Credit will be granted for only one prefix.(Multicultural)(AAS 3700/CHS 3700/WMS 3700)
  

  • PSY 3920 - Women’s Health Issues

    3(3 + 0)

    Prerequisite: WMS 1001 or SCOC 1010 or HES 1050 or PSY 1001

    This course will give students the opportunity to focus on health issues specific to women and the challenges historically faced by women in the health care arena. This course explores feminist, biological, psychological, and sociological factors in women’s health within a global context.(SOC 3920, HES 3920, WMS 3920)
  

  • PSY 3970 - Field Experience Practicum

    1 to 12(0 + 2 to 24)

    This is a field experience course in psychology.  Departmental permission is required to enroll in this course.
  

  • PSY 3980 - Internship in Psychology

    3(0 + 9)

    Prerequisite: PSY 1001; major or minor in psychology; upper-division standing; permission of instructor

    This course provides an advanced internship experience in a private company or governmental agency related to psychology, supervised by professionals on-the-job in conjunction with an MSCD psychology professor.May be repeated once for credit with a different internship.
  

  • PSY 4100 - Introduction to Clinical/Counseling Psychology

    3(3 +0)

    Prerequisite: PSY 1001 and ENG 1020; and PSY 3000 or PSY 3620

    This course is a survey of clinical and counseling psychology therapeutic procedures and techniques. An emphasis of the course is therapeutic modalities, assessment and diagnosis. There is a focus on ethical and multicultural issues related to the practice of psychology as well as legal and licensing issues in the practice of clinical/counseling psychology and related practice fields.
  

  • PSY 4150 - Introduction to Psychological Testing

    3(3 + 0)

    Prerequisite: PSY 1001, PSY 2310, ENG 1020; and either PSY 3000 or PSY 3620

    This course studies psychological tests which are used in the measurement of achievement, aptitude, and personality. The class stresses reliability and validity of these instruments and the utility and limitations of each type of evaluation measure.
  

  • PSY 4410 - Human Factors Engineering

    3(3 + 0)

    Prerequisite: PSY 1001 and PSY 2310, or Permission of instructor

    This course surveys the field of human factors engineering focusing on identifying the strengths and limitations of humans, in order to apply human factors design principles in optimizing human interactions with both mechanical and environmental systems, as well as workplace, home, and other environments. Emphasis is on the industrial applications of human factors design principles and psychological research data.
  

  • PSY 4450 - Advanced Statistics: SPSS

    3(3 + 0)

    Prerequisite: Completion of PSY 2320; and a minimum grade of B in both PSY 2310 and PSY 2320

    This course offers study of multivariate statistics such as multiple regression, factor analysis, discriminate analysis, and multivariate analysis of variance. Students will learn how to use the Statistical Package for the Social Sciences (SPSS) to perform the necessary statistical tests. Emphasis will be on understanding, application, and interpretation of multivariate statistics.
  

  • PSY 4510 - History and Systems of Psychology

    3(3 + 0)

    Prerequisite: 15 semester hours of psychology, satisfaction of all Level I and Level II General Studies course requirements, and Senior standing

    This course presents a critical survey of major theoretical and meta-theoretical systems in psychology from an historical perspective. Philosophical assumptions as well as cultural and political forces will be discussed. Similarities and differences among the various theoretical models will be highlighted. The student will synthesize and critically evaluate material from previous courses in psychology.(Senior Experience)
  

  • PSY 4520 - Sensation and Perception

    3(3 + 0)

    Prerequisite: PSY 1001, PSY 3310; or permission of instructor

    This course examines how information about the outside world is sensed and how that information is organized and interpreted to form perceptions. Anatomy and physiology of the sensory systems will be studied, as will perceptual theories, models, controversies, and applications.
  

  • PSY 4530 - Psychology of Learning

    3(3 + 0)

    Prerequisite: PSY 1001, PSY 3310

    This course provides a study of basic learning processes. It focuses on experimental test of learning theories, both historical and contemporary. The course emphasizes non-human investigation while considering human implications.
  

  • PSY 4540 - Behavioral Neuroscience

    3(3 + 0)

    Prerequisite: PSY 1001, PSY 3310

    This course studies the physiological bases of normal and abnormal behavior with emphasis on neurology and hormones
  

  • PSY 4570 - Cognitive Psychology

    3(3 + 0)

    Prerequisite: PSY 1001 and PSY 3310

    This course examines current research and theories in cognitive psychology. Topics covered include: attention, pattern recognition, perception, memory, language, thinking, categorization, problem solving, reasoning, and decision making. The information processing and other perspectives to the study of cognition are examined.
  

  • PSY 4950 - Pro-seminar in Psychology: Variable Topics

    3(3 + 0)

    Prerequisite: Junior or Senior standing and psychology major or minor

    This course is an intensive teaching seminar, intended for advanced students majoring or minoring in psychology, organized around a selected theme.Course content will vary, and the course may be repeated once for credit for a different topic.
  

  • PSY 4960 - Senior Thesis in Human Development

    3(3 + 0)

    Prerequisite: Senior standing, completion of at least 33 hours in human development major and PSY 3280

    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.(Senior Experience)
  

  • PSY 4970 - Teaching of Psychology

    3(1 + 4)

    Prerequisite: fifteen semester hours of psychology; and junior or senior standing; psychology major or minor, or human development major

    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. Students may take the course only once for credit but may later do a two-credit independent study with a different supervising professor.
  

  • RDG 1510 - Cognitive Strategies for Analytical Reading

    3(3 + 0)

    Prerequisite: Minimum performance standard score on the reading preassessment placement test

    This course is designed to expand communication strategies in reading, listening and reasoning. Through pragmatic assignments, students will have the opportunity for guided practice and application.(General Studies—Level I, Communications)
  

  • RDG 3060 - Critical Reading/Thinking

    3(3 + 0)

    Prerequisite: RDG 1510 or Permission of instructor and satisfaction of Level I General Studies course Requirements

    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.(General Studies—Level II, Arts and Letters)
  

  • RDG 3110 - Foundations of Literacy Instruction in Grades P-6

    3(3 + 0)

    Prerequisite: PSY 1800, EDU 3100, or EDU 3000 and EDU 3200 (for elementary licensure students) or permission of instructor, and satisfactory completion of General Studies Level I composition and mathematics requirement; and junior standing

    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.
  

  • RDG 3120 - Developing Print Literacy: Preschool-Grade 3

    3(3 + 0)

    Prerequisite: RDG 3110: and junior standing

    Corequisite: ECE 3150, ECE 3160

    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.
  

  • RDG 3140 - Integration of Reading and Writing Across the Curriculum, K–12

    3(25 + 1)

    Prerequisite: RDG 3120 or RDG 3280 or RDG 4000 or Permission of instructor

    Teacher candidates will use quality literature and informational text as they learn to plan, implement, and assess standards based literacy instruction with an emphasis on the integration of reading and writing. They will learn to facilitate the writing process using writers’ notebooks and quality texts as models. Instructional activities will be implemented in a 15-hour field experience.
  

  • RDG 3150 - Middle School Instructional Reading and Writing Strategies

    4(4 + 0)

    Prerequisite: EDS 3110 and EDS 3120 or Permission of instructor

    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.
  

  • RDG 3280 - Teaching Content Literacy Skills

    4 (4 +0)

     

    Prerequisite: EDS 3210 and EDS 3240

    Corequisite: EDS 3340 or an approved content methods course

    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.
  

  • RDG 3290 - Literacy in the Content Areas for Secondary English Language Learners

    4(4 + 0)

    Prerequisite: RDG 3280 or Permission of Instructor

    This course in English-language acquisition theory and teaching techniques is designed to extend secondary educators’ knowledge of literacy instruction in the content areas to English- language learners. Through this course, teacher candidates will gain a current knowledge base which will enable them to work effectively with English-language learners in their subject- specific classrooms. Teacher candidates will write lesson and unit plans encompassing the knowledge obtained in the course, and will implement one lesson and reflect upon the effectiveness of their teaching. This course contributes to the essential knowledge and dispositions required of teachers who work with secondary English-language learners, and serves as a foundation for further study in the field of English-language acquisition and theory and teaching techniques.
  

  • RDG 3530 - Foundations of Language and Literacy for English Language Learners in Elementary Classrooms

    3(3+0)

    Prerequisite: RDG 3120 or Permission of instructor

    This course in English-language acquisition theory and language and literacy development instruction techniques is designed to extend elementary educators’ knowledge of literacy instruction to English-language learners. Through this course teacher candidates will gain a current knowledge base which will enable them to develop language and literacy of the English- language learners in their elementary classrooms. Teacher candidates will write lesson and unit plans encompassing the knowledge obtained in the course, and will reflect upon the effectiveness of these plans. This course contributes to the essential knowledge and dispositions required of teachers who work with elementary English-language learners.
  

  • RDG 3580 - Reading in the Bilingual–Bicultural Classroom

    3(3 + 0)

    Prerequisite: RDG 3120 or RDG 3280 or RDG 4000 and proficiency in Spanish

    This course emphasizes the teaching of Spanish reading skills in the bilingual-bicultural classroom, preschool through third grade. Methods and techniques for systematically teaching the primary school child to speak and read the Spanish language are included.
  

  • RDG 4000 - Literacy Instruction in Grades K–6

    3(3 + 0)

    Prerequisite: RDG 3110, EDU 3640, EDU 3650

    Corequisite: EDU 4100, EDU 4105

    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.
  

  • RDG 4250 - Literacy Assessment: Theory and Practice

    4(4 + 0)

    Prerequisite: RDG 3120 or RDG 3280 or RDG 4000, or Permission of instructor

    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.
  

  • RDG 4550 - Current Literacy Issues: Variable Topics

    3-Jan(1-3 + 0)

    Prerequisite: RDG 3120 or RDG 3280 or RDG 4000 or Permission of instructor

    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.Course may be repeated for credit for different topics.
  

  • RDG 4600 - Practicum in Literacy Enhancement

    3(1 + 4)

    Prerequisite: satisfaction of all Level I and Level II General Studies course requirements, senior standing, and RDG 4250 or permission of instructor

    This course involves one-to-one instructional sessions in literacy enhancement for children brought to the campus or in Denver-area schools. Appropriate assessment instruments are administered and the results are interpreted and used to plan and implement effective tutoring sessions. A total of 50 clock hours with the children is required.(Senior Experience)
  

  • RDG 4970 - Teaching of Psychology

    3(1 + 4)

    Prerequisite: Fifteen semester hours of psychology and junior or Senior standing, psychology major or minor

    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.Students may take the course only once for credit but may later do a two-credit independent study with a different supervising professor.
  

  • RECR 1870 - Introduction to Recreation and Park Services

    3(3 + 0)

    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.
  

  • RECR 2110 - Recreation Leadership Skills and Techniques

    4(3 + 2)

    This course is designed to develop and enhance recreation leadership skills used in the delivery of recreation and park services.
  

  • RECR 2210 - Managing Outdoor Recreation Programs

    3(3 + 0)

    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.
  

  • RECR 2330 - Advocacy, Leisure, and the Aging Adult

    3(2 + 2)

    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.
  

  • RECR 3070 - Health and Movement Problems in the Aging Adult

    3(3 + 0)

    Prerequisite: BIO 2310, HPS 1640; or Permission of instructor

    This course is designed to acquaint the student with the anatomical and physiological changes that occur with aging and how they affect the health and mobility of the aging adult. Physical activity will be discussed as an intervention procedure that can be used to minimize problems associated with these changes. This course will include an opportunity for on-site observation and involvement.
  

  • RECR 3330 - Introduction to Therapeutic Recreation Services

    3(3 + 0)

    Prerequisite/Corequisite: RECR 1870 or permission of instructor

    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.
  

  • RECR 3430 - Program Development in Therapeutic Recreation

    3(3 + 0)

    Prerequisite: RECR 3330

    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.
  

  • RECR 3530 - Techniques in Therapeutic Recreation

    4(3 + 2)

    Prerequisite: RECR 3330

    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.
  

  • RECR 3840 - Design and Maintenance of Recreation and Park Resources

    4(4 + 0)

    Prerequisite/Corequisite: RECR 1870 or permission of instructor

    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.
  

  • RECR 3870 - Internship Seminar for Recreation and Park Professions

    2(2 + 0)

    Prerequisite: RECR 3970 or Permission of instructor

    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.
  

  • RECR 3930 - Contemporary Issues in Recreation and Parks: Variable Topics

    1-3(1-3 + 0)

    This is a variable titled course focusing on a variety of contemporary issues impacting the recreation and park field.This course cannot be repeated for credit under a similar title.
  

  • RECR 3970 - Practicum in Recreation, Parks, or Therapeutic Recreation

    3(1 + 6)

    Prerequisite: RECR 2110 or Permission of instructor

    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 MSCD faculty member.
  

  • RECR 3990 - Field Experience in Recreation and Park Professions

    3-Jan(05-1 + 1 - 4)

    Prerequisite: Permission of instructor

    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.
  

  • RECR 4030 - Issues and Trends in Therapeutic Recreation

    3(3 + 0)

    Prerequisite: RECR 3330

    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.
  

  • RECR 4110 - Program Development in Recreation Services

    3(3 + 0)

    Prerequisite: RECR 1870, RECR 2110, RECR 3970; or Permission of instructor

    This course prepares students to develop effective recreation programs in diverse settings, including urban, public, private and volunteer agencies.
  

  • RECR 4130 - Administration of Recreation and Park Services

    3(3 + 0)

    Prerequisite: RECR 1870, RECR 2110, RECR 3970; or Permission of instructor

    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.
  

  • RECR 4150 - Advanced Techniques in Therapeutic Recreation

    4(4 + 0)

    Prerequisite: RECR 3330, RECR 3530; or Permission of instructor

    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.
  

  • RECR 4550 - Management of Aquatic Resources

    3(3 + 0)

    Prerequisite: Permission of instructor

    This course emphasizes the development, organization, and management of diverse aquatic programs and facilities. Students will have the opportunity to seek appropriate certification as pool operators.
  

  • RECR 4630 - Recreation Programs for the Older Adult

    3(3 + 0)

    Prerequisite: At least junior standing

    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.
  

  • RECR 4730 - Sociology of Athletics in American Society

    3(3 + 0)

    Prerequisite/Corequisite: Sociology 1010 and at least junior standing

    This course will examine and utilize basic sociological concepts to explain the relationship of sport to society. In addition, it will investigate the impact of sports and athletics on our culture(General Studies—Level II, Social Sciences)
  

  • RECR 4790 - Applied Research and Evaluation

    2(1 + 2)

    Prerequisite: RECR 4130

    Corequisite: RECR 4890

    This course provides students with the opportunity to learn and practice applied research and program-evaluation skills in conjunction with their internship.
  

  • RECR 4810 - Grants and Grant Writing in the Health Professions

    3(3 + 0)

    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.
  

  • RECR 4850 - Advanced Administration in Recreation and Parks

    3(3 + 0)

    Prerequisite/Corequisite: RECR 4130

    This course provides an intensive opportunity to develop administrative skills. Topics include research and evaluation methodologies, marketing, funding (e.g., bonds, partnerships), and human resource management.
  

  • RECR 4890 - Internship in Recreation, Parks, or Therapeutic Recreation

    10 - 14(1 + 30-40)

    Prerequisite: Recreation Professions major, senior standing, completion of major core and concentration area courses, minimum 2.75 GPA, completion of Level I and II General Studies

    Corequisite: RECR 4790

    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. Students will be evaluated with either a “S” for satisfactory or a “U” for unsatisfactory.(Senior Experience)
  

  • SCI 2610 - Integrated Natural Science I

    3(1 + 4)

    Prerequisite: Minimum performance standard scores on reading and writing preassessment tests and MTH 1080 or MTH 1610 or equivalent, or Permission of instructor; and either ENG 1010 or completion of the Level I General Studies Communication requirement

    This interdisciplinary course investigates the integrated nature of scientific knowledge and explores the common foundations of the physical sciences. The focus of this first course, in a two-course sequence, is on the primary content areas of physics and chemistry with extensions to astronomy, earth system science, and biology. This course develops operational and reasoning skills in the sciences through a student-centered, cooperative-inquiry approach to learning and instruction using a combined laboratory/classroom/field lecture format. (SC1)Three field trips are required(General Studies—Level II, Natural Science)
  

  • SCI 2620 - Integrated Natural Science II

    3(1 + 4)

    Prerequisite: SCI 2610 or Permission of instructor

    This second semester of the Integrated Natural Science sequence reinforces skills and develops knowledge through applications in the primary content areas of biology, astronomy, and earth system science integrating the foundational principles of physics and chemistry. (SC1)Three field trips are required(General Studies—Level II, Natural Science)
  

  • SCI 3950 - Teaching Science in Secondary Schools

    3 (3 + 0)

    Prerequisite: EDS 3210, EDS 3240

    Corequisite: SCI 3960

    Prerequisite/Corequisite: RDS 3280

    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.
  

  • SCI 3960 - Field Experience in Teaching Science in Secondary Schools

    1(0 + 4)

    Prerequisite: EDS 3210, EDS 3240

    Corequisite: SCI 3950

    Prerequisite/Corequisite: RDG 3280

    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 MSCD faculty in collaboration with local schools.
  

  • SED 2200 - Diversity and Multicultural Education

    3(3 + 0)

    This course is designed to increase student awareness of the values and beliefs, traditions, identifiers, and contributions of African Americans, Asian Americans, Hispanic Americans, and Native Americans.  Historical, cultural, and individual variations, including socio-economic status, gender, sexual orientation, language background and disabilities will be investigated to help develop respect for all students, parents, and educators in school settings.  Students will discover how personal attitudes may affect expectations and decisions in the elementary, secondary, and special education school settings.(General Studies—Level II, Social Sciences, Multicultural)(GT-SS3)
  

  • SED 2700 - Social/Emotional Development and Disorders

    3(3 + 0)

    Prerequisite: SED 2200, SED 2400, EDT 2890, or Permission of instructor

    This course provides an overview of the major concepts and historical antecedents of special education services for children and youth with social, emotional, and behavioral difficulties. Teacher candidates will develop an understanding of basic concepts related to the social, emotional, and behavioral development of children and youth, and the concepts related to disordered behavior.
  

  • SED 3600 - Exceptional Learners in the Classroom

    3(3 + 0)

    This course provides a survey of various exceptionalities, ranging from moderate to severe. Information about child abuse and medical conditions, and their possible effects on student learning and behavior is provided. Teacher candidates are introduced to the special education processes, including the development of individualized education plans from a general education teacher perspective. Principles of Universal Design for Learning (UDL) curriculum accessibility issues are addressed.(HON 3600)
  

  • SED 3650 - Individualized Education and Curriculum

    3(3 + 0)

    Prerequisite: SED 3600

    This course focuses on Individualized Education Plans (IEP) and transition plans for purposes of preparing special educators for teaching curricula within the context of special and general education classrooms.  An overview of the philosophical, historical, and sociological foundations of education will be addressed.
  

  • SED 3700 - Educational and Medical Aspects of Disabilities

    3(2.5 + 1)

    Prerequisite: SED 3600

    This course provides an overview of the multidisciplinary needs of students with physical, communicative, cognitive, and sensory disabilities.  Emphasis is placed on explaining the impact of medical needs on educational experiences. Principles of Universal Design for Learning (UDL) will be addressed.  Teacher candidates must complete a 15-hour field experience in an assigned public school that provides services for students with severe disabilities.
  

  • SED 3750 - Assessment, Methods, and Assistive Technology for Severe Disabilities

    3(2 + 1)

    Prerequisite: SED 3600, SED 2200, SED 3700

    This course is designed to introduce pre-service teachers to assessment, curriculum and instruction for students with severe disabilities. Focus will be given to including students in their neighborhood schools, homework, and community. The course also emphasizes the selection and efficacy of assistive device technologies. A minimum 45-hour, field-based experience is required.
  

  • SED 3820 - Elements of Literacy Instruction for Students with Disabilities

    3(2 + 2)

    Prerequisite: SED 3600

    Prerequisite/Corequisite: SED 3650

    Assessment data is used to design lesson plans and apply scientifically-based interventions to address the needs of students with literacy challenges, including dyslexia. A direct-instruction teaching approach based on best practices is a focus. The  course includes a 30-hour field-based experience with elementary level students who are experiencing reading difficulty in phonemic awareness, phonics, fluency, vocabulary, or comprehension.
  

  • SED 3950 - Mathematics Instruction for Students with Disabilities

    3(2.5 + 1)

    Prerequisite: SED 3600

    Prerequisite/Corequisite: SED 3650

    This course is designed to introduce effective classroom methods and strategies for teaching, assessing, and monitoring the mathematical performance of students with disabilites within diverse classroom settings.  An emphasis is placed on practical classroom techniques to facilitate, maintain, retain, and generalize skill acquisition.  Computation and problem-solving techniques are covered.  This class requires a 15-hour field project-based experience.
  

  • SED 4050 - Assessment and Instructional Planning

    3(2.5 + 1)

    Prerequisite: SED 3600, SED 3650; or permission of instructor

    This course focuses on making informed decisions on the selection, use, and interpretation of formal and informal methods for the assessment of students with disabilities. Teacher candidates must complete a series of assessments and reports during a minimum 15-hour project-based field-experience.
  

  • SED 4200 - Reading Disabilities and Content Instruction

    3(2.5 + 1)

    Prerequisite: SED 3820; or permission of instructor

    This course explores the nature of dyslexia including etiological, sociological, and psychological perspectives as well as treatment methods. Special emphasis is devoted to reading disabilities in reference to the demands of content instruction at the secondary school level. Critical thinking, study skills, cooperative learning, and Universal Design for Learning (UDL) will be addressed within the context of improving reading and writing achievement of students with disabilities.  This class requires a 15 hour field-experience at the secondary school level.
  

  • SED 4250 - Effective Behavioral Support Systems

    3(3 + 0)

    Prerequisite: SED 3600, SED 3650, or Permission of instructor

    This course is designed to introduce the management process in the classroom from a decision- making perspective. The use of systematic behavioral assessments, functional behavior assessment plans, and intervention strategies such as social-skill development are emphasized. Teacher candidates are prepared to apply Universal Design for Learning (UDL) principles and management decisions in diverse contexts that include both general and special education classes.
  

  • SED 4300 - Assessment and Methods for Emotional and Behavioral Disorders

    3(2 + 2)

    Prerequisite: SED 3820, SED 4250; or permission of instructor

    This course is designed for teacher candidates to learn how to select, adapt, and use instructional interventions and strategies with students with emotional and behavioral disorders in a variety of settings. Theoretical approaches, identification, educational placement, and evaluation issues will be addressed. In addition, specific categories of disordered behavior, such as bipolar, depression, anxiety, oppositional defiant disorders, schizophrenia, and childhood psychosis, will be discussed.  Students are required to apply knowledge and skills in a 30 hour field-based experience.
  

  • SED 4420 - Issues in Special Education

    2(2 + 0)

    Prerequisite: EDT 2890, RDG 3110, SED 2200, SED 2400, SED 2700, SED 2800, SED 3600, SED 3700, SED 3800, SED 4050, SED 4200, SED 4250, or Permission of instructor

    This course focuses on current and emerging issues in the field of special education.
  

  • SED 4430 - Instruction and Collaboration Practicum: Elementary

    3 - 6


    (1 + 8 - 20)

    Prerequisite: SED 4050, SED 4300; or permission of instructor

    Corequisite: SED 4200, SED 4250

    This practicum is a culminating experience that provides teacher candidates with a structured, supervised elementary-level practicum in a special education setting for adolescents. A strong emphasis is placed on collaboration with general education.  The course requires completion of modules in a supervised field experience.  The seminars are designed to address assigned topics and activities that are linked to the teaching responsibilites of the practicum.(Senior Experience)
  

  • SED 4440 - Instruction and Collaboration Practicum: Secondary

    3 - 6

     (1 + 8 - 20)

    Prerequisite: SED 4050, SED 4300; or permission of instructor

    Corequisite: SED 4200, SED 4250

    This practicum is a culminating experience that provides teacher candidates with a structured, supervised secondary level practicum in a special education setting for adolescents. A strong emphasis is placed on transition planning and process for the middle and/or high school student in special education.  The seminars are designed to address assigned topics and activities that are linked to the teaching responsibilities of the practicum.(Senior Experience)
  

  • SED 4490 - Special Education Student Teaching and Seminar: Elementary

    6,12(1 + 40)

    Prerequisite: Must have completed all required courses for the program (see advisor for specific courses for a particular program)

    This course is a full-time special education student teaching experience in an accredited elementary public or private school that provides teacher candidates responsibility for teaching an identified group of learners with exceptionalities. A minimum of 8 weeks is required for 6 credits, and a minimum of 16 weeks is required for 12 credits. College supervisors provide regularly scheduled observations and seminars and guidance on the development of the teacher work sample.(Senior Experience)
  

  • SED 4500 - Special Education Student Teaching and Seminar: Secondary

    6,12(1 + 40)

    Prerequisite: must have completed all required courses for the program (see advisor for specific courses for a particular program)

    This course is a full-time special education student teaching experience in an accredited secondary public or private school that provides teacher candidates responsibility for teaching an identified group of learners with exceptionalities. A minimum of 8 weeks is required for 6 credits, and a minimum of 16 weeks is required for 12 credits. College supervisors provide regularly scheduled observations and seminars and guidance on the development of the teacher work sample.(Senior Experience)
  

  • SLHS 1500 - Introduction to Communication Sciences

    3(3 + 0)

    This course introduces students to typical communication across the lifespan, the relationship between culture and communication, and the impact of communication disorders on individual and family. Speech, language, and hearing anatomy, disorders, and intervention options are introduced.
  

  • SLHS 1610 - American Sign Language I

    3(3 + 0)

    Prerequisite: Minimum performance on the reading and writing preassessment placement test

    This course provides students with a basic understanding of American Sign Language including conversational skills and linguistic structures. Students are also introduced to Deaf culture.Credit will only be granted for one prefix: SLHS, EDU, or MDL.(EDU 1610, MDL 1610)
  

  • SLHS 1620 - American Sign Language II

    3(3 + 0)

    Prerequisite: SLHS/MDL/EDU 1610 or Permission of instructor

    This course is a continuation of SLHS 1610 emphasizing expressive language as well as increasing competence with receptive language skills. The course continues to build vocabulary and familiarity with the complex grammar (morphology and syntax) of this visual language. The Deaf experience and culture is integrated throughout.Credit will be granted for only one prefix: SLHS, MDL or EDU.(General Studies–Level I, Communications)(EDU 1620 / MDL 1620)
  

  • SLHS 2530 - Speech and Hearing Science

    3(2 5 + 1)

    Prerequisite: SPE 1010 or Permission of instructor

    This course introduces acoustics of speech reception within the auditory system and acoustics of speech production within the vocal tract. A number of disorders interfering with normal sound transmission are introduced. Students learn about speech and hearing professionals, current technology for assessment and intervention, and strategies to enhance reception and production of acoustic energy.
  

  • SLHS 2530 - Speech and Hearing Science

    3(2 +2)

    Prerequisite: MTH 1110

    This course introduces acoustics of speech reception within the auditory system and acoustics of speech production within the vocal tract.  A number of disorders interfering with normal sound transmissions are introduced.  Students learn about speech and hearing professionals, current technology for assessment and intervention, and strategies to enhance reception and production of acoustic energy.
     
  

  • SLHS 2890 - Language Acquisition

    3(3 + 0)

    Prerequisite/Corequisite: ENG 2010 or SLHS 1500 or PSY 1800

    This course allows students to investigate theories of language development and describe language developmental patterns in toddler, preschool and school-age children. The interrelationship between linguistic, cognitive and social competencies in communicative development will be explored. Students will gain knowledge concerning the diversity of normal communicative development found in a pluralistic society.
  

  • SLHS 3511 - Anatomy and Physiology of Speech

    3(2.5 + 1.5)

    Prerequisite: BIO 2310 and SLHS 2530 with a grade of”C” or better in both; or permission of instructor

    This course provides students with basic understanding of the structural organization (anatomy), function (physiology) and neural control of the structures used to produce speech, swallowing, respiration and related human behaviors. Students explore how anatomical and physiological deficits relate to communicative pathology. It includes lecture and laboratory components and involves dissection.Credit will be granted for only one prefix: SLHS or BIO.(BIO 3511)
  

  • SLHS 3540 - Phonetics and Phonological Awareness

    3(3 + 0)

    Prerequisite/Corequisite: SLHS 2890

    Students will gain an understanding of the science of speech sounds and utilize the International Phonetic Alphabet in transcribing spoken language. They will learn how the ability to talk about, to reflect, and to manipulate the sounds of speech is associated with reading.
  

  • SLHS 3580 - Speech, Sound and Fluency Disorders

    3(3 + 0)

    Prerequisite: SLHS 2890 with a grade of “C” or better

    Prerequisite/Corequisite: SLHS 3540

    Two disorders that impact communication involve the sounds used for speech and the fluency of speech. Etiological factors, assessment techniques, and intervention principles used to manage speech sound and fluency disorders are addressed.
  

  • SLHS 3590 - Classroom Intervention for Communication Disorders

    3(3 + 0)

    Prerequisite: SLHS 2890 and one of the following: (SLHS 1500 and SED 3600) or (SLHS 2530 and SLHS 3540) with a grade of “C” or better for each course

    This course allows students to explore how speech and language disorders/differences and hearing loss affect school-age children. Students learn identification, assessment, and intervention methods designed to help children and adolescents with communication disorders and differences. Students observe children with communication disorders in school settings.
  

  • SLHS 3600 - Audiology I

    3(3 + 0)

    Prerequisite/Corequisite: SLHS 2530

    This course reviews acoustics of the auditory system and perception of acoustic stimuli. The focus is on anatomy and physiology of the auditory system, standard audiometric assessment, and peripheral and central auditory disorders. Students are also introduced to the vestibular system.
  

  • SLHS 3610 - Audiology II

    2(2 + 0)

    Prerequisite: SLHS 3600 with a grade of “C” or better

    This course focuses on advanced anatomy of the auditory and vestibular systems, procedures to assess functioning of the auditory and vestibular systems, and prevention of primary and secondary disorders relative to hearing loss in the newborn nursery, schools, and industry. This course is recommended for all speech, language, hearing sciences (SLHS) students applying to graduate school.
  

  • SLHS 3620 - Aural Rehabilitation

    3(3 + 0)

    Prerequisite: SLHS 2890 and SLHS 3600 with a grade of “C” or better in each course

    This course considers the responsibilities of interventionists for children and adults with hearing loss. Students learn about room acoustics, amplification, cochlear implants, counseling, and speech and language therapy as well as individual variables that impact intervention outcomes.
  

  • SLHS 4500 - Principles of Assessment and Intervention

    3(2 + 3)

    Prerequisite: SLHS 2890 and one of the following: SLHS 3590, SLHS 4510, SLHS 3620, SLHS 3580 with a grade of “C” or better

    This course examines professional issues and assessment/intervention principles and practices in speech-language pathology and audiology. This internship allows students to implement standards-based instruction for children with communication disorders in educational settings and/or observe assessment/intervention methods in clinical settings.(Senior Experience)
  

  • SLHS 4510 - Language Disorders

    3(3 + 0)

    Prerequisite: SLHS 2890 with a grade of “C” or better

    This course examines language disorders and the neurological, cognitive, environmental and sociocultural actors that contribute to them. Students are introduced to assessment and intervention strategies designed to enhance language/communication development, with particular emphasis on child language disorders and their effects.Field based observations will be required.
  

  • SLHS 4550 - Speech-Language Pathology Assistant Methods

    7(3 + 12)

    Prerequisite: SLHS 2530, SLHS 2890, SLHS 3511, SLHS 3540, SLHS 3580, SLHS 3600, SLHS 4500, and SLHS 4510 each course with a grade of “C” or better; or permission of program coordinator

    Prerequisite/Corequisite: SLHS 3620

    This course allows students with an undergraduate major or equivalent coursework in speech-language-hearing sciences to gain the competencies required for employment as a speech-language pathology assistant (SLPA) in schools. The course is composed of a three-credit seminar and four-credit public school SLPA internship.*Students will be required to submit a letter of intent, academic transcripts, and two letters of reference to the program coordinator for review and approval prior to registering for this course
  

  • SLHS 4551 - Early Childhood Communication Assessment

    3(25 + 1)

    Prerequisite: SLHS 2890; and (SLHS 1500 or SLHS 3600) with a grade of “C” or better; or permission of instructor

    Prerequisite/Corequisite: SPE 4500 or permission of instructor

    This course expands students’ knowledge and skills regarding the purposes and principles of diagnostic assessment in communication disorders. Students will learn about different types of tools and methods to assess communicative competence in toddlers and preschool-aged children. Clinical interviewing, test administration, behavior observation and report-writing will be addressed. Students will engage in field observations and assess the speech-language development and hearing status of a child between one and five years of age.
  

  • SLHS 4552 - Early Childhood Communication Intervention

    1(0.5 + 1)

    Prerequisite: SLHS 2890 and (SLHS 1500 or SLHS 3600) with a grade of “C” or better: or permission of instructor

    Corequisite: SPE 4500 and one of the following: SLHS 3580 or SLHS 3590 or SLHS 4510; or permission of
    instructor

    This course introduces the student to the principles of intervention planning and services for the preschool child with communication disorders and/or delays. Students will analyze diagnostic data, create goals and objectives and implement intervention using direct and indirect service delivery models. Students will gain experience communicating with parents and professionals in oral and written formats.This course may be repeated for up to 3 credits.
  

  • SLHS 4600 - Audiology II

    2

    Prerequisite: SLHS 3600

    This course focuses on advanced anatomy of the auditory and vestibular systems, procedures to assess functioning of the auditory and vestibular systems, and prevention of primary and secondary disorders relative to hearing loss in the newborn nursery, schools, and industry. This course is recommended for all speech, language, hearing sciences (SLHS) students applying to graduate school.
 

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