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Sunday, November 22, 2009
Current course descriptions (organized by subject code) from 2009-2010 UNM Catalog.
Current course descriptions (organized by subject code) from 2009-2010 UNM Catalog.
| ARTE | CMTE | COUN | ECME | EDPY | EDUC | EMLS | FS | HED | LEAD | LLSS | MSET | NUTR | OLIT | PENP | PEP | SPCD | Art Education (ARTE)
214. Art in Elementary and Special Classrooms I. (3)
Understanding the art process as it relates to the growth and development of children. Experiences, methods and curriculum for art education in the elementary school. Special fee required.
310. Teaching Art in the Elementary School. (3)
Philosophical, psychological, theoretical and practical concepts about teaching art in the elementary school, including observation and involvement in art teaching situations. Initial screening course and prerequisite for teacher preparation curricula. Special fee required.
320. Teaching Art in Secondary School. (3)
Philosophical, psychological, theoretical and practical concepts about teaching art in the middle/junior and senior high school, including observation of and involvement in art teaching situations. Additional screening course when indicated in individual cases. Special fee required.
368. Porcelain Vessels. (1-3 to a maximum of 3) Δ
(Also offered as ARTS 368.) Oriental-Japanese method of wheel-thrown porcelain vessels and its place in art teaching. Special fee required.
391./591. Problems. (1-3 to a maximum of 6) Δ
Individual problems are studied and researched under the supervision of a faculty member. Permission of faculty member involved is required. Special fee required.
400. Elementary Student Teaching in Art. (3) 1
Directed and supervised student teaching in art at the elementary level (grades 1–6) in a school plus a seminar on campus dealing with theory and practice relevant to art in the elementary school. Special fee required. Prerequisite: 310 and 320.
410./510. Curriculum Development in Art Education. (3)
Diverse art historical, philosophical, and psychological bases for theories and models of curriculum development as they apply to teaching art in a planned manner. Students will develop part of yearly curriculum for art education. Special fee required.
414. Art Education in Elementary School Teaching. (3)
Direct experience with the art process set in a theoretical context for elementary school teaching oriented toward curriculum development in art, integration of art with the rest of the curriculum, art as non-verbal communication and the multicultural aspects of art. Special fee required.
420./520. Art Education in Early Childhood. (3)
Theory, methods, curriculum for teaching art with children ages 4–7, emphasizing the teacher’s response to the creative needs of young children as a part of their total growth and learning. Special fee required.
430./530. Studio Art in the School:_________. (1-3 to a maximum of 12) Δ
Studio experience in art for school and recreational situations. Different art forms are emphasized in different offerings of the courses, e.g., Studio Art in the Schools: Weaving, etc. May be repeated for credit as studio area varies; may be taken twice with same studio area and may be repeated more than twice with permission of instructor and program coordinator. Special fee required.
461. Student Teaching in the Senior High School. (3)1
Directed and supervised student teaching in art at the senior high level (grades 7–12) in a school plus a seminar on campus dealing with theory and practice relevant to art in the senior high school. Special fee required. Prerequisite: 310 and 320.
465./565. Art and the Exceptional Child. (3)
(Also offered as SPCD 465.) Designed to acquaint teachers with the value and therapeutic uses of art in special education classrooms and to acquaint art education majors with adaptations of art to various exceptional cases. Special fee required.
466./566. Art With At-Risk Students. (3)
A studio-based course in theory and practice of working with diverse students at risk for factors including socioeconomics, language, behavior, psychiatric diagnoses. Ten hours fieldwork. Special fee required.
472. Art Criticism & Aesthetics Teacher. (3)
An exploration of art criticism and aesthetics as part of a comprehensive art education curriculum with practical application in a K-12 setting. Special fee required.
475. Art, Architecture and Environmental Education in the Schools. (3)
The use of art and architecture in the school curriculum. The aesthetics of the built environment in relation to design and behavior and the order and delicate design in nature and buildings. Design of learning environments are also explored. Special fee required.
493./593. Topics. (1-3, no limit) Δ
Courses on a wide variety of topics about art education are offered according to interest and need. Different sections indicate different topics. Special fee required.
500. History & Philosophies of Art Education. (3)
An introduction to major historical beliefs, values, philosophies and practices that inform contemporary art and art education programs and practices. Special fee required.
510./410. Curriculum Development in Art Education. (3)
Diverse art historical, philosophical, and psychological bases for theories and models of curriculum development as they apply to teaching art in a planned manner. Students will develop part of yearly curriculum for art education. Special fee required.
520./420. Art Education in Early Childhood. (3)
Theory, methods, curriculum for teaching art with children ages 4–7, emphasizing the teacher’s response to the creative needs of young children as a part of their total growth and learning. Special fee required.
530./430. Studio Art in the School:_____. (1-3 to a maximum of 12) Δ
Studio art for school settings. Different offerings indicate different studio areas, e.g., Studio Art in the Schools: Clay. May be taken up to three times in one studio area; third time in one area requires instructor and program coordinator approval. Special fee required.
565./465. Art and the Exceptional Child. (3)
(Also offered as SPCD 565.) Study of the special use of art activities with exceptional children along with practicum experience in field situations. Special fee required.
566./466. Art With At-Risk Students. (3)
A studio-based course in theory and practice of working with diverse students at risk for factors including socioeconomics, language, behavior, psychiatric diagnoses. Ten hours fieldwork. Special fee required.
568. Image and Imagination in Art Education. (3)
Metaphorical aspects of art, art in the construction of self and realities, and image making. Examines relationships among image and imagination, art and art education. Special fee required.
570. Art in Multicultural Education. (3)
572. Art Criticism & Aesthetics for Teachers. (3)
An exploration of art criticism and aesthetics as part of a comprehensive art education curriculum with practical application in a K-12 setting. Special fee required.
585. Research Applied to Art Education. (3)
Examination of the assumptions, methods, results and applications of research in art education. Special fee required.
590. Current Trends and Issues in Art Education. (3)
Examination of the contemporary developments, trends and issues in the field of art education as they relate to society, education and art. Special fee required.
591./391. Problems. (1-3 to a maximum of 6) Δ
Individual research into an area in art education proposed by the student and conducted under the direction of a professor. Special fee required.
593./493. Topics. (1-3, no limit) Δ
Specialized courses about a particular topic in art education. A wide variety of topic courses is offered according to demand. Different sections indicate different topic content. Special fee required.
595. Advanced Field Experiences. (3-6 to a maximum of 12) Δ
Individual observation, teaching, residency in an art education field situation under the supervision of a professor.
598. Directed Readings in Art Education. (1-3 to a maximum of 6) Δ
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only. |
Curriculum and Instruction in Multicultural Teacher Education (CMTE)
291. Problems. (1-3 to a maximum of 3) Δ
Restriction: permission of instructor.
296. Internship. (3-6 to a maximum of 12) Δ
319. Physical Education in the Elementary School. (3)
Introduction to all methods of teaching elementary physical education. Four class meetings a week.
391./591. Problems. (1-3 to a maximum of 3) Δ
(Also offered as MSET 391.)
492. Workshop. (Taller Pedagogico.) (1-4 to a maximum of 9) Δ
(Also offered as MSET 492.)
493./593. Topics. (1-3, no limit) Δ
Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.
495. Field Experience. (3-6 to a maximum of 12) Δ
(Also offered as MSET 495.) Planned and supervised professional laboratory or field experiences in agency or institutional setting.
497. Reading and Research in Honors. (3-6 to a maximum of 6) Δ
Restriction: permission of the major advisor.
500. Advanced Instructional Strategies. (3)
Exploration of accomplished teaching through study, practice and inquiry. Subject matter pedagogy and the diversity of pathways for learning, assessment and special needs in instruction are addressed.
501. High School Curriculum. (3)
Inquiry into high school curriculum with a focus on organization, models, goals setting, planning and evaluation.
511. Curriculum in the Elementary School. (3-12 to a maximum of 12) Δ
A study in the design, structure and implementation of curriculum in elementary classrooms. Other topics include historical perspectives of curriculum, influential factors on defining curriculum and theoretical connections.
512. Arranging Learning Environments. (3)
Course assists experienced elementary teachers to build and design a conceptual framework about the teaching and learning process as it relates to the arranged classroom environment in which students and teachers operate.
513. The Process of Teaching and Learning. (3)
Engages experienced teachers in the study and analysis of their own teaching and learning events through reflection and inquiry. Case studies, journals and narratives of teachers are used as tools for developing understandings.
516. Integrating Curriculum in the Classroom. (3)
Inquiry and practice in integrating curriculum across disciplines of knowledge, children’s diverse understandings, habits of mind and community needs and projects. Explores organization, models, goals setting, planning and evaluation.
542. Principles of Curriculum Development. (3)
Focuses on issues of curriculum (K–12) from formal aspects of goals setting and planning to implicit issues of politics, culture and ideology.
560. Instructional Leadership and Development. (3)
Focuses on supervision in terms of professional growth, staff development, and creating organizations in which learning, rather than power and control, is the center of attention. Supervision as evaluation is a relatively minor part of the course.
562. Practicum in the Supervision of Instruction. (3 to a maximum of 12) Δ
The study about and practice of supervision of instruction in K–12 classroom settings. Designed to assist and improve capacities of student teaching supervisors, mentor teachers, clinical faculty and advanced graduate students in teacher education.
590. Seminar. (3)
For students in the Department of Teacher Education, this course synthesizes course work which has made up a master’s degree program. Enhance and develop competence in professional communication, written and oral.
591./391. Problems. (1-3 to a maximum of 6) Δ
A problems course, CMTE 591, is an acceptable substitute for CMTE 500 for all students in a teaching field endorsement program.
592. Workshop. (1-4 to a maximum of 5) Δ
593./493. Topics. (1-3, no limit) Δ
Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.
595. Advanced Field Experiences. (3-6 to a maximum of 12) Δ
(Also offered as MSET 595.) Planned and supervised advanced professional laboratory or field experiences in agency or institutional settings.
596. Internship. (3-6 to a maximum of 12) Δ
(Also offered as MSET 596.)
597. Directed Readings in Secondary and Adult Teacher Education. (3-6 to a maximum of 6) Δ
598. Directed Reading in Elementary Education. (3-6 to a maximum of 6) Δ
599. Master’s Thesis. (1-6, no limit) Δ
(Also offered as MSET 599.) Offered on a CR/NC basis only.
690. Dissertation Seminar. (3)
(Also offered as MSET 690.)
696. Internship. (3-6 to a maximum of 12) Δ
(Also offered as MSET 696.)
698. Directed Readings in Elementary/Secondary
Teacher Education. (3-6 to a maximum of 12) Δ
699. Dissertation. (3-12, no limit) Δ
(Also offered as MSET 699.) Offered on a CR/NC basis only.
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Counseling (COUN)
513. Career Counseling. (3)
A practical and theoretical foundation for understanding the relationship of personal and career development theories to counseling practice. Includes vocational choice theory, lifestyle choices, occupational and educational information, decision making processes and career exploration techniques. Restriction: admitted to graduate Counselor Education program.
514. Supervision of Counseling Services. (3)
Includes principles and techniques involved in developing and supervising counseling and guidance services in a variety of settings, including colleges and universities, public schools and various community agencies. Restriction: admitted to doctoral Counselor Education program.
515. Testing and Assessment in Counseling. (3)
Aimed at helping counselors evaluate, administer and interpret psychological tests. Includes history, ethics, sources of information, study of test manuals and the development of skill in test interpretation. Prerequisite: 584 and (EDPY 500 or 505). Restriction: admitted to graduate Counselor Education program.
517. Theories of Counseling. (3)
Examination and analysis of major counseling and psychotherapy theories and their application. Consideration of philosophical bases and ethical implications. Treatment strategies and goals of each theory. Restriction: admitted to graduate Counselor Education program.
518. Group Counseling. (3)
An introductory course in group counseling. Topics include group organization, types of groups, stages of group development, communication, group roles, feedback, diagnosing and problems in the group process. Restriction: admitted to graduate Counselor Education program.
519. Practicum in Group Counseling. (3 to a maximum of 6) Δ
An experience in working directly with clients in a group setting with supervision provided by program faculty. Prerequisite: 520 and 530 and 517 and 518 and 522 and 584. Restriction: admitted to graduate Counselor Education program. Offered on a CR/NC basis only.
520. Foundations of Counseling. (3)
Designed to acquaint students with the professional field of counseling. A variety of didactic and experiential approaches are utilized. Includes lectures, group discussion, guest speakers, videos and service-learning experiences. Restriction: admitted to graduate Counselor Education program.
521. Community Agency Counseling. (3)
An introduction and orientation to the community model. Roles, responsibilities and functions of the community mental health counselor are examined. Knowledge and strategies designed to create systemic changes in clients’ social environment are presented. Prerequisite: 517, 518, 520, 530.
522. Communication Skills in Counseling. (3)
Designed to introduce the student to basic communication skills fundamental to the interviewing process. Skills will be approached with a practical application to the counseling setting. Offered on a CR/NC basis only. Prerequisite: 520 and 530 and 517 and 518. Restriction: admitted to graduate Counselor Education program.
525. Experiential Counseling. (3)
Emphasizes experiential activities in counseling. This course presents an approach which incorporates academic cognitive skills, group counseling skills and experiential skills. It combines cognitive behavioral, group and humanistic counseling methods in experiential learning.
530. Dynamics of Human Behavior. (3)
An examination of major theories of personality and human behavior. The course provides an overview of personality and behavioral theory including clinical, philosophical, historical and developmental issues. Restriction: admitted to graduate Counselor Education program.
541. Counseling Children and Adolescents. (3)
This course addresses the developmental issues and psychological concerns of infants, elementary school-aged children and adolescents and provides knowledge about appropriate therapeutic interventions for this population. Prerequisite: 517 and 518 and 520 and 530 and (FS 503 or EDPY 503).
545. School Counseling. (3)
School counseling as a profession is addressed. Roles and responsibilities of school counselors at various educational levels are described. Professional, ethical, legal, multicultural and family issues as they impact school counselor role are included. Prerequisite: 517 and 518 and 520 and 530.
560. Family Counseling. (3)
(Also offered as FS 560.) An introduction to history and practice of counseling with families. A number of leading experts in the field will be studied with respect to their theoretical approach to the subject as well as their techniques. Prerequisite: 517 and 518 and 520 and 530 and FS 517.
576. Diagnosis of Mental Disorders. [Medical Aspects in Counseling.] (3)
A comprehensive overview of physiological aspects of behavior which may impact the counseling process. Emphasis will be placed on psychopathology and diagnosis in accordance with the DSM and ICD. Prerequisite: 520 and 530 and 517 and 518. Restriction: admitted to graduate Counselor Education program.
581. Sexuality in Counseling and Psychotherapy. (3)
Broadly based examination of psychological, biological and social aspects of sexuality with emphasis on the professional’s own values, attitudes and knowledge in working with clients with sexual concerns and problems.
584. Multicultural Issues in the Helping Professions. (3)
Provides fundamentals in multicultural competence useful in human service and educational settings. Working effectively with multicultural families requires self awareness, knowledge of information specific to various cultures and the development of skills for successful interaction.
Prerequisite: 520 and 530 and 517 and 518. Restriction: admitted to graduate Counselor Education program.
590. Practicum in Counseling. (3)
An experience providing counseling services to diverse clients in an on-campus setting where supervision is provided by program faculty and doctoral students under faculty supervision. Prerequisite: 517 and 518 and 520 and 522 and 530 and 584 and 610. Restriction: admitted to graduate Counselor Education program. Offered on a CR/NC basis only.
591. Problems. (1-3 to a maximum of 6) Δ
593. Topics. (1-3, no limit) Δ
Various current topics in counseling and counseling psychology are offered. Contact the department office for information about topics courses planned for the near future.
595. Field Practicum. (3 to a maximum of 6) Δ
Students provide counseling services to diverse clients in either a school or community agency setting. Supervision is provided by experienced counselors in the field setting with coordination by program faculty. Attendance at a weekly seminar on campus is required. Prerequisite: 590. Restriction: admitted to graduate Counselor Education program. Offered on a CR/NC basis only.
610. Professional Issues and Ethics. (3)
Contemporary issues, trends and ethical considerations in counseling are reviewed and critiqued. Provides an overview of the helping profession, professional roles, organizations, ethical and professional preparation standards, credentialing, licensure and public policy issues. Prerequisite: 520 and 530 and 517 and 518. Restriction: admitted to graduate Counselor Education program.
620. Seminar in Counseling. (3)
Doctoral seminars in topics such as professional issues, teaching and consultation are offered for advanced graduate students.
621. Advanced Theories of Counseling and Psychotherapy. (3)
An in-depth comparison and contrast of major theories of counseling and psychotherapy. Theories representative of existential, psychoanalytic and behavioral viewpoints are considered.
630. Advanced Practicum in Counseling. (3-6 to a maximum of 6) Δ
Offered on CR/NC basis only.
696. Internship. (3-6 to a maximum of 12)
Offered on CR/NC basis only.
699. Dissertation. (3-12, no limit) Δ
Offered on a CR/NC basis only. |
Early Childhood Multicultural Education (ECME)
101. Child Growth, Development, and Learning. (3)
This basic course in the growth, development, and learning of young children, provides foundational knowledge of how young children grow, develop and learn.
103. Health, Safety, and Nutrition. (2)
This course provides information related to standards and practices that promote children’s physical and mental well being, sound nutritional practices, and maintenance of safe learning environments.
111. Family and Community Collaboration I. (3)
This basic course examines the involvement of families from diverse cultural and linguistic backgrounds in early childhood programs. Ways to establish collaborative relationships with parents and others involved with children in early childhood settings are discussed.
115. Guiding Young Children. (3)
This course explores theories of child guidance and practical applications. It provides developmentally appropriate methods for guiding children, effective strategies and suggestions for facilitating positive social interactions.
117. Curriculum and Implementation I. (3)
This beginning curriculum course focuses on developmentally appropriate content in early childhood programs and developmentally appropriate curriculum integration into teaching and learning experiences.
117L. Curriculum and Implementation Practicum I. (2)
This course provides opportunities for students to apply knowledge gained from ECME 117 and develop skills in planning developmentally appropriate learning experiences for young children including children with special needs.
202. Introduction to Reading and Literacy Development. (3)
This is a basic course in children’s emergent literacy and reading development: Ways to foster phonemic awareness, literacy problem solving skills, fluency, vocabulary, comprehension, and language development are explored.
217. Curriculum and Implementation II. (3)
This basic course focuses on the learning environment and the implementation of curriculum in early childhood programs. Various curriculum models and teaching and learning strategies are explored.
217L. Curriculum and Implementation Practicum II. (2)
This course provides opportunities to apply knowledge gained in ECME 217 and develop skills in planning learning environments and implementing curriculum for young children including those with special needs.
220. Assessment of Children and Evaluation of Programs I. (3)
This basic course familiarizes students with a variety of culturally appropriate assessment methods and instruments, and the development and use of formative and summative program evaluation to ensure quality.
230. Professionalism. (2)
This course provides a broad-based orientation to the field of early care and education. Early childhood history, philosophy, ethics and advocacy are introduced.
305. Research and Evaluation in Early Childhood. (3)
A course focusing on research and evaluation in early childhood settings.
311. Family and Community Collaboration II. (2)
This advanced course prepares prospective teachers for working effectively as partners with diverse family and community members to facilitate the development and learning of children birth through age 8, including children with special needs. Prerequisite: 111. Restriction: admitted to the ECME program.
315. Public Policy, Leadership, Ethics and Reform in ECE. (3)
A course focusing on policy issues, advocacy and leadership in early childhood education.
317. Integrated Early Childhood Curriculum. (3)
This advanced course focuses on developmentally appropriate curriculum development and implementation for children birth to age 5, integrated curriculum content, and rich learning environments. Prerequisite: 103 and 115 and 117 and 117L and 217 and 217L and 230. Corequisite: 317L. Restriction: admitted to the ECME program.
317L. Integrated Early Childhood Curriculum Practicum. (2)
This advanced course provides opportunities for students to apply knowledge gained from ECME 317 and develop skills in planning and implementing developmentally appropriate learning experiences, integrated curriculum, and learning environments. Requires 60 supervised contact hours. Prerequisite: 103 and 115 and 117 and 117L and 217 and 217L and 230. Corequisite: 317. Restriction: admitted to the ECME program.
320. Assessment of Childhood and Evaluation of Programs II. (3)
This advanced course builds upon student understanding of the connections among learning, teaching, and assessment and strategies for evaluating programs. Assessment, identification, and monitoring of typical and atypical development will be explored. Prerequisite: 220. Restriction: admitted to the ECME program.
325. The Social, Political and Cultural Contexts of Children and Families. (3)
This course focuses on the cultural contexts in which children and their families live and develop. Its main goal is to help students bridge the gap between their own cultures and the cultures of the children they will teach.
401. Research in Child Growth, Development and Learning. (3)
This advanced course in child growth, development, and learning builds upon the foundational material covered in the basic course in child growth, development, and learning. An integration of major theories of child development is provided. Prerequisite: 101. Restriction: admitted to the ECME program.
402. Teaching Reading and Writing. (3)
This advanced course is designed to prepare early childhood professionals to understand and to teach. This course focuses on reading as a complex, interactive, constructive process. Prerequisite: 202. Corequisite: 402L. Restriction: admitted to the ECME program.
402L. Teaching Reading and Writing Practicum. (1)
This advanced practicum provides opportunities for students to apply knowledge gained from ECME 402 in kindergarten through 3rd grade classrooms. This 1 credit-hour practicum requires 30 supervised contact hours. Prerequisite: 202. Corequisite: 402. Restriction: admitted to the ECME program.
404. Infants and Toddlers in Early Childhood Programs. (7)
An integrated interdisciplinary block focusing on working with children birth to three. Includes infant development, family interaction, developmentally and culturally appropriate practice, technology, and assessment/evaluation. Corequisite: 404L.
404L. Infant and Toddler Practicum. (2)
A laboratory to be taken as a corequisite to 404. Applies knowledge and concepts from 404 related to care and early education in programs for children birth to three years. Offered on a CR/NC basis only. Corequisite: 404.
414. Pre-Primary Children in Early Childhood Programs. (7)
An integrated interdisciplinary block focusing on working with children aged three to five. Includes childhood development, family interaction, developmentally and culturally appropriate practice, technology and assessment/evaluation. Corequisite: 414L.
414L. Pre-Primary Practicum. (2)
A laboratory to be taken as a corequisite to 414. Applies knowledge and concepts from 414 related to care and early education in programs for children aged three to five. Offered on a CR/NC basis only. Corequisite: 414.
417. Methods and Materials for the Early Primary Grades. (3)
This advanced course focuses on developmentally appropriate content, learning environments, and curriculum implementation for children in K-3rd-grade emphasizing integration of content areas and development of rich learning environments for early primary grades. Prerequisite: 317 and 317L. Pre- or corequisite: 402 and 402L. Corequisite: 417L. Restriction: admitted to the ECME program.
417L. Methods and Materials for the Early Primary Grades Practicum. (2)
This advanced practicum provides opportunities for students to develop, implement, and evaluate developmentally appropriate and integrated learning experiences for children in K-3rd grade. This 2 credit-hour practicum requires 60 supervised contact hours. Prerequisite: 317 and 317L. Pre- or corequisite: 402 and 402L. Corequisite: 417. Restriction: admitted to the ECME program.
424. Primary Children in Early Childhood Programs. (7)
An integrated interdisciplinary block focusing on working with children aged five to eight. Includes child development, family interaction, developmentally and culturally appropriate practice, technology and assessment/evaluation. Corequisite: 424L.
424L. Primary Practicum. (2)
A laboratory to be taken as a corequisite to 424. Applies knowledge and concepts from 424 related to care and educational programs for children aged five to eight. Offered on a CR/NC basis only. Corequisite: 424.
440L. Student Teaching in Early Childhood Education. (12)
Student teaching experience in early childhood including placement and assigned tasks in an early childhood classroom with a mentor teacher, and a weekly seminar where students review and reflect on their own teaching practices. Prerequisite: 320 and 401 and 402 and 402L and 417 and 417L and two of the following 305, 315, 325. Restriction: admitted to the ECME program.
493. Topics in Early Childhood Education. (1-6, no limit) Δ
497. Reading and Research in Honors I. (2)
Advanced studies and research under the supervision of a faculty mentor. Restriction: permission of instructor.
498. Reading and Research in Honors II. (2)
Advanced studies and research under the supervision of a faculty mentor. Prerequisite: 497. Restriction: permission of instructor.
499. Honors Thesis. (2)
Prerequisite: 498. Restriction: permission of instructor.
514. Young Children Moving Into Literacy. (3)
(Also offered as LLSS 514.) This course explores the processes of young children’s emergent literacy. It focuses on selection of materials and design of activities appropriate for use in the home, school and other settings. Prerequisite: EDUC 331L, EDUC 333L.
574. Curriculum for Early Childhood. (3)
Focuses on developing and integrating curriculum for the Early Childhood Classroom (infant and toddler, preschool, early primary) within historical and cultural contexts. Students will explore and implement new ideas in curriculum of the early years. Prerequisite: FS 403.
575. Early Childhood Language Development/Curriculum. (3)
This course will focus on contemporary theory and practice of promoting language development in young children. Students will develop curricula and strategies appropriate for a diverse population.
576. Teaching and Learning Through Play. (3)
This course explores the philosophical and theoretical foundations of play and its impact on children’s development and learning. Students explore current research, issues, and trends related to play in early childhood programs.
579. Seminar in Early Childhood Education. (3-12 to a maximum of 12) Δ
Advanced capstone course that addresses issues affecting the field of Early Childhood education. Topics may vary depending upon instructor and the trends in the field. Prerequisite: 501. Restriction: permission of instructor. |
Educational Psychology (EDPY)
303. Human Growth and Development. (3)
Principles of human growth and development across the life span and implications for education.
310. Learning and the Classroom. (3)
The basic principles of learning, particularly cognition, motivation and assessment, and their application to classroom situations.
391./591. Problems. (1-3, no limit) Δ
472./572. Classroom Assessment. (3)
Provides educators with skills in assessment and knowledge of issues in measurement and assessment. Skills necessary to understand and communicate large-scale test information are also developed.
500. Survey of Research Methods in Education. (3)
Overview of quantitative and qualitative research methods for research consumers. Emphasis is on locating published research and reading research reports with critical understanding of researchers’ methods of data collection and analysis.
502. Survey of Statistics in Education. (3)
Non-technical overview of statistical methods in educational research; computation is not covered. Emphasis on developing critical understanding of statistical methods and results when reading and interpreting research, not on producing research or calculating statistics. Pre- or corequisite: 500.
503. Principles of Human Development. (3)
Principles of human growth and development, which include cognitive, psychosocial and physical development across the life span, with a particular focus on educational implications.
504. Statistical Software Applications for Education Research. (1-3)
Provides open lab, practicum-style opportunity to learn SPSS® for Windows. First five weeks (1 unit) cover introduction, orientation and basics. Remainder covers other techniques (1–2 credits) by arrangement with instructor. Prerequisite: 511. Restriction: permission of instructor.
505. Conducting Quantitative Educational Research. (3)
Provides students with skills for designing quantitative educational research, including identifying a problem, reviewing literature, formulating hypotheses, considering ethical issues, selecting participants, selecting or constructing measures, making valid inferences, writing reports.
510. Principles of Classroom Learning. (3)
Research and theory in learning, particularly cognition, motivation and assessment, with emphasis on educational implications.
511. Introductory Educational Statistics. (3)
Foundations of statistical methods for research producers. Covers sampling methods, descriptive statistics, standard scores, distributions, estimation, statistical significance testing, t-tests, correlation, chi-square and effect size using SPSS® for Windows and computation. Pre- or corequisite: 505.
513. Aging and Education. (3)
Characteristics of the aging process and theories about aging which have special relevance for educators dealing with adults.
515. Survey and Questionnaire Design and Analysis. (3)
Covers survey research from item writing and survey development to sampling, administration, analysis and reporting. Emphasizes applications and interpretations in educational and social science research and use and interpretation of statistical software for survey research.
Prerequisite: 511.
520. Motivation Theory and Practice. (3)
The course promotes understanding of current theories and research in motivation with an emphasis on applications in educational settings. Strategies for establishing motivation rich environments will be developed.
524. Computers in the Educational Process. (3)
Students will be introduced to several ways computers may be used in educational settings. Also programming in BASIC. Restriction: permission of instructor.
565. Seminar in Thought and Language. (3)
(Also offered as LING, PSY 565.)
572./472. Classroom Assessment. (3)
Provides educators with skills in assessment and knowledge of issues in measurement and assessment. Skills necessary to understand and communicate large-scale test information are also developed.
574. Introduction to Educational and Psychological Measurement. (3 to a maximum of 6) Δ
A survey of classical and modern approaches to measurement and assessment as applied to education and/or psychology. Includes measurement and scaling, reliability and validity, traditional and alternative assessment methods. Prerequisite: 511.
586. Psychological Development of Women. (3)
Prerequisite: an introductory course in the psychology of personality. An introductory course in women studies is recommended but not essential. Prerequisite: PSY 331.
591./391. Problems. (1-3 to a maximum of 18) Δ
593. Topics. (1, no limit) Δ
595. Advanced Field Experiences. (3-6 to a maximum of 12) Δ
Prerequisite: acceptance into a graduate program and permission of instructor.
598. Directed Readings. (3-6 to a maximum of 6) Δ
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only.
603. Applied Statistical Design and Analysis. (3)
Includes factorial analysis of variance (ANOVA), planned comparisons, post hoc tests, trend analysis, effect size and strength of association measures, repeated measures designs. Emphasis on solving applied problems using statistical analysis with computer software. Prerequisite: 511.
604. Multiple Regression Techniques as Applied to Education. (3 to a maximum of 6) Δ
Includes bivariate regression, multiple regression with continuous and categorical independent variables and interactions, orthogonal and nonorthogonal designs and selected post hoc analyses. Computer analysis, conceptual understanding and applications to educational research are stressed. Prerequisite: 603.
606. Applied Multivariate Statistics. (1-3, may be repeated twice) Δ
Advanced statistical techniques including discriminant function analysis, multivariate analysis of variance, canonical correlation, principal components analysis and exploratory factor analysis. Emphasis on conceptual understanding and use and interpretation of computer software. Prerequisite: 603. Grading Option: A+, A, A-, B+, B, B-, C+, C, F, CR/NC.
607. Structural Equation Modeling. (3)
Theory, application, interpretation of Structural Equation Modeling (SEM) techniques. Includes covariance structures, path diagrams, path analysis, model identification, estimation and testing; confirmatory factor analysis, structural equation modeling and linear structural relations using latent variables. Prerequisite: 604 or 606.
610. Seminar in Classroom Learning. (3 to a maximum of 6) Δ
An examination of selected research and theory on learning and cognition in specific domains with emphasis on application to classrooms or other learning situations.
613. Seminar in Human Growth and Development. (3 to a maximum of 6) Δ
Examination of selected topics in research and theory relevant to human growth and development, including implications for instruction and child rearing. May be repeated once for credit when topics differ.
645. Advanced Seminar in Educational Psychology. (3 to maximum of 12) Δ
Seminar introduces students to current research topics and professional issues in Educational Psychology.
650. Dissertation Seminar. (1-3 to a maximum of 6) Δ
Offered on a CR/NC basis only.
651. Advanced Seminar in Quantitative Educational Research. (1-3 to a maximum of 6) Δ
Seminar introduces advanced students to current research designs and controversies, statistical analysis techniques and computer applications. Prerequisite: 603.
674. Advanced Educational and Psychological Measurement. (3)
Topics and issues in measurement, including generalizability theory, item response theory, differential item functioning, test development, bias, and fairness. Prerequisite: 574 and 603. Co-requisite: 604.
696. Internship. (3-6 to a maximum of 12) Δ
Offered on a CR/NC basis only.
698. Directed Readings. (3-6 to a maximum of 12) Δ
699. Dissertation. (3-12, no limit) Δ
Offered on a CR/NC basis only. |
Education (EDUC)
124. Intro to Computers for Educators. (1)
An introduction to microcomputers, software and telecommunications. Emphasis placed on educational applications of software and hardware. Macintosh and DOS classes available.
220. Exploring Schools and Teaching. (2)
This course is open to all University students interested in exploring schools, teaching, contemporary education issues and teaching as a profession.
293. Topics in Education. (1-3, no limit) Δ
Various topics related to education from an interdisciplinary perspective.
313. Developmental, Psychological and Social Issues in Education. (6)
Designed to meet the New Mexico State Board of Education entry-level competencies for teachers. Considers the critical and controversial issues in human development, learning and social problems in education.
321L. Teaching of Social Studies in the Elementary School. (3)
Development of conceptual framework for study of community-based curriculum with emphasis on the diverse cultures of the southwest and value clarification. Supervised work with children allows for in-depth analysis of both content and process. Three lectures, 1 hr. lab.
330L. Teaching of Reading. (3)
Study of reading process for emergent and intermediate readers focusing on: cueing systems, assessment, family and community contexts, language, culture and instruction in individual and small group settings. Lab includes supervised tutoring and discussion group.
331L. Teaching of Reading in the Elementary School. (3)
Establishing a theoretical framework for exploring various approaches to reading/language development, instruction and evaluation in multicultural classroom settings. Three lectures, 1 hr. lab.
333L. Teaching Oral and Written Language in the Elementary School. (3)
Study of oral and written forms of language. Background theory in language development and use in teacher-child interactions is presented and followed by carefully designed experiences with children. Three lectures, 1 hr. lab.
353L. Teaching of Science in the Elementary School. (3)
Methods, processes, content and management of children’s science observation, exploration, discovery and invention; attitudes of inquiry and wonderment. Science integrated with math and other areas of life. Three lectures, 1 hr. lab.
361L. Teaching of Mathematics in the Elementary School. (3)
Strategies and materials appropriate for traditional and innovative instructional programs in elementary school mathematics. Supervised work with children allows for in-depth analysis of both content and process. Pre- or corequisites: Math 111 and 112 and (MATH 121 or MATH 215).
362. Teaching Experience I. (3)
An early experience working in the schools to develop familiarity with students and the school culture. Seminar with six hours of field work weekly.
400. Student Teaching in the Elementary School. (1-2-3-6-9-12-15 to a maximum of 15) Δ
Pre- or corequisites: 321L or 331L or 333L or 353L or 361L. Additional requirements are listed in previous section entitled “Student Teaching.” Special fee of $10.00 is charged. Offered on a CR/NC basis only. Restriction: admitted to Elementary Education.
*421. The Social Studies Program in the Elementary School. (Estudios Sociales en las Escuela Primaria.) (3)
Overview and development of the social studies curriculum within the contexts of the elementary school program and multicultural community settings.
*433. Oral and Written Language Program in the Elementary School. (Lenguaje Oral y Escrito en la Escuela Primaria.) (2-3 to a maximum of 3) Δ
The development extension/elaboration and analysis of the language arts in both home language and English language. Creative methods and materials.
*438. Teaching Reading and Writing in the Content Field. (3)
Course explores issues of literacy development(i.e. reading, writing, listening and speaking) across core content areas of school curriculum. Required in secondary teacher education for all content specialization areas. Restriction: permission of the department.
*453. The Science Program in the Elementary School. (3)
*461. The Mathematics Program in the Elementary School. (3)
462. Student Teaching. (3-6-9-12 to a maximum of 15) Δ
Observation and teaching in secondary schools for one or more semesters. Weekly seminar meetings required with University supervisors. Prerequisite: 362.
464. Student Teaching Seminar. (3)
A seminar linked to student teaching to address issues of teaching as a profession.
Corequisite: 462.
493./593. Topics in Education. (1-6, no limit) Δ
Various topics related to education from an interdisciplinary perspective.
500. Research Applications to Education. (3)
An exploration of the forms of research in teaching and learning. Students have opportunties to identify types of research and determine the significance of the conclusions of research.
531. The Reading Program in the Elementary School. (El Programa de Lectura en la Escuela Primaria.) (1-3 to a maximum of 3) Δ
Prerequisite: 331L.
593./493. Topics in Education. (1-3, no limit) Δ |
Educational Media/Library Science (EMLS)
391. Problems. (1-3 to a maximum of 20) Δ
Restriction: permission of instructor.
424./524. Fundamentals of Library Science. (3)
Study of the organization of book and non-book collections, facilities including design and services in the library and media center. Emphasis on principles of management as applied to libraries including planning, decision-making, organization and human resources.
425./525. Reference and Bibliography. (3)
Study of materials and methods for locating information in general works, encyclopedias, dictionaries, indexes, biographical works, media guides and other major tools in subject fields.
427./527. Classification and Cataloging. (3)
Study of the purpose, history, theory and principles of classification, cataloging and general arrangement of books and other media. Practical application of the Dewey Decimal classification and Sears List of Subject Headings to both book and nonbook materials.
437./537. Library Collection Development. (3)
Study of the principles of selection and evaluation for developing collections of print and nonprint materials; includes acquisition policies, criteria, tools for selection and book repairs.
451./551. Books and Related Materials for Young Adults. (3)
A survey of books and related materials for middle and high school age students. Emphasis on adolescent reading and the use of literature in the school curriculum.
457./557. Government Documents. (3)
Introduction to U.S. federal, state and international government publications, the acquisition, organization and reference service of government publications, and the field of government document librarianship.
460./560. Organization and Administration of Media Centers. (3)
Study of the organization and management of media centers, facility design, and services related to the production and distribution of materials and equipment.
470./570. Automation in Libraries. (3)
To instruct teacher librarians in the basics of computer technology, circulation systems, databases and on-line internet searching.
524./424. Fundamentals of Library Science. (3)
Study of the organization of book and non-book collections, facilities including design and services in the library and media center. Emphasis on principles of management as applied to libraries including planning, decision-making, organization and human resources.
525./425. Reference and Bibliography. (3)
A survey of the characteristics of library users and their information needs on all levels; objectives of information services, techniques in information negotiation and search strategy; and basic information sources. Includes practical experience in the use of basic reference sources.
527./427. Classification and Cataloging. (3)
Principles of classification and cataloging on standard systems including automation applications.
537./437. Library Collection Development. (3)
Study of the principles of selection and evaluation for developing collections of print and nonprint materials; includes acquisition policies, criteria, tools for selection and book repairs.
551./451. Books and Related Materials for Young Adults. (3)
A survey of books and related materials for middle and high school age students. Emphasis on adolescent reading and the use of literature in the school curriculum.
557./457. Government Documents. (3)
Introduction to U.S. Federal, State and International government publications, the acquisition, organization and reference service of government publications and the field of government document librarianship.
560./460. Organization and Administration of Media Centers. (3)
Study of the organization and management of media centers, facility design, and services related to the production and distribution of materials and equipment.
570./470. Automation in Libraries. (3)
To instruct teacher librarians in the basics of computer technology, circulation systems, databases and on-line internet searching. |
Family Studies (FS)
202. Infant Growth and Development. (3)
Basic needs and growth factors of the child with emphasis on the prenatal period, infancy and through the second year.
207L. Infant Laboratory. (1)
Observation of infants, 2 hours per week. Required to be taken concurrently with 202 by FS Human Development and Family Relations (HDFR) majors; may be elected by other FS majors and non-majors, with 202 as a corequisite.
213. Marriage and Family Relationships. (3)
Overview of significant research and theories in premarital, marital and family relationships.
281. Introduction to Family Studies. (3)
An introduction to the profession of Family Studies including content areas, community agencies and career opportunities.
304. Growth and Development in Middle Childhood. (3)
Principles of growth and development for 6 to 11-year-olds in language, cognitive, physical, motor, social and emotional areas. Influences on development included.
310. Friends and Intimate Relationships. (3)
Survey of the research concerning friends and intimate relationships. Focus on the dynamic characteristics of friendship and other intimate relationships.
312. Parent-Child Interactions. (3)
Dynamic interactions of parents and children throughout the life cycle in diverse family configurations.
313. Family Theories and Contemporary Lifestyles. (3)
Family theories, conceptual frameworks and research relevant to current family lifestyles including single parents, remarried, same sex, cohabitants. Prerequisite: 213.
315. Adolescent Development in the Family. (3)
Developmental interaction and communication patterns of adolescents within a family setting.
341. Ecological Aspects of Housing. (3)
Variations in housing structures and the impact of housing on family functioning.
343. Family Management Theories. (3)
Comparison of current theories of family management. Restriction: major in program or permission of instructor.
344. Consumer Decisions. (3)
Role of the family member as a consumer and exploration of the resources available for purchase decisions.
384. Familias de Nuevo México. (3)
(Also offered as CHMS 384.) Taught in English. Families of Hispano, Indo-Hispano, Mexican American and Mexicano heritage originating and/or currently residing in New Mexico are studied from a family-ecological-system perspective. Family and child development topics across the life span are included.
391./591. Problems. (1-3 to a maximum of 3) Δ
395. Field Experience I. (1-6 to a maximum of 6) Δ
Combines 120 hours of practical experience in agency or institutional setting with class seminar. Students apply and integrate knowledge and skills for working with or on behalf of individuals and/or families. Restriction: permission of instructor.
403. Growth and Development of the Preschool Child. (3)
Developmental principles and recent research on language, cognitive, physical-motor and social-emotional development of the preschool child. Corequisite: 407L. Restriction: junior or senior standing.
407L. Preschool Child Laboratory. (1)
Laboratory experience in child care center; must be taken concurrently with 403. Includes participation or observation/participation. Hours arranged. Pre- or corequisite: 403.
*411. Marriage and Family Life Education. (3)
Philosophies and processes of family life education programs (FLE).
412. Fathering. (3)
This course will examine fathers’ role in child development across cultural groups. Conceptualization of fathering and the relationship between cultural beliefs and fathering behaviors will be explored.
*415. Aging and the Family. (3)
Examination of the developing person from adulthood through aging within the context of family origin and current family structure.
416. Adult Development in the Family. (3)
Examination of the biological, psychological and Sociocultural aspects of adult development and aging and their dynamic interactions within the context of diverse family structures and lifestyles. Implications for prevention and intervention strategies discussed.
443. Application of Family Management Theories. (3)
Discussion of working with family members to identify and help meet family demands with an emphasis on family resource use. Includes 40 hours in a field setting. Prerequisite: 343.
*444. Family Finance. (3)
Financial decisions of families throughout the life cycle.
481. Families and Public Policy. (3)
Synthesis of issues in Family Studies with emphasis on the formulation and impact of public policies. Restriction: major in program or permission of instructor.
*484. Ethnic Minority Families. (3)
Survey of family dynamics of ethnic minority families in the U.S. Topics include gender roles, mate selection, conjugal power, intermarriage, child development, parenting, the elderly, kinship patterns and reciprocal impact of social environments and family systems.
493./593. Topics. (1-3, no limit) Δ
495. Field Experience II. (1-6 to a maximum of 6) Δ
Continuation of 395 with increased responsibilities/expectations for students. Restriction: permission of instructor.
497. Reading and Research in Honors I. (2)
Advanced studies and research under the supervision of a faculty mentor. Restriction: permission of instructor.
498. Reading and Research in Honors II. (2)
Advanced studies and research under the supervision of a faculty mentor. Prerequisite: 497. Restriction: permission of instructor.
499. Honors Thesis. (2)
Prerequisite: 498. Restriction: permission of instructor.
500. Family Studies Professional Seminar. (1 to a maximum of 2) Δ
This seminar is the introduction into the Family Studies graduate program. To be taken the first fall enrolled in the Family Studies program and concurrently with FS 571. Offered on a CR/NC basis only. Corequisite: 571.
501. Parent Education. (3)
Focus on philosophy of parent education, including content, processes, procedures, techniques and resources. Implications of child development principles from infancy through adolescence for parenting will be examined.
502. Developmental Issues in Families: Early Childhood. (3)
Addresses developmental issues in families with children from birth through age 8, including all aspects of development in children, with developmental implications for family members, based on contemporary research. Prerequisite: a course in human development, early childhood or developmental psychology.
503. Seminar in Human Growth and Development. (3)
Theories and research relevant to human growth and development across the life span, including implications for education, child rearing and counseling.
504. Developmental Issues in Families: Middle Childhood and Adolescence. (3)
Physical, affective, social and language/cognitive development in middle childhood and adolescence. Ecological and relational influences will be emphasized, including school, gender, social class, family and peer relationships. {Offered in rotation with two other developmental courses.}
508. Developmental Issues in Families: Adulthood and Aging. (3)
Current issues concerning the biological, psychological and sociocultural aspects of adult development and aging within the contexts of diverse family structures and lifestyles will be examined through the study of the relevant research literature. {Offered in rotation with 502 and 504.}
512. Working with Children and Families. (3)
Focus on similarities and differences in working with families, depending upon differences in client, practitioner, problem and setting characteristics. Restriction: permission of instructor.
513. Seminar-Current Issues in Family Studies. (3, no limit) Δ
Topics vary from term to term, but are all critically important for Family Studies. They include but are not limited to: Death & Dying and Family Violence.
514. Fatherhood. (3)
A critical examination of issues related to fatherhood including the multiple dimensions of paternal involvement, influences on involvement and consequences of involvement. The course examines multiple perspectives and frameworks for understanding fatherhood.
517. Family Interaction Theories. [Family Interaction.] (3)
Review of salient theories and dynamics involved in understanding interaction patterns within contemporary families. The ability to analyze relationships is emphasized. Restriction: permission of instructor.
543. Managing Family Resources. (3)
A survey of the research in the field of family management to include family resources, decision making and work allocation. Prerequisite: a course in family management theories or permission of instructor.
546. Family Systems Theories. (3)
This course examines the development of family systems theories from the physical and biological sciences and explores current use within a broader ecosystemic perspective. Implications for research, education and clinical practice are illustrated and discussed. Restriction: graduate standing.
560. Family Counseling. (3)
(Also offered as COUN 560.) An introduction to history and practice of counseling with families. A number of leading experts in the field are studied with respect to both their theoretical approach to the subject and their techniques. Prerequisite: 517 and COUN 517 and 518 and 520 and 530.
570. Research Methods in Family Studies. (3)
Research design and methods used in research with families. Includes individual projects.
571. Application of Family Research. (1)
Faculty supervised experience in conducting a research study relevant to family studies. Scholarly course work will lead to presentation in a professional setting. Assignments will vary depending on students’ goals and research-related experience.
581. Seminar: Legal, Ethical and Policy Issues in Family Studies. (3)
Examination and analysis of contemporary issues relating to families from legal, ethical and policy perspectives. Development of a code of ethics for family professionals. Restriction: admission to doctoral program in FS, and permission of instructor.
584. Multicultural Issues: Working with Families. (3)
Provides information specific to various subcultures in the U.S.A., including cultural self-awareness, and the development of multicultural competence for successful interaction. Emphasis is on research findings on multicultural issues working with children, adults and families.
591./391. Problems. (1-3 to a maximum of 12) Δ
May be repeated to a maximum of 6 credit hours for Master’s Plan I and a maximum of 12 credit hours for Master’s Plan II.
593./493. Topics. (1-3, no limit) Δ
Various current topics in family studies are offered on a trial basis before they are established as permanent courses. Additional information may be obtained from the program.
595. Advanced Field Experiences. (3-6 to a maximum of 6) Δ
Course completed in a setting where student will work with families and/or individuals. Students must participate 160 hours Restriction: permission of instructor.
598. Directed Readings in Family Studies. (3-6 to a maximum of 6) Δ
Independent readings to be arranged with individual faculty.
599. Master’s Thesis. (1-6, no limit) Δ
See Graduate Programs for total credit requirements. Offered on a CR/NC basis only.
670. Advanced Seminar in Theory and Research in Family Studies I. (3)
The first half of a two-semester course examining the nature of theories, theoretical approaches to the study of families and the application of various theories of human development. Restriction: admission to FS doctoral program.
671. Advanced Seminar in Theory and Research in Family Studies II. (3)
The second half of a two-semester course examining the application of certain theories to research on families and the implications of family theories for education, prevention and social policies. Prerequisite: 670. Restriction: admission to FS doctoral program.
696. Internship. (3-6 to a maximum of 12) Δ
Designed to give the student practical experience in an agency or other setting working with families and individuals, under the supervision of a faculty member. To be taken near the completion of all course work.
699. Doctoral Dissertation. (3-12, no limit) Δ
Students may not receive credit in dissertation until the semester in which the doctoral comps are passed. Offered on a CR/NC basis only. |
Health Education (HED)
164L. Standard First Aid. (1-3 to maximum of 3) Δ
Preparation in knowledge and skills to meet the needs in situations when basic first aid care is needed. Students eligible for Standard First Aid Certification and CPR Certificate.
171. Personal Health Management. (3)
Exploration of the major areas of health information pertinent to understanding how to achieve, maintain and promote positive health. Topics covered include mental health, drugs, human sexuality, prevention and control of diseases, nutrition, consumer health and ecology.
209. Education for AIDS Prevention. (1)
This course is designed to familiarize students about the HIV/AIDS epidemic with HIV/AIDS awareness including: basic information, prevention, history, compassion, legal issues, testing and societal implications.
212. Fundamentals of Human Sexuality. (3)
Basic knowledge about human sexuality including anatomical, physiological, psycho-social and ethical components. Reproduction, contraception, sexually transmitted disease, sexual health and sexual dysfunctions are among areas examined.
247. Consumer Health. (1)
Preparation in knowledge and skills related to consumers of health products and services.
260. Foundations of Health Promotion. (3)
For those considering becoming health majors or minors in school health or community health. Exploration of the basic philosophy and fundamental practices currently utilized in health education.
293. Topics. (1-3, no limit) Δ
306. Conflict Mediation. (1)
The course will cover methods of resolving conflict situations and methods of preventing conflict. Students will learn to design educational strategies that can be implemented as part of a classroom curriculum.
310. Injury Prevention. (1)
The course content will include specific strategies for preventing unintentional injuries in young children. Students will examine specific principles for the development of new strategies that will address unintentional injuries.
321. Violence Prevention. (1)
The course will examine strategies that have been successful in preventing violence. Students will examine the literature to understand the principles to use in the development of strategies for the prevention of violence.
333. Emotional Health and Interpersonal Relationships. (3)
Course will examine a psychological framework that is the cause of a dysfunctional lifestyle and create a psychological framework that can result in the improvement in the quality of living.
345. Professional Applications in Health Education. (1-3)
This course exposes school and community health education majors to topics appropriate for the development and enhancement of professional competencies. Restriction: HED majors only.
362. Introduction to Health Behavior Theory. (2)
This course will provide an understanding of theoretical principles of various health behavior theories that explain the adoption of health-compromising and health-promoting behaviors.
391./591. Problems. (1-3 to a maximum of 18) Δ
Restriction: permission of health education faculty member.
445. Strategies for Prevention of Substance Use. (1)
Examines basic principles for the development of effective strategies for substance use prevention programs for youth. Evidence of principles used in successful programs from research literature will be provided.
451./551. Teaching Strategies and Curriculum for Health Education. (2)
Students will learn the principles for the development of effective teaching methods and for the development, implementation and evaluation of Health Education prevention/promotion curriculum.
471. Introduction to Community Health. (3)
New developments in research in major health problems, the ecology of local, national and world health problems. A basic foundation in the history of public health, principles in environmental health and control of disease in communities.
473. Health Issues in Death and Dying. (3)
An introduction to content in the area of death and dying: the dying process, grief, types and alternatives to funerals, out-of-body experiences, types of death and community resources available for support.
477./577. Stress Management. (3)
Deals with multiple causes of stress and its resolutions. Emphasizes chief stressors of adults, self-responsibility for change, holistic approach, emotional/mental methods of stress reduction.
481. Pre-Student Teaching. (2)
Students will be provided the experience to observe and to assist in the everyday responsibilities of the classroom health educator. This experience will help prepare them for their student teaching experience. Restriction: permission of instructor.
482. Introduction to Health Education and Multicultural Health Beliefs. (3)
Course provides an overview of the health beliefs of people in NM with an emphasis towards Latino/Hispanics, Native Americans, African Americans, Asians and Anglos. Examines health behavior as influenced by health beliefs and practices.
487./587. Physical Activity and Aging. (3)
(Also offered as PEP 487.) Concerned with the process of aging as it affects physical activity and the potential of physical activity in adjustment to the process of aging.
489. Student Teaching in the Secondary Schools. (8)
Prerequisite: 481. Restriction: permission of instructor.
492./592. Workshop. (1-4 to a maximum of 13) Δ
493./593. Topics. (1-3, no limit) Δ
495. Field Experience. (3-6 to a maximum of 12) Δ
Planned and supervised professional laboratory or field experiences in agency or institutional setting. Restriction: permission of instructor.
506. Health Behavior. (3)
This course explores multiple theories and models and their application in the development of health promotion programs to support change within individuals, families and communities.
507. Research Design in HPER. (3)
(Also offered as PEP 507.) Emphasizes an understanding of different research designs, their level of sophistication and their application from both a theoretical and practical point of view.
509. Media/Public Relations in HPER. (3)
(Also offered as PEP 509.) Introduction to principles of public relations publicity and crisis management in HPER and sports administration.
511. Administrative Aspects of School and Community Health. (3)
Provides students with administrative skills such as leadership style, communication techniques, problem solving, motivational strategies, budgeting, goal setting, evaluation, etc. as they pertain to school/community health education positions.
530. Conflict Resolution. (3)
This course addresses current theories, strategies and practices in conflict resolution for educational and organizational leaders. Topics such as bullying, peer mediation programs, and restorative justice are covered.
545. Advanced Strategies for Prevention of Substance Use. (1)
Examines basic principles for the development of effective strategies for substance abuse prevention programs. In addition, it will explore national and international initiatives that reduce substance abuse and related health impacts.
551./451. Teaching Strategies and Curriculum for Health Education. (2)
Students will learn the principles for the development of effective teaching methods and for the development, implementation and evaluation of Health Education prevention/promotion curricula.
560. Perspectives in Community Health Education. (3)
Course examines the multifaceted components of community health in NM urban/rural communities. Provides an opportunity for critical dialogue with NM Communities and health professionals working with them to address health issues impacting them.
571. Advanced Community Health Education Research. (3)
An overview of community health, its role in public health and current trends in community-based research. Examines different methodologies for conducting academic and community-based research.
572. Community Health Education Program Planning, Development and Evaluation. (3)
Designed to provide the graduate student with competencies in program planning and evaluation. Principles of the PRECEDE model and grantsmanship skills will be utilized to develop a mock proposal on a health-related topic. Prerequisite: graduate status in Health Education.
574. Epidemiological Principles for Health Educators. (3)
Designed to introduce students to statistics of diseases. Course surveys various research designs used in discovering and tracking diseases as they affect a human population.
576. Measurement and Evaluation in Health Promotion. (3)
Designed to provide graduate students in Health Promotion and related fields: competencies in major measurement/evaluation systems in HP and HE.
577./477. Stress Management. (3)
Explores multiple causes of stress and its resolutions. Emphasizes chief stressors of adults, self-responsibility for change, holistic approach, emotional/mental methods of stress reduction.
582. Health Promotion in Multicultural Settings. (3)
Course focuses on conducting a critical analysis of health literature using various databases and social cultural frameworks for analyzing health issues as influenced by cultural health beliefs in conducting research with diverse and multicultural communities.
587./487. Physical Activity and Aging. (3)
(Also offered as PEP 587.) Concerned with the process of aging as it affects physical activity and the potential of physical activity in adjustment to the process of aging.
591./391. Problems. (1-3 to a maximum of 6) Δ
Restriction: permission of Health Education faculty member.
592./492. Workshop. (1-4 to a maximum of 13) Δ
593./493. Topics. (1-3)
595. Advanced Field Experiences. (3-6 to a maximum of 12) Δ
Restriction: acceptance in Health Education graduate program and permission of field work supervisor.
598. Directed Readings in Health Education. (3-6 to a maximum of 6) Δ
Restriction: permission of instructor.
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only.
604. Research Seminar. (3)
(Also offered as PEP 604.) Prerequisite: 507 and EDPY 511.
696. Internship. (3-6 to a maximum of 12) Δ
Restriction: permission of instructor.
699. Dissertation. (3-12, no limit) Δ
Offered on a CR/NC basis only. |
Educational Leadership (LEAD)
501. Educational Leadership in a Democratic Society. (3)
Designed to help organizational leaders understand how schools have both limited and expanded educational opportunity and what leaders can do to organize educational institutions for democratic life.
503. Data-Driven Decision Making. (3)
Development of instructional programs, human resources, and organizational improvements should be grounded in data, both qualitative and quantitative. Explores conceptual and practical approaches to analyzing data to improve schooling.
505. Visionary Leadership for Learning. (3)
This course explores in depth the idea that leadership is vision-based and that effective visions are developed jointly, communicated widely, support shared learning, and ultimately drive what gets done in the organization of community.
509. Schools as Organizations. (3)
This course, designed as an introduction to the concepts, theories and processes of organizational theory and organizational behavior, will provide prospective education leaders with a better understanding of the way organizations operate.
510. School-Community Relations. (3)
Students will learn and practice communication skills; become familiar with mechanisms for school-community interactions; identify various groups within and outside the school that play a part in educational decision making and program implementation.
512. Public Education in New Mexico. (3)
This course provides an overview of the economic, social, historical, political, legal and financial aspects of public education in New Mexico.
517. Communication for Education Leaders. (3)
This course explores both internal and external communication issues experienced in educational organizations. Emphasis will be placed upon what makes successful and productive communication from both theoretical and practical perspectives.
519. Curriculum Planning for School Leaders. (3)
This course will assist school leaders in understanding instructional leadership, curriculum development and implementation, and continuous student growth. The course will focus on curricular trends, issues, and leadership strategies.
520. The School Principalship. (3)
This course focuses upon the school as a complex organization and the role of the principal within that organization. It examines the various roles played by the principal, with particular emphasis placed on school leadership.
521. School Finance and Resource Management. (3)
This course is designed to provide future school leaders with basic understanding of the workings of the educational funding system and to provide a framework for effective fiscal and staffing decisions at the school level.
522. School Business Management. (3)
Course designed to explore school management at the building, district and state levels. Students examine the role and setting of school business management and focus on the budget-making process of school districts and the State.
528. Leading Improvement in Low Performing Schools. (3)
This course will provide future school leaders with an understanding of school community leadership and continuous student growth in communities characterized by diverse language, culture, and socio-economic levels.
529. The Adult Learner. (3)
(Also offered as OLIT 561.) Examines the teaching and learning transaction with adults. Specific attention is on adult life stage development, relevant learning theories and approaches, and learning style issues of cross-cultural populations.
530. Leadership for Conflict Resolution in Schools and Organizations. (3)
(Also offered as HED 530) This course addresses current theories, strategies and practices in conflict resolution for educational and organizational leaders. Topics such as bullying, peer mediation programs, and restorative justice are covered.
532. Current Educational Problems. (3)
Current and/or controversial issues in education reform and leadership.
534. Policy Issues in Education. (3)
(Also offered as POLS 534.) This course focuses on current research and debates on critical policy areas relating to PK-12 education. The class examines the role of key decision makers, ideologies, and implementation constraints in policy conflict resolution.
550. Culturally Responsive Leadership for Equity and Social Justice. (3)
This course will focus on the struggle for educational equity and social justice, how this struggle has been interpreted and understood, and how leaders can help educational institutions and communities promote equity and justice.
560. Instructional Leadership and Development. (3)
Focuses on supervision in terms of professional growth, staff development, and creating organizations in which learning, rather than power and control, is the center of attention. Supervision as evaluation is a relatively minor part of the course.
561. Legal Issues for School Leaders. (3)
This course explores how laws, including constitutional and statutory requirements, affect educational leadership. Focusing on concepts behind legal cases, the course examines how leaders can improve educational provision to address underlying legal concerns.
571. State and Federal Educational Leadership. (3)
This course examines strategies and techniques for obtaining and managing state and federal education funds. Federal, state and local perspectives on educational federalism are studied. Case studies are emphasized.
581. Seminar in Educational Leadership. (3, no limit) Δ
Topics vary from term to term, but are all critically important for educational administrators. They include but are not limited to: organizational development, leader behavior, teaching and learning, ethics, technology and educational policy. Restriction: permission of instructor.
591. Problems. (1-3 to a maximum of 6) Δ
Problems study is offered on demand only and with the permission of the instructor. Check with the chairperson of the Department for details. Restriction: permission of instructor.
592. Workshop in Educational Leadership. (1 to a maximum of 5) Δ
593. Topics. (1-4, no limit) Δ
594. Practicum. (1-6 to a maximum of 6) Δ
A required field experience for students in Educational Leadership programs who are not seeking state administrative licensure. Arranged with advisor and program faculty.
595. Advanced Field Experiences. (3-6 to a maximum of 12) Δ
Restriction: permission of instructor.
596. Administrative Internship. (3-6 to a maximum of 12) Δ
The administrative internship provides field-based experiences to develop the skills, knowledge, and practices identified in the New Mexico Administrator Competencies. Students must meet program requirements for entry into the internship.
598. Directed Readings in Educational Leadership. (3-6 to a maximum of 6) Δ
Restriction: permission of instructor.
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only.
601. Perspectives on Leadership. (3)
A doctoral seminar focusing on leading theories of educational, organizational, and community leadership, emphasizing transformational leadership and other forms of leadership that stress collaboration and shared decision making.
603. Introduction to Data Analysis for Organizational Leaders. (3)
A doctoral seminar introducing the rudiments of quantitative inquiry with emphasis on methods that leaders can apply immediately to organizational issues. Content taught cooperatively to enhance opportunities for community building.
605. Qualitative Research in Education. (3)
(Also offered as LLSS 605.) A doctoral seminar focusing on qualitative research methods, including problem definition, data collection and analysis and increasing the trustworthiness of one’s findings. A research study is required. Prerequisite: LLSS 523 or EDPY 511. Restriction: admitted to Ed.D. cohort.
607. Analyzing Qualitative Data. (3)
This doctoral seminar helps students increase their understanding and skills in analyzing qualitative data. It is assumed that prior to entering this seminar, the students have collected data on which to focus their analyses. Prerequisite: 605 or LLSS 605.
609. Quantitative Methods for Analyzing and Transforming Organizations. (3)
A doctoral seminar focusing on how quantitative data can be used to understand organizational needs and to drive organizational decision making.
610. Organizational Change: Theory and Processes. (3)
Designed to help students better understand the change processes by studying various change models. Focuses on the “what” and “how” surrounding change as well as the decision making processes that impact change in institutions.
611. Community Learning as Leadership. (3)
A doctoral seminar focusing on what leaders can do to model learning, to jointly create the conditions to support individual and community learning, and to use what is learned to drive transformation.
613. Mixed Research Methods for Transformational Leaders. (3)
A doctoral seminar introducing the reasoning and decision making processes that influence how to select the data collection and analysis methods that are appropriate to meet organizational needs.
615. Leadership and Group Dynamics. (3)
Explores the workings of groups in various learning environments and what makes a well-functioning educational group, committee, or team. Focus on importance of group dynamics as an imperative part of adult learning and training.
620. Democracy, Ethics, and Social Justice in Transformational Leadership. (3)
Using the work of leading theorists and activists on democracy, diversity, and dialogue, this seminar examines pressing educational issues. Focus on educational goals and purposes, including analysis and articulation of our own visions for education.
629. Seminar for Practicing School Administrators. (1-6 to a maximum of 6) Δ
Exploration of important issues facing practicing school leaders. Includes organizational analysis, facilities management, budgeting, educational assessment, evaluation of staff and strengthening ties to families and the local community.
634. Education, Politics, and Policy. (3)
A doctoral seminar focusing on shaping educational policy, how leaders can influence the policy making process and how policies are applied to meet educational and community needs.
635. Legal and Fiscal Underpinnings of Educational Equity. (3)
A doctoral seminar examining the intersections of law, finance, and social equity. Explores landmark cases, historical shifts in fiscal provision of education, and trends in the pursuit of educational equity.
640. Leadership Synthesis. (3)
A doctoral seminar providing students with an opportunity to review, critically assess, and synthesize the most current literature on leadership. An extensive literature review is required.
Restriction: permission of instructor.
650. Leader as Researcher. (3)
A doctoral seminar synthesizing how leaders use inquiry to influence decisions. Papers framing a research problem and justifying the methods to be used in researching a problem are required.
Restriction: permission of instructor.
692. Workshop in Educational Leadership. (1-6 to a maximum of 6) Δ
Co-constructed by students and faculty, workshops are responsive to the most current and pressing educational issues facing educational leaders. May be repeated to a maximum of 6 credits for students enrolled in a doctoral program. Restriction: permission of instructor.
693. Topics in Educational Leadership. (1-4, to a maximum of 18) Δ
Topics vary. Restriction: doctoral students only.
695. Advanced Field Experiences in Educational Leadership. (1-6 to a maximum of 6) Δ
Restriction: permission of instructor.
696. Doctoral Internship. (3-6 to a maximum of 12) Δ
Doctoral students only. Restriction: permission of instructor.
698. Directed Readings in Educational Leadership. (3-6 to a maximum of 12) Δ
Doctoral students only. Restriction: permission of instructor.
699. Dissertation. (3-12, no limit) Δ
Offered on a CR/NC basis only. |
Language, Literacy and Sociocultural Studies (LLSS)
183. Introduction to Education in New Mexico. (3)
An exploration of contemporary issues around diversity, culture and education in New Mexico. The course is of special interest to students considering a teaching career. Projects in schools and/or community sites are part of requirements.
300. Bilingual Teaching Methods, Materials and Techniques. (3)
Required for bilingual endorsement. Course addresses theory and practice of content area instruction through languages other than English in bilingual programs, with integration of Spanish L1/L2 development and integrated cultural awarenesses. Prerequisite: 453. Restriction: Permission of instructor to determine academic proficiency in the target language.
315. Educating Linguistically and Culturally Diverse Students. (3)
Course familiarizes prospective teacher candidates with history, theory, practice, culture and politics of second language pedagogy and culturally relevant teaching. Students will be introduced to effective teaching methods for linguistically and culturally diverse learners.
391./591. Problems. (1-3 to a maximum of 9) Δ
393./493./593. Topics. (1-6, no limit) Δ
424. Culture and Education. (3)
(Also offered as AFST 399.) Analysis of the different child-rearing practices and their effects on the academic performances of children. Analyzes the role of culture in education.
430. Teaching of Writing. (3)
Theory and practice of teaching writing in elementary and secondary schools.
432. Teaching of Social Studies. (3)
Corequisite: EDUC 362. Restriction: permission of instructor.
*435. Teaching Students with Reading Problems. (3)
Designed to meet needs of classroom teachers in understanding and teaching children with reading problems; includes a supervised tutoring experience of 3 hours weekly. Includes 3 hours supervised laboratory each week.
436. Teaching of English. (3)
443./544. Children’s Literature. (Literatura Infantil.) (3)
A survey course of the field of children’s literature. Focuses on knowledge and practice of literature, literary response and classroom programs. K–8.
445. Spanish-English Bilingualism. (3)
(Also offered as LING 432.) An introduction to issues in bilingualism with emphasis on Spanish and English in the Southwest. Topics: language maintenance and shift, language policy and education, borrowing and codeswitching, first and second language acquisition, language attitudes.
*446. Hispanic Folklore for the Classroom. (Folklor en el Aula) (3)
The study of folk music, dance and ways of expression of Spanish-speakers of the Southwest and its relevancy and application in the Spanish-English bilingual classroom. Restriction: permission of instructor, to ensure academic proficiency in the language in which the course is taught.
*449. Teaching the Native Language to the Native Speaker. (3)
A comprehensive examination of characteristics, behavior and language of the native-speaking student, with specific implications for teaching the native language in schools. Restriction: permission of instructor.
452./552. Curriculum Development in Mexican History and Culture. (3)
This course introduces students to the formative aspects of Mexican history and culture, and applies them to the development of curricula for bilingual programs. (Taught in Spanish.)
Restriction: permission of instructor to ensure academic proficiency in Spanish.
*453. Theoretical and Cultural Foundations of Bilingual Education. (3)
Required for ESL and Bilingual endorsements. History and theory of bilingual education in the U.S. and survey of multilingual education internationally, focusing on the Sociocultural foundations of effective programs and instructional practices. Restriction: permission of instructor.
*455. Teaching Spanish for Bilingual Classroom. (3)
This course assists bilingual teachers in developing strategies and techniques for using Spanish as a language of instruction in the classroom. Participants are also assisted in reviewing for la Prueba for bilingual endorsement. Restriction: permission of instructor to ensure academic
proficiency in Spanish.
456./556. First and Second Language Development within Cultural Contexts. (3)
First and second language development addressed as life-long processes within cultural contexts, with greater emphasis on second language development in children than adults. Language development in the classroom is given special attention. Restriction: permission of instructor. {Summer, Fall, Spring}
457./557. Language, Culture, and Mathematics. (3)
This course focuses on linguistic and cultural influences on the teaching and learning of mathematics. Additionally provides information on how students construct mathematical skills and knowledge by examining best models of research and practice. {Fall}
458./558. Literacy Across Cultures. (3)
Theory and practice of literacy instruction in countries whose languages are represented in students in the Southwest. Compare/contrast with current methods of teaching reading and writing to native speakers of English.
459./559. Second Language Literacy. (3)
Current theory and practice in teaching reading and writing in English to second language learners, elementary through adult levels.
460./560. Language and Education in Southwest Native American Communities. (3)
(Also offered as LING 436 and NATV 460.) This course explores the historical context of education and its impact on Native American communities of the Southwest. Topics include native language acquisition, bilingualism, language shift, and language revitalization efforts in native communities and schools.
469./569. ESL Across the Content Areas. (3)
The course addresses ESL/content-area instruction, which integrates language and content instruction and focuses on the issues of processing content in a second language and the implied redesigning of instruction in grades K-12.
479./579. The Teaching of Reading in the Bilingual Classroom. (La Ensenanza de la Lectura) (3)
Analysis of various reading methods and assessment of children’s reading skills, with a focus on balanced approach to reading. Taught in Spanish. Prequisite: 456. Restriction: permission of instructor.
*480. Second Language Pedagogy. (3)
*482. Teaching English as a Second Language. (3)
Required for ESL and Bilingual endorsements. Implementation of second language teaching principles through effective program models and instructional practices. Field component required. Prerequisite: 456.
493./393./593. Topics. (1-3, no limit) Δ
495. Field Experience. (3-6 to a maximum of 12) Δ
Planned and supervised professional laboratory or field experiences in agency or institutional setting. Restriction: permission of instructor.
500. Issues in Language/Literacy/Sociocultural Studies. (3)
Required core course for new LLSS Master’s students. Addresses how social, political, economic, and cultural forces shape beliefs about race, class, language, gender, and literacy. Implications for teaching, learning and educational change will be examined.
501. Practitioner Research. (3)
This course focuses on the theory and practice of schoolbased research. Will read research by other teachers/practitioners and design and implement a research project.
502. Introduction to Qualitative Research. (3)
Designed to give students an introduction to qualitative research methodologies and methods relevant to education. Students engage in the practice of qualitative methods from various activities and exercises.
503. Research in Bilingual Classrooms and Communities. (3)
An examination of current research conducted in bilingual schools and communities. This course is designed for advanced MA and PhD students with an interest in research. Prerequisite: 556 and 580.
510. Paulo Freire. (3)
Explores the writings of one of the most important educators and thinkers of the 20th century: Paulo Freire. Also considers scholars who influenced his ideas as well as those who were influenced by his ideas.
511. History of U.S. Education. (3)
This course explores the significance and function of educational endeavors and institutions in U.S. society from the sixteenth century to the present. Emphasizes the relationship between schooling and race, class, and gender.
513. Globalization and Education. (3)
Examines the arguments of various globalization discourses, focusing on how each represents the relationship between globalization processes and educational phenomena. Problematizes the impact of globalization(s) on the worldwide struggle for equitable education for all.
514. Young Children Moving Into Literacy. (3)
(Also offered as ECME 514.) This course explores the processes of young children’s emergent literacy. It focuses on selection of materials and design of activities appropriate for use in the home, school and other settings. Prerequisite: EDUC 331L, EDUC 333L.
515. Philosophy of Education. [Philosophies of Education.] (3)
Introduces students to the foundations of educational philosophy. It focuses on thought from the 20th century while recognizing the historical influences from Western and non-Western nations. Special attention on race, class, and gender.
516. Educational Classics. (3)
This course focuses on influential educational perspectives that have provided a foundation for contemporary or emerging critical educational thought.
518. Comparative Education. (3)
Explores the connection between modes of education and the construction of inequality within and between nation states. The impact of race, ethnicity, gender, religion, class, and politics on educational systems around the world will be considered.
521. Proseminar: Sociology of Education. (3)
Introduces students to the structures and functions of schools in the U.S. and other societies through an examination of empirical research that looks at race, class, and gender oppression.
522. Seminar in English Curriculum and Instruction. (3)
Advanced seminar focusing on current research and theory in English language arts education as well as historical perspectives on the English curriculum.
523. Education and Anthropology. (3)
An examination of the cultural context of learning and thinking. Topics include learning in the classroom, formal and informal education, sociocultural perspectives on cultural transmission, cultural theories of education and the acquisition of culture.
524. Critical Race Theory. (3)
Engages the premises of Critical Race Theory (CRT). Focuses on theorists and philosophers of color who write about racial struggle in White hegemonic societies. Explores the implications of CRT for educational research, policy, and practice.
525. Reading Recovery Training Part I. (4)
This course entails in-depth study of components and procedures of the Reading Recovery early intervention program. Classroom instruction will be coordinated with field experience of teaching four students. Restriction: permission of instructor.
526. Reading Recovery Training Part II. (3)
This course provides an advanced study of the early detection of reading difficulties. Reading Recovery is utilized as an early intervention. Classroom instruction will be coordinated with field experience of teaching four students daily. Prerequisite: 525. Restriction: permission of instructor.
527. Studies in Rhetoric for Teachers. (3, no limit) Δ
An advanced course in the teaching of writing focusing on recent research and theory in composition studies.
528. Studies in Reading and Literature for Teachers. (3)
(Also offered as ENGL 528.) An advanced course in the teaching of reading and literature with an emphasis on recent research and theory in literature education.
529. Race, Ethnicity, and Education. (3)
Concentrates on empirical studies that reveal how schools work to create racial and ethnic inequality. Explores current debates about the concepts “race” and “ethnicity” and evaluates the consequences of these debates for educational studies.
530. Whiteness Seminar. (3)
Looks at how white power and privilege shapes schools and society. Studies the impact for both people of color and whites. Possibilities and limitations of white antiracism, multiracial alliances, and antiracist education are explored.
532. The Reading Process. (3)
Explores the reading process through current theories, research and implications for acquisition and instruction. Theories and research are examined from a variety of perspectives.
534. Seminar in Teaching Reading. (3)
Advanced study focused on the research, debates, practices and themes in the teaching of reading with attention to implications for multicultural/multilinguistic settings. {Offered upon demand}
535. Critical Literacy. (3)
This course is an exploration of the ways in which texts are used to celebrate, control, transform, conceal, move to action, manipulate, disclose, convince, and in other ways act upon individuals and groups.
537L. Assessment of Reading and Language Arts. (3)
Provides students theoretical and applied working knowledge of assessment issues and procedures. Students develop lesson plans and teach lessons grounded in evidence-based results of assessments of children.
538. Teaching Reading through the Content Field. (3)
Course explores issues of literacy development (i.e., reading, writing, listening and speaking) across core content areas of the school curriculum. Required in secondary teacher education for all content specialization areas.
540. Instructional Trends in the Social Studies. (3)
Examines social studies content, teaching practices and student learning in K–12 classrooms. Emphasis is placed on broadening and enhancing knowledge gained from personal experiences as a teacher and learner of social studies in the schools.
541. Seminar in Children’s Literature. (3-12 to a maximum of 12)
Theoretical stances and issues in the study of children’s literature are explored in relationship to implications for classroom practice.
544./443. Children’s Literature. (3)
A survey course of the field of children’s literature. Focuses on knowledge and practice of literature, literary response and classroom programs.
545. Spanish-English Bilingualism. (3)
(Also offered as LING 532.) An introduction to issues in bilingualism with emphasis on Spanish and English in the Southwest. Topics: language maintenance and shift, language policy and education, borrowing and codeswitching, first and second language acquisition, language attitudes.
551. History of American Indian Eduation. (3)
The course examines the history of Indian Education from 1890 to the present for Indians of the Southwest. The course examines national studies, recorded government documents, scholarly writings, and oral history.
552./452. Curriculum Development in Mexican History and Culture. (3)
This course introduces students to the formative aspects of Mexican history and culture, and applies them to the development of curricula for bilingual programs. (Taught in Spanish.)
Restriction: permission of instructor to ensure academic proficiency in Spanish.
554. Teaching the Native American Child. (3)
The course explores methodologies for creating culturally appropriate curricula for Native students. Emphasis is placed on applying principles of integrated thematic instruction and research of Native learning styles and effective teaching methods.
556./456. First and Second Language Development within Cultural Contexts. (3)
First and second language development addressed as lifelong processes within cultural contexts, with greater emphasis on second language development in children than adults. Language development in the classroom is given special attention. {Summer, Fall, Spring} Prerequisite: an introductory linguistics course.
557./457. Language, Culture, and Mathematics. (3)
This course focuses on linguistic and cultural influences on the teaching and learning of mathematics. Additionally provides information on how students construct mathematical skills and knowledge by examining best models of research and practice. {Fall}
558./458. Literacy Across Cultures. (3)
Theory and practice of literacy instruction in countries whose languages are represented in students in the Southwest. Compare/contrast with current methods of teaching reading and writing to native speakers of English.
559./459. Second Language Literacy. (3)
Current theory and practice in teaching reading and writing in English to second language learners, elementary through adult levels.
560./460. Language and Education in Southwest Native American Communities. (3)
(Also offered as LING 536 and NATV 460.) This course explores the historical context of education and its impact on Native American communities of the Southwest. Topics include native language acquisition, bilingualism, language shift, and language revitalization efforts in native communities and schools.
564. Issues in American Indian Education. (3)
The course examines contemporary issues of American Indian children in southwestern classrooms faced by teachers, counselors, and administrators at the elementary and secondary levels, but may include post-secondary concerns.
565. Latino/a Identities and Schooling. (3)
From a cross-disciplinary approach this seminar focuses on the identity construction of Latinos in the U.S. so as to examine the manner they are perceived and understood in school systems.
566. Issues in Hispanic Education. (3)
This course is designed to assist educators to more fully understand historical and contemporary issues related to the education of Hispanic students in New Mexico, the Southwest and across the country.
567. Home Literacy and Schooling. (3)
Through ethnographic studies and field research, course participants learn to critically analyze, value, and build upon the diverse and rich literacy experiences that children from different ethnic groups bring to school.
568. Alternative Assessment Practices for English Language Learners. (3)
The purpose of this course is to consider the dilemmas of using traditional assessment instruments, such as standardized tests, with English language learners and to expose course participants to a variety of alternative assessment methods. Prerequisite: 556.
569./469. ESL Across the Content Areas. (3)
The course addresses ESL/content-area instruction, which integrates language and content instruction and focuses on the issues of processing content in a second language and the implied redesigning of instruction in grades K-12.
570. Science and Native American Education. (3)
The course explores best practices and methods for presenting science to Native American learners. Students apply recent brain research and teaching methods to develop culturally responsive curricula applicable to Native learning styles and ontology.
579./479. The Teaching of Reading in the Bilingual Classroom. (La Ensenanza de la Lectura) (3)
Analysis of various reading methods and assessment of children’s reading skills, with a focus on balanced approach to reading. Taught in Spanish. Prequisite: 556. Restriction: permission of instructor.
580. Seminar in the Education of the Bilingual Student. (3)
An advanced course which provides an overview of issues including the research, theory, and practice in bilingual education in New Mexico and other settings. Restriction: enrolled in LLSS M.A. or Ph.D. degree program.
582. Curriculum Development in Multicultural Education. (3)
Graduate course focusing on the foundations of curriculum development for diverse populations, including the theory and practice of curriculum development in multicultural settings in the U.S. and abroad. {Summer, Fall, Spring}
583. Education Across Cultures in the Southwest. (3)
Focuses on issues, policies and school practices related to diversity and the education of native cultures of the Southwest as well as more recently arrived linguistic and cultural groups.
587. Perspectives on Sex and Gender in Education. (3)
(Also offered as WMST 487; however, it does not carry graduate credit.)
588. Feminist Epistemologies and Pedagogies. (3)
By engaging various understandings of epistemology, this course examines the basis of knowledge from a feminist standpoint. Feminist approaches to epistemology are then employed to understand their relation to research and pedagogy.
590. Seminar. (3)
Synthesize course work which has made up master’s degree program. Enhance student’s ability to defend professional ideas. Develop competence in professional communication oral and written.
591./391. Problems. (1-3 to a maximum of 9) Δ
593./393./493. Topics. (1-3, no limit) Δ
595. Advanced Field Experiences. (3-6 to a maximum of 12) Δ
Restriction: acceptance into a graduate program and permission of instructor.
596. Internship. (3-6 to a maximum of 12) Δ
598. Directed Readings. (3-6 to a maximum of 6) Δ
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only.
605. Advanced Qualitative Research Methods. (3)
(Also offered as LEAD 605.) A doctoral seminar focusing on helping students understand qualitative research methods, including: problem definition, data collection and analysis and how to increase the trustworthiness of one’s findings. A research study is required. Prerequisite: 502.
606. Case Study Research Methods. (3)
Students conceptualize, develop, conduct, and report a pilot case study research project. Course includes an emphasis on qualitative data analysis techniques and the writing of case narratives. Prerequisite: 502.
614. Vygotsky Seminar. (3)
A doctoral-level seminar in which the seminal writings of the Russian psychologist, Lev Vygotsky, will be examined in depth. This seminar will be of interest to Linguistics, Early Childhood, Psychology, Special Education, and LLSS students.
615. Contemporary Philosophies of Education. (3)
Focuses on the most recent trends in educational thought from the U.S. and other societies. Special attention is paid to texts that speak directly to issues of race, class, and gender.
618. Sociological Theories of Education. (3)
This course examines major sociological theories like functionalism, structural-functionalism, conflict theory, economic reproductionism, cultural reproductionism, resistance theory, and symbolic interactionism that have shaped educational studies. Possibilities and limitations for social transformation are explored.
623. Ethnographic Research. (3)
Seminar designed to engage students in the philosophy and methods of ethnographic research. Includes finding an appropriate cultural scene, conducting the actual fieldwork, analyzing the data and writing up the study. Prerequisite: 605.
640. Seminar in Language/Literacy. (3)
A required core doctoral seminar designed to explore theoretical issues in language and literacy from an educational perspective. Will read the important research literature in these areas.
643. Curriculum Theory Seminar. (3)
(Also offered as MSET 643.) Doctoral level seminar examining curriculum theory.
645. Seminar in Educational Studies. (3)
Required core course of first-year LLSS doctoral students. Introduces key concepts and debates in critical educational studies. The social context of schooling is examined through historical, sociological, anthropological, psychological, and interdisciplinary modes of inquiry. Restriction: LLSS doctoral students only.
650. Dissertation Seminar. (1-3)
Designed to assist doctoral students in planning their dissertation proposal. Students conceptualize and write a proposal using qualitative methods. Participants bring drafts of various components of their proposal to class where their work is critiqued. Offered on a CR/NC basis only.
681. Seminar in Multicultural Teacher Education. (3)
Study issues related to multicultural education and student’s learning and development. Focus will be on societal multilingualism, facilitation of multicultural growth and development in students and politics of the concept of multicultural education in general. Prerequisite: admission to Doctoral Study.
696. Internship. (3-6 to a maximum of 12) Δ
Offered on a CR/NC basis only.
698. Directed Readings. (3-6 to a maximum of 12) Δ
699. Dissertation. (3-12, no limit) Δ
Offered on a CR/NC basis only. |
Mathematics, Science and Educational Technology (MSET)
365. Microcomputers in Schools. (3)
Students explore constructivist learning theory as it applies to educational technology as a tool in the learning environment and examine the impact of technology in relation to the changing role of the teacher.
391./591. Problems. (1-3)
(Also offered as CMTE 391.)
*429. Teaching of Secondary Mathematics. (3)
Corequisite: EDUC 362. Restriction: permission of instructor.
431. Teaching of Secondary Sciences. (3)
The methods, processes, content, assessment and management of inquiry-based learning for the secondary science classroom. (Grades 7–12).
492. Workshop. (Taller Pedagogico.) (1-4 to a maximum of 9) Δ
(Also offered as CMTE 492.)
493./593. Topics. (1-3, no limit) Δ
Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.
495. Field Experience. (3-6 to a maximum of 12) Δ
(Also offered as CMTE 495.) Planned and supervised professional laboratory or field experiences in agency or institutional setting. Restriction: permission of instructor.
515. Teaching Environmental Education. (3)
An exploration of specific teaching and learning methodologies for facilitating environmental literacy within a variety of education settings.
525. Multicultural Environmental Education. (3)
This course studies various cultural perspectives as they apply to the natural and human environment and to explore their specific influences on environmental education pedagogy.
530. Seminar in Science Teaching. (3)
This course addresses current and historical issues in science teaching and learning. Course topics may vary and are grounded in relevant research, current practice, learning theories, supervision, standards in teaching and cognition.
553. Seminar in Teaching Elementary Science. (3-12 to a maximum of 12) Δ
Course is designed to explore current and historical issues in elementary science teaching and learning. Course topics may vary and are grounded in relevant research, current practice, learning theories, supervision, standards in teaching and cognition.
561. Seminar in Teaching Mathematics. (3-12 to a maximum of 12) Δ
Students will read and discuss current research on teaching and learning mathematics in the K-12 mathematics curriculum. They will engage in activities that reflect the curricular content and instruction described in national and state standards.
565. Diagnostic and Corrective Techniques in Mathematics Teaching. (3)
This course has two primary objectives: assessment and remediation. Assessment is accomplished through quantitative and qualitative measures while remediation is reached through corrective measures suggested by the results of assessment.
566. LOGO in the Classroom. (3)
This course focuses on the uses of the LOGO programming language in K–12 classrooms. Meaningful uses of programming, theories of cognitive psychology, integration of technology, curriculum development and opportunities/limitations of microworlds are emphasized.
591./391. Problems. (1-3 to a maximum of 12) Δ
593./493. Topics. (1-3, no limit) Δ
Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.
595. Advanced Field Experiences. (3-6 to a maximum of 12) Δ
(Also offered as CMTE 595.) Planned and supervised advanced professional laboratory or field experiences in agency or institutional settings.
596. Internship. (3-6 to a maximum of 12) Δ
(Also offered as CMTE 596.)
599. Master’s Thesis. (1-6, no limit) Δ
(Also offered as CMTE 599.) Offered on a CR/NC basis only.
643. Curriculum Theory Seminar. (3)
(Also offered as LLSS 643.) Doctoral level seminar examining curriculum theory. Restriction: permission of instructor.
690. Dissertation Seminar. (3)
(Also offered as CMTE 690.)
696. Internship. (3-6 to a maximum of 12) Δ
(Also offered as CMTE 696.)
699. Dissertation. (3-12, no limit) Δ
(Also offered as CMTE 699.) Offered on a CR/NC basis only. |
Nutrition (NUTR)
120. Nutrition for Health. (3)
General concepts of nutrition applied to food choices that support health. Cultural, psychological and economic implications of food choices.
244. Human Nutrition. (3)
This course provides an overview of all the nutrients including function in the body and food sources. Dietary guidelines intended to promote long term health are stressed. Prerequisite: BIOL 123 or 201 or CHEM 111L or 121 and 123L.
320. Methods in Nutrition Education. (3)
Principles of education basic to effective learning by individuals or groups. Selection and effective use of teaching materials and resources to promote the learning process. Pre- or corequisite: 344.
321. [321L.] Management in Dietetics I. [Quantity Food Production.] (3)
Principles of organization and management applied to dietetics practice including food service, clinical, and community nutrition. Prerequisite: 244. Restriction: Nutrition majors only.
322. Management in Dietetics II. [Management in Dietetics.] (3) [4]
Continuation of Management in Dietetics I. Prerequisite: 321.
330L. Principles of Food Science. (4)
Chemical and physical properties of foods, scientific principles of food preparation, objective and sensory evaluation of food modifications. Students design and conduct an independent research project based on food science principles. Special fee required. Prerequisite: 321L and (CHEM 212 or 301). Pre- or corequisite: BIOL 239L. Restriction: Nutrition majors only.
344. Energy Nutrients in Human Nutrition. (3)
Carbohydrate, fat and protein in human nutrition. Emphasis includes digestion, absorption, metabolism, food sources and dietary recommendations. Implications for health promotion and disease prevention. Prerequisite: 244 and (CHEM 212 or 301).
345. Vitamins and Minerals in Human Nutrition. (3)
Water and fat-soluble vitamins, macrominerals and trace minerals in human nutrition. Emphasis includes absorption, metabolism, food sources, dietary recommendations, deficiencies and nutrient interactions. Implications for health promotion and disease prevention are explored.
Prerequisite: 344.
391./591. Problems. (1-3 to a maximum of 6) Δ
{Offered upon demand}
406. Community Nutrition. (3)
Application of community health principles to nutrition programs for individuals and groups. Experiences will include work with community nutrition programs. Prerequisite: 344. Pre- or corequisite: 345. Restriction: Nutrition majors only.
*424. Nutrition in the Life Cycle. (3)
Nutritional assessment, physical growth and development, and the physiological basis for nutrient needs in pregnancy, lactation, infancy, childhood, adolescence and old age. Application to food selection patterns and the influence of social and cultural factors. Prerequisite: 244 and BIOL 237. Restriction: junior standing or higher.
427. Medical Nutrition Therapy I. (3)
The application of diets in the treatment of impaired digestive and metabolic conditions using the case study approach. Prerequisite: 345. Restriction: Nutrition majors only.
428. Medical Nutrition Therapy II. (3)
Continuation of Medical Nutrition Therapy I. Prerequisite: 427. Restriction: Nutrition majors only.
445. Applied Nutrition and Exercise. (3)
Interrelationships between nutrition and exercise with application to energy balance, weight control, physical fitness, competitive and recreational sports and prevention of chronic disease.
Prerequisite: 345 and PEP 326L.
495. Field Experience. (1-3 to a maximum of 12) Δ
Planned and supervised professional laboratory or field experiences in an agency or institutional setting. Restriction: permission of instructor.
497. Reading and Research in Honors I. (2)
Advanced studies and research under the supervision of a faculty mentor. Restriction: permission of instructor.
498. Reading and Research in Honors II. (2)
Advanced studies and research under the supervision of a faculty mentor. Prerequisite: 497. Restriction: permission of instructor.
499. Honors Thesis. (2)
Prerequisite: 498. Restriction: permission of instructor.
526. Nutrition Assessment. (3)
Principles and application of nutrition assessment to determine the nutritional status of individuals or groups. Use and interpretation of data obtained from a variety of dietary methodologies, anthropometric measures, biochemical indices and clinical observation. Prerequisite: 344 and 345.
528. Advanced Medical Nutrition Therapy. (3)
Application of nutritional sciences, energetics, physiology, biochemistry and metabolism to current topics in clinical nutrition. Evaluation of nutritional assessment of critically ill patients and modifications of diets to meet individual needs. Prerequisite: 428.
530. Phytochemicals in Health and Human Performance. (3)
Explores phytochemicals in fruits, vegetables, grains, herbal supplements, modified foods: phytochemical classes, biochemical structures and pathways, and functions of phytochemicals with respect to chronic diseases and athletic performance. Emphasizes identification of sources of reliable information.
535. Seminar in Nutrition. (3 to a maximum of 6) Δ
Latest research on specific topics and current issues in nutrition and dietetics is synthesized, presented and discussed. Course work requires independent work, and active participation in class discussions. Restriction: permission of instructor.
550. Applied Dietetics Practice. (3 to a maximum of 6) Δ
Planned and supervised dietetic experiences in agency or institutional setting. Experiences are based on the Performance Requirements of the Standards of Education developed by the American Dietetic Association. Offered on a CR/NC basis only. Restriction: admitted to M.S. in Nutrition degree program.
591./391. Problems. (1-3 to a maximum of 6) Δ
593. Topics. (1-3 to a maximum of 12) Δ
595. Advanced Field Experience. (1-3 to a maximum of 6) Δ
Restriction: admitted to M.S. in Nutrition degree program.
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only. |
Organizational Learning and Instructional Technology (OLIT)
391./591. Problems. (1-3 to a maximum of 18) Δ
420. Creativity and Technical Design. (3)
Design theory and principles as applied to the research and development functions of industry. Product development via team organization, brainstorming, data analysis, oral presentations and creative problem solving. Two lectures, 3 hours lab.
421. Production and Utilization of Instructional Materials. (3)
Includes training in the use of media production and display equipment, production of graphic materials, overhead transparencies, slides, audio recordings, posters and criteria for effective design and use of media materials in training and education. Lab fee required.
466. Principles of Adult Learning. (3)
Explores the world of the adult learner from historic, social, political and pragmatic perspectives. Issues of life stages, culture, teaching theory and andragogical practice are considered as they relate to the practice of adult learning.
470. Workplace Training. (3)
Introduction to the concepts of training in the corporate sector.
471. Designing Training. (3)
Introduction to the principles of planning and designing of training packages and programs.
472. Training Techniques. (3)
Introduction to the development of instructional training methods and strategies for corporate training programs.
473. Measuring Performance in Training. (3)
Principles of evaluation of instruction and trainee performance applied to organizational training programs.
481. Technological Change and Society. (3)
Focus on industry as humanity’s systematic effort to provide the necessities and conveniences of life. In addition to developing a historical perspective, students will study in depth a variety of industrial organizations that provide goods and services to meet the needs and desires of society.
483. Instructional Applications: Computer Technology. (3)
An introduction to instructional applications of computer technology using integrated software. Includes instruction in techniques of using integrated software to manage computer instruction, to manage student records and achievements, and to produce and use ancillary materials. Current representative integration software will be used.
492./592. Workshop. (1-4 to a maximum of 13) Δ
493./593. Topics. (1-3, no limit) Δ
495. Field Experience. (3-6 to a maximum of 12) Δ
Planned and supervised professional laboratory or field experiences in agency or institutional setting. Offered on a CR/NC basis only. Restriction: permission of instructor.
501. Instructional Design. (3)
Application of instructional design principles used in the development of instructional materials. Students work individually on course exercises and collaboratively on two course projects. One of the first three courses taken in the Master’s program.
505. Contemporary Instructional Technologies: Survey. (3)
An overview of contemporary instructional technologies and how they can be utilized to improve the effectiveness of instruction. Students will gain expertise in selecting and using appropriate instructional technologies supporting the achievement of performance-based objectives.
507. Designing Knowledge Management Solutions. (3)
Participants apply general principles and techniques for designing comprehensive knowledge management solutions that combine web-based technologies and organizational interventions. To put a theory into practice, participants utilize an iterative design process in developing a course project.
508. Program Evaluation. (3)
Provides the student with a basic understanding of the evaluation process, the application of evaluations in determining the effectiveness and/or value of a learning experience both in the classroom and in the workplace.
509. Collaborative Knowledge Creation. (3)
Focused on designing technology-supported collaborations solutions that support the collective brain power of organizational members in the creation of knowledge.
511. Dissemination and Application of Knowledge. (3)
Focused on designing organizational portals for managing and disseminating documents, instruction, best practices, and expert advice.
514. Theory and Practice of Organizational Learning. (3)
This course focuses on the theories and applications of organizational learning strategies and process. The relationship between individual and team learning to organizational learning will be addressed throughout the course. {Offered annually}
521. Presentation Technologies. (3)
Designed to increase the effectiveness of presentations for educator/trainers using a variety of presentation technologies. Utilizing ISD principles, students engage in production of media to develop an instructional package. Special Fee.
522. Digital Video Techniques for Instruction. (3)
This course provides resources and guidance as students conceive, design, script, shoot and edit digital video footage. Students will learn to create instructional video sequences based on theories of learning and instructional design principles. Prerequisite: 501 and 561.
523. Computer Authoring Languages and Systems. (3)
Combines learning theory and authoring to teach the computer skills necessary to design and produce computer assisted instructional (CAI) programs using an authoring language. No previous programming experience is necessary. Includes demonstration of other authoring languages and systems. Special Fee.
525. Instructional Multimedia. (3)
An introduction to computer based learning environments incorporating multiple forms of media. Students study the theories applicable to multimedia learning, gain practical skills for implementing simple systems, and design a large scale multimedia learning environment. Lab fee. Prerequisite: 501 and 521 and 561.
526. Artificial Intelligence and Learning. (3)
Students investigate the theories underlying artificial intelligence and education, examine techniques for producing systems which adapt to a learner’s needs, learn about the latest developments in the field, and design a “smart” learning system. Prerequisite: 501 and 525 and 561.
527. Practicum-Instructional Technology. (3)
Hands-on project-oriented introduction to the design and development of instructional multimedia. The conceptualization of the instruction is based on adult learning principles and theories of multimedia learning. Project implementation using Authoring Systems of Web Pages. Prerequisite: 501 and 521 and 561 and (523 or 525).
528. Management of Learning Systems. (3)
Focuses on management strategies and key elements of modern systems. Discusses program planning and management, funding and budget management, technology selection and implementation, marketing, quality control and evaluation.
533. Instructional Use of Computer Simulations. (3)
Students will review shareware, public domain, and complex interactive commercial simulations; explore theory and survey recent literature. Project activity will focus on design issues and solutions, as students design a simulation and develop its prototype. Lab fee.
535. Theory and Practice of Distance Learning. (3)
Analyzes theoretical approaches to distance education and their practical applications. Examines characteristics and needs of distance learners, learner support, distance teaching, course design, delivery system selection, evaluation, policy, organization and administration of distance education.
536. Instructional Television: Principles and Applications. (3)
For educators and trainers who use instructional television for distance education. Major types of instructional TV formats are analyzed, as well as research on television and learning. Participants develop techniques for training television instructors.
538. E-Learning Course Design. (3)
Explores new paradigms based on constructivist and Sociocultural learning theories for designing e-learning. Focuses on online learning design and evaluation, and networked learning communities. Analyzes print, audio, and video for designing hybrid learning environments. Prerequisite: 501 and 535 and 561.
540. Foundations of HRD and Instructional Technology. (3)
Foundations of HRD (training, organization and career development) and its role in facilitating individual, group and organizational learning. Students will also be introduced to instructional technologies that facilitate learning.
541. Organizational Consulting Theory and Practice. (3)
An introduction to the field of consulting. Covers conceptual knowledge of models to increase organizational effectiveness, consultant role responsibilities and needs assessment and evaluation techniques used in consulting practices.
543. Training Techniques. (3)
Introduces student to training techniques that are suitable for instructing adult learners in a variety of settings. Students will design and deliver an instructional unit to other adult learners. Prerequisite: 501 and 561.
546. Cross-Cultural Issues in Adult Learning. (3)
Students will examine learning styles of culturally diverse populations, conduct research on cross-cultural teaching and learning, experiment with methods and techniques of cross-cultural training and design and develop cross-cultural training programs.
561. The Adult Learner. (3)
(Also offered as LEAD 529.) Examines the teaching and learning transaction with adults. Specific attention is on adult life stage development, relevant learning theories and approaches, and learning style issues of cross-cultural populations.
562. Team Development. (3)
Provides learners with information and skill development of various methods and techniques for teaching adults in a team environment. Emphasis is placed on team development and training necessary to facilitate team learning and growth.
563. Mentoring Adult Career Development. (3)
Students examine adult career patterns and organizational perspectives on employee career development. Specific emphasis is on mentoring and coaching adults in career decision making.
591./391. Problems. (1-3 to a maximum of 6) Δ
Individual Performance Contract required between student and professor.
592./492. Workshop. (1-4)
Special offerings given on demand for terms less than a semester.
593./493. Topics. (1-3, no limit) Δ
Used to test new courses.
595. Field Experiences. (3-6 to a maximum of 12) Δ
This independent study is for students to gain experiences in settings other than those in which they are employed or who are making career transitions and would benefit from shadowing a professional in the field. Offered on a CR/NC basis only.
596. Internship. (3-6 to a maximum of 12) Δ
This final independent study is the capstone experience for Master’s students who opt not to do a thesis. The student submits a proposal for a minimum 200-hour project to his/her internship faculty supervisor. Offered on a CR/NC basis only.
598. Directed Readings in Organizational Learning and Instructional Technologies. (3-6 to a maximum of 6) Δ
Student will develop an Individual Performance Contract with a faculty member to determine the key readings and will produce a product.
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only.
600. Science, Technology and Society. (3)
Defines science, technology, human values and examines the impacts and relationships among them. Discusses emerging scientific and technological developments, projects effects on society and the proposition that technology is a primary determinant of social change.
601. Advanced Instructional Design. (3)
A theory-driven and project-based doctoral level seminar on the foundations of learning environments, instructional design theory, and the instructional design process. Students develop design models based on constructivist and socioconstructivist theories for innovative learning environments.
608. Advanced Seminar in Organizational & Program Evaluation. (3)
This course is for students who wish to gain an in-depth understanding of evaluation theories and philosophies. In seminar format, students will study evaluation as a transdiscipline and its role in contemporary organizations.
635. Research in Distance Education. (3)
Advanced doctoral seminar on research in distance education and educational telecommunications. Students will critically examine current research and develop theoretical frameworks, appropriate methodologies, a research proposal and agenda for future distance education research. Prerequisite: 501 and 508 and 535 and (561 or EDUC 500).
639. Advanced Instructional Technology Seminar. (3)
This seminar emphasized the process of applying research findings to create innovative computer-based solutions for organizational learning problems. Steps in the process include assessing organizational learning needs, designing and implementing solutions and applying formative evaluation techniques. Prerequisite: 501 and 508 and 561.
641. Advanced Seminar on Organization Development and Consulting. (3)
This advanced course in OD for doctoral students and advanced master’s is designed to enable students to develop theoretical perspectives, intensive practice and understanding of the use of OD in improving organizations. Prerequisite: at least 9 hours of Organizational Behavior, Team Development, Consulting or similar courses. Restriction: permission of the instructor.
661. Seminar: Transformational Learning. (3)
A theory-driven, project-based advanced seminar designed to enable students to develop theoretical perspectives, intensive practice, and understanding of the use of Transformational Learning for applications with individuals, groups and organizations.
690. Dissertation Proposal Seminar. (3-6) Δ
This seminar is the capstone course for the doctoral program. It assists students in planning and developing a dissertation proposal. Course may be repeated once. Offered on a CR/NC basis only. Prerequisite: students must complete the Comprehensive Examination before enrolling or take it concurrently.
696. Internship. (3-6 to a maximum of 12) Δ
Offered on a CR/NC basis only.
698. Directed Readings in Organizational Learning and
Instructional Technologies. (3-6 to a maximum of 6)
699. Dissertation. (3-12, no limit) Δ
Individual performance contract required between student and professor, following formal approval of dissertation committee. Offered on a CR/NC basis only. |
Physical Education (PENP)
The Physical Education Non-Professional Program is designed to provide students with the essential skills, knowledge and attitudes necessary to sustain regular, lifelong physical activity as a foundation for a healthy, productive and fulfilling life. The learning experiences are designed to promote personal enrichment of all participating students in a carefully planned, comprehensive, and innovative environment that promotes self-discipline, self-evaluation and an understanding of personal strengths and weaknesses. It is an integral part of the total education process and significantly contributes in the areas of affective, cognitive and psychomotor development, along with health related fitness. PE-NP courses may be repeated an infinite number of times, yet only a limited amount may count toward scholarship and degree programs.
Basic Instruction Program — Physical Education
Most activity courses are offered every semester.
101. Beginning Swimming. (1-2, no limit) [1, no limit] Δ
Instruction for students who have not been in the water or have a fear of water.
102. Intermediate Swimming. (1, no limit) Δ
Instruction in all basic strokes. For students who can swim.
103. Advanced Swimming. (1-2, no limit) [1, no limit] Δ
Instruction and practice in perfecting all swimming strokes; competitive skills; synchronized skills.
105. Water Polo. (1-2, no limit) [1, no limit] Δ
Basic skills, strategy, rules and terminology to play and officiate the game.
112. Introduction to Triathlon Training. (1-2, no limit) [1, no limit] Δ
Instruction and practice of the three components of triathlon.
113. Aikido. (1-2, no limit) [1, no limit] Δ
Instruction and practice of the basic skills and techniques of Akido.
114. Weight Training and Physical Conditioning. (1, no limit) Δ
Individual training programs for development of general strength, tone, endurance and weight control. Fitness Test Fee.
115. Intermediate Weight Training. (1, no limit) Δ
Instruction in advanced weight-lifting principles and techniques as well as fitness related topics. Fitness Test Fee.
116.–117. Handball. (1, no limit) Δ
Instruction and practice in all the four-wall handball shots and rules.
118. Individual Tumbling. (1, no limit) Δ
A class for the beginner to help develop coordination, agility, flexibility, a kinesthetic sense and neuromuscular control.
119. Advanced Tumbling. (1-2, no limit) [1, no limit] Δ
Advanced instruction to continue development of coordination, agility, flexibility, a kinesthetic sense and neuromuscular control.
120. Nia Dance Fitness. (1-2, no limit) [1, no limit] Δ
Instruction and practice in the basic movements in Nia, a fitness program designed to increase participant’s strength, endurance and balance.
121. Beginning Belly Dance. (1, no limit) Δ
Instruction in the basic moving steps and rhythms of the oriental dance.
122. Intermediate Belly Dance. (1, no limit) Δ
Instruction on the isolation and slow movements of Middle Eastern dance, including use of the veil and improvisation.
124. Ballroom Dance. (1-2, no limit) [1, no limit] Δ
Instruction in the basic movements of social dances such as fox trot, waltz, lindy, rhumba, tango and cha-cha.
125. Intermediate Ballroom Dance. (1-2, no limit) [1, no limit] Δ
Instruction dependent upon experience of students in basic movements of all segments of ballroom dance.
128. Beginning Country Western Dance. (1, no limit) Δ
Instruction in the basic movements of the Waltz, Two-Step, Swing and Polka.
129. Intermediate Country Western Dance. (1, no limit) Δ
Instruction dependent upon experience of students in basic movements of all segments of Country Western Dance.
130.–131. Tai Chi Ch’uan. (1, no limit) Δ
Instruction and practice in techniques to enhance body awareness, reduces stress, improve balance and increase strength.
132. Beginning Tae Kwan Do. (1-2, no limit) [1, no limit] Δ
Instruction in the basic skills, blocks, strikes and kicks of Tae Kwan Do.
133. Intermediate Tae Kwan Do. (1-2, no limit) [1, no limit] Δ
Advanced instruction in the basic skills, blocks, strikes and kicks of Tae Kwan Do.
134. Beginning Kung Fu. (1-2, no limit) [1, no limit] Δ
Instruction in the basic skills, blocks, strikes and kicks of Kung Fu.
135. Intermediate Kung Fu. (1-2, no limit) [1, no limit] Δ
Advanced instruction in the basic skills, blocks, strikes and kicks of Kung Fu.
136. Personal Defense. (1-2, no limit) [1, no limit] Δ
Instruction in the basic skills needed to defend oneself against assault.
138.–139. Karate. (1, no limit) Δ
Instruction in the basic skills, blocks, strikes, and kicks of Japanese karate.
140. Beginning Golf. (1, no limit) Δ
Instruction in the basic skills, equipment, rules, etiquette and shot-making.
141. Intermediate Golf. (1, no limit) Δ
Instruction emphasizes actual play.
143. Beginning Tennis. (1-2, no limit) [1, no limit] Δ
Instruction in the basic skills and rules of tennis.
144. Intermediate Tennis. (1-2, no limit) [1, no limit] Δ
Instruction dependent upon experience and skills of students in basic fundamentals. Perfection of strokes.
146. Bowling. (1-2, no limit) [1, no limit] Δ
Special fees. Instruction and practice in the basic skills of bowling.
148. Archery. (1, no limit) Δ
Instruction in the basic skills and knowledge of range archery.
152. Racquetball. (1, no limit) Δ
Instruction and practice in the skills and rules of racquetball.
154. Intermediate Racquetball. (1, no limit) Δ
Instruction dependent upon experience and skills of students in basic fundamentals. Perfection of all strokes and strategies used in the game of racquetball.
155.–156. Pilates. (1, no limit) Δ
Instruction in movements that increase balance, core fitness and cardiorepiratory endurance.
158. Aerobic Dance I. (1, no limit) Δ
Instruction in continuous movement using basic dance steps for improved cardiorespiratory endurance. Fitness Test Fee.
159. Aerobic Dance II. (1, no limit) Δ
Instruction in a longer aerobic workout using more advanced dance steps for improved cardiorespiratory endurance. Fitness Test Fee.
161.–162. Jogging Fitness. (1, no limit) Δ
Individualized running programs for improved cardiorespiratory endurance. Fitness Test Fee.
165. Yoga. (1-2, no limit) [1, no limit] Δ
Introduction to five areas of yoga which are particularly significant to the Western World.
166. Intermediate Yoga. (1-2, no limit) [1, no limit] Δ
Instruction in more advanced techniques of Yoga emphasizing the physical aspects of Hatha Yoga.
167. Basketball. (1-2, no limit) [1, no limit] Δ
Instruction and practice of basic skills.
168. Basketball Competition. (1-2, no limit) [1, no limit] Δ
Instruction and practice of game skills in a team setting.
170. Volleyball. (1-2, no limit) [1, no limit] Δ
Instruction and practice of basic game skills, with emphasis upon power techniques.
171. Power Volleyball. (1-2, no limit) [1, no limit] Δ
Advanced instruction and practice of the skills of volleyball in a competitive setting.
173. Soccer. (1-2, no limit) [1, no limit] Δ
Instruction and practice of basic skills of soccer and speedaway.
174. Softball. (1, no limit) Δ
Practice in playing and learning the fundamentals of softball and team handball, a team game, which can be described as being similar to a combination of basketball and hockey, sometimes called European handball.
177.–178. Fundamentals of Stretching and Relaxation
Techniques. (1, no limit) Δ
Instruction and practice of various techniques to enhance flexibility and reduce stress.
180.–181. Feldenkrais: Awareness Through Movement. (1, no limit) Δ
A class to develop and experience a deeper awareness of a person’s body and its capabilities.
188. Modified Physical Education. (1-2, no limit) [1, no limit] Δ
193. Topics. (1-2, no limit) Δ
New activities offered on an exploratory basis. |
Professional Physical Education (PEP)
Some of the following courses are scheduled to meet more periods or hours per week than indicated by the number of credit hours. These courses, in addition to lectures, include professional activity, laboratory or field types of class experiences. To identify these courses, the number of class meetings or hours per week is stated after the course description.
208. [308.] Teaching Fitness Concepts. (2)
Designed to provide physical education preservice students a basic background in exercise and health related fitness concepts. Planning, conducting and evaluating lessons in the area of fitness will be emphasized.
230. Archery, Badminton. (1)
This course is designed to improve the student’s skill and knowledge in archery and badminton. Restriction: Physical Education majors only. {Spring}
231. Basketball, Volleyball, Flag Football, Flickerball. (1)
Instruction and practice of advanced game skills, tactics and strategy of basketball, volleyball, flag football and flickerball. Restriction: Physical Education majors only. {Fall}
232. Golf and Aerobic Dance. (1)
Comprehensive skill and knowledge in golf and aerobic dance. Prerequisite: PENP 158. Restriction: Physical Education majors only. {Fall}
233. Soccer, Speedaway, Swimming. (1)
This course is designed to improve the student’s skill and knowledge in soccer, speedaway and swimming. Restriction: Physical Education majors only. {Fall}
234. Track and Field/Cooperative Games. (1)
This course is designed to provide physical education teachers with the basic background needed to instruct students in the areas of track and field and cooperative games. Restriction: Physical Education majors only. {Fall}
235. Tennis, Cardio-Fitness. (1)
Comprehensive skill and knowledge of tennis. Knowledge of factors involved in designing a cardio-fitness program and participating in a variety of cardio-fitness programs. Restriction: Physical Education majors only.
236. Secondary School Activities. (1)
This course is designed to improve prospective physical education teachers ability to instruct secondary physical education units in a variety of non-traditional lifetime physical activities. Restriction: Physical Education majors only.
237. Elementary Rhythms, Team Handball, Softball. (1)
This course is designed to improve the sutdent’s skill and knowledge in elementary rhythms, team handball, and softball. Restriction: Physical Education majors only.
238. Yoga/Weight Training. (1)
This course is designed to provide prospective physical education teachers with the basic background to instruct public school physical education units in yoga and weight training. Restriction: Physical Education majors only.
239. Dance. (1)
Comprehensive skill and knowledge in folk, square and contra dance. Restriction: Physical Education majors only.
245. Professional Laboratory Experience in Physical Education. (2 to a maximum of 8) Δ
Designed to provide an introduction to the teaching of physical education. For physical education majors only.
273. Introduction to Athletic Training. (3) [2]
An introduction to the field of athletic training and the basis of prevention and treatment of athletic injuries.
277. Kinesiology. (3)
Anatomical and biomechanical bases of human movement and exercise. Prerequisite: BIOL 237 and 247L.
284. Athletic Training Observation Lab. (3) [1]
Clinical program for athletic training, which introduces the ATS to basic tapings, daily operations and UNM-ATEP policies and procedures. Minimum of 60 clinical hours.
285. Athletic Training Clinical I. (3) [2]
Allows athletic training students to practice the sports medicine principles and skills required in their course of study in preparation for NATABOC Examination. Emphasis is placed upon injury prevention and use of athletic protective equipment. Minimum of 150 clinical hours. Prerequisite: 273 and 284.
286. Evaluation of Athletic Injuries–Extremities. (3)
A clinical experience that provides information relative to the assessment techniques and procedures essential to properly evaluate orthopedic and athletic injuries specific to the extremities. Minimum 200 clinical hours. Prerequisite: 273 and 284 and 285.
287. Evaluation of Athletic Injuries–Trunk/Torso. (3)
A clinical experience that provides information relative to the assessment techniques and procedures essential to properly evaluate orthopedic and athletic injuries specific to the trunk and torso regions. Minimum of 200 clinical hours. Prerequisite: 273 and 284 and 285 and 286.
288. Motor Learning and Performance. (3)
Psychological and neurophysiological factors related to the development of motor skills, emphasis on the teacher’s role in facilitating learning.
289. Tests and Measurements in Physical Education. (3)
Designed to provide exercise science, physical education and athletic training students the knowledge of, and ability to understand, select and administer fitness, skill, and evaluation techniques for various populations. Prerequisite: STAT 145.
293. Topics. (1-3, no limit) Δ
301. Teaching of Team Sports. (2)
Organization, methods, skills necessary to teach a wide variety of team sports. Four hours per week. Prerequisite: 230 and 231 and 233 and 234 and 237. Corequisite: 319 and 444.
305. Teaching Group Exercise. (3)
An overview of the educational concepts, performance techniques, program design and leadership skills needed to teach group exercise. The course will include analysis and application of effective exercise procedures for all fitness levels. Prerequisite: 277.
310. Teaching of Dance in Schools. (2)
Organization and methods in teaching social, folk and square dance. Prerequisite: 239. Four hours per week.
319. Physical Education in the Elementary School. (3)
Introduction to all methods of teaching elementary physical education. Four hours per week. Prerequisite: 245 and 208 and 288. Corequisite: 301 and 444.
326L. Fundamentals of Exercise Physiology. (3)
Study of the immediate and long-term effects of exercise on physiological systems of the human body. Prerequisite: BIOL 237 and 247L.
373. General Medical Conditions in Athletic Training. (3)
This course is designed to provide information relative to general medical conditions. Emphasis will be placed on the etiology, development and treatment of pathophysiological processes. Prerequisite: 287 and 481.
374. Therapeutic Modalities. (3)
This course is designed to provide information relative to the physiological principles and operational procedures of contemporary therapeutic modalities as they relate to the care and treatment of athletic injuries. Prerequisite: 287.
375. Pharmacology in Athletic Training. [Athletic Training Mock/Muscle Testing.] (3)
This course is designed to provide the athletic training student with an understanding of pharmacological applications and governing pharmacy regulations relevant to athletic training. Prerequisite: 374.
378. Principles of Physical Education. (2)
The aims and objectives of physical education; physiological, psychological and sociological principles which underlie practices in the profession.
386. Women in Sports. (3)
An historical and sociological study of women and sports in American culture and an examination of the recent changes in women’s athletics.
391./591./691. Problems. (1-3, no limit) Δ
Restriction: permission of instructor.
400. Student Teaching in the Elementary School. (6)
Prerequisite: 444 and 466 and EDPY 303 and 310. Restriction: permission of instructor.
426./501. Intermediate Exercise Physiology. (3)
Continuation of 326L. Specific topics of interest to those who need an introduction to the practice of exercise physiology and to become familiar with research possibilities and career opportunities in the field of exercise physiology. Prerequisite: 326L.
444. Teaching of Physical Education I. (3)
Theories and concepts related to teaching physical education. Prerequisite: 245 and 208 and 288. Corequisite: 301 and 319.
445. Motor Development in Children. (3)
Prenatal through adolescent human growth and development is studied with an emphasis on movement performance application. Knowledge is then applied toward developing an appropriate physical education curriculum. Prerequisite: 245 and 288 and 308 and 444.
461. Student Teaching in the Secondary Schools. (6)
Prerequisite: 444 and 466 and EDPY 303 and 310. Restriction: permission of instructor.
464. Theory of Football. (3)
To review and enlarge the student’s knowledge of the basic techniques of football and to acquaint them with the principles, techniques and strategy of coaching football at the junior high, high school and college levels. Restriction: junior or senior standing.
465. Theory of Basketball. (3)
To review and enlarge the student’s knowledge of the basic techniques and strategy of coaching basketball at the junior high, high school and college levels. Restriction: junior or senior standing.
466. Adapted Physical Education. (3)
The field of adaptive and corrective physical education and its relationship to the regular curriculum in PE. Prerequisite: 444 and 301 and 319.
467./529. Physical Disabilities and Causes. (3)
(Also offered as SPCD 467.) Investigation of etiology, characteristics and treatment appropriate for individuals with physical disabilities who are in public sector, schools and exercise programs.
468. Worksite Wellness Programs. (3)
This course is designed to provide students with a practical overview of the skills and knowledge necessary to provide leadership in designing, implementing and evaluating worksite wellness programs.
469. Management Concepts in Sport and Fitness
Settings. (3)
This course is designed to prepare prospective managers, directors and program coordinators for sport and fitness settings. Human relations and management skills will be emphasized.
470./502. Designs for Fitness. (3)
Focuses on physical fitness assessment and exercise prescription and includes 1) use of field tests and laboratory tests to appraise physical fitness levels; 2) designs of individualized physical fitness programs; and 3) evaluation of exercise programs. Prerequisite: 277 and 289 and 326L.
471. Exercise and Disease Prevention. (3)
Identification and analysis of current disease prevention issues related to exercise, physical activity and lifestyle. Prerequisite: 326L and 470.
473. Rehabilitation of Athletic Injuries. (3)
Designed to provide the athletic training student with the basic components of a comprehensive rehabilitation program, therapeutic goals, modalities and exercise, progression criteria and methods of evaluating/re-evaluating and recording rehabilitation progress. Prerequisite: 277 and 285 and 287 and 374 and BIOL 237 and BIOL 238 and BIOL 247L and BIOL 248L.
474. Athletic Training Administration. (3)
The student will learn to plan, coordinate and supervise administrative components of an athletic training program for a high school, college or professional athletic organization. Prerequisite: 374 and 481.
475./503. EKG Interpretation. (3)
Anatomical and physiological approach to the interpretation of resting 12-lead lectrocardiograms. Course fee. Prerequisite: 326L.
476./508. Exercise Testing and Interpretation. (3)
Practical and theoretical skills necessary to safely conduct graded exercise tests on treadmills and ergometers. Prerequisite: 475.
478./579.` Sports Physiology. (3)
The student will learn to properly analyze any sport in terms of specific conditioning demands and be able to design a training prescription for any sport. Prerequisite: 277 and 326L and 426 and 470.
479. Organization and Administration of Physical Education. (3)
Program building, including criteria for the selection of activities and progression, and other factors affecting course of study such as facilities, equipment, budget, laws, policies, professional responsibilities.
480./582. Principles of Coaching. (3)
This course consists of an in-depth study of the coaching profession, helping students develop an understanding of the nature of the profession and its inherent responsibilities.
481. Athletic Training Clinical II. (3)
Provide an introduction to basic clinical skills used in the professional activities of the athletic trainer. Fieldwork in the athletic training room is included. Minimum of 200 clinical hours. Prerequisite: 287.
483. Athletic Training Clinical III. (3)
Provide the athletic training student with an opportunity to apply clinical skills. The athletic training student gains practical experience through assignment to an approved clinical instructor. Minimum of 200 clinical hours. Prerequisite: 481.
485./585. African Americans, Hispanics, Native Americans & Physical Activity. (3)
Knowledge of African American, Hispanic, Native American world views, cultural values, societal and socioeconomic factors form a basis for evaluation and development of physical activity/sport programs to assist academic retention and success.
487./587. Physical Activity and Aging. (3)
(Also offered as REC, HED 487.) Concerned with the process of aging as it affects physical activity and the potential of physical activity in adjustment to the process of aging.
488. Athletic Training Clinical IV. (3)
Provides the opportunity to apply clinical skills and gain field experience through assignment to an off-campus high school and/or clinic setting. Minimum of 200 clinical hours. Prerequisite: 483.
493./593. Topics. (1-3, no limit) Δ
495. Practicum. (3-6 to a maximum of 12) Δ
Planned and supervised professional laboratory or field experiences in agency or institutional setting. Restriction: permission of instructor.
500. Exercise Science Seminar. (1)
Designed to orient students to Exercise Science graduate programs and serves as a forum for exchange of research in the field.
501./426. Intermediate Exercise Physiology. (3)
Continuation of 326L. Specific topics of interest to those who need an introduction to the practice of exercise physiology and to become familiar with research possibilities and career opportunities in the field of exercise physiology. Prerequisite: 326L.
502./470. Designs for Fitness. (3)
Focuses on physical fitness assessment and exercise prescription and includes 1) use of field tests and laboratory tests to appraise physical fitness levels; 2) designs of individualized physical fitness programs; and 3) evaluation of exercise programs. Prerequisite: 277 and 289 and 26L.
503./475. EKG Interpretation. (3)
Anatomical and physiological approach to the interpretation of resting 12-lead electrocardiograms. Course fee. Prerequisite: 362L .
507. Research Design in HPER. (3)
(Also offered as HED 507.) Emphasizes an understanding of different research designs, their level of sophistication and their application from both a theoretical and practical point of view.
508./476. Exercise Testing and Interpretation. (3)
Practical and theoretical skills necessary to safely conduct graded exercise tests on treadmills and ergometers. Prerequisite: 475 or 503.
509. Media/Public Relations in HPER. (3)
(Also offered as HED 509.) Introduction to principles of public relations publicity and crisis management in HPER and sports administration.
510. Curriculum Construction in Physical Education. (3)
Designed for those individuals engaged in curriculum development and revision. Theoretical and practical application for construction of physical education courses/programs.
516. Seminar in Physical Education. (3)
The course covers current topics, trends and issues in physical education and sport.
521. Motor Learning for Individuals with Disabilities. (3)
Review and discussion of factors affecting motor learning of individuals who have mental, physical, emotional or behavioral disabilities and are situated in schools and community programs.
526. Motor Assessment for Individuals with Disabilities. (3)
Reviews current formal and informal assessment methods used to assess children with disabilities in physical education. Emphasizes the critical examination of assessment methods and provides practical experience using assessment methods. Restriction: permission of instructor.
528. Neuromuscular Basis of Human Performance. (3)
Designed to relate concepts of nerve and muscle physiology to physical performance. Selected applied topics, as well as research techniques used in their field, are investigated. Prerequisite: 326L.
529./467. Physical Disabilities and Causes. (3)
(Also offered as SPCD 529.) Investigation of etiology, characteristics and treatment appropriate for individuals with physical disabilities who are in public sector, schools and exercise programs.
530. Laboratory Procedures and Instrumentation in Applied Physiology. (3)
Use of all routine testing procedures and instrumentation in the Center for Exercise Laboratory. Requires considerable extra-class independent work in the laboratory. Completion of this course is mandatory for any student planning to use the laboratory facilities. Prerequisite: 326L.
532. Body Composition. (3)
Covers theoretical and applied aspects of body composition assessment. Students critically analyze currently used and newly developed laboratory and field techniques for evaluating body composition. Prerequisite: 470.
535. Exercise Biochemistry. (3)
Specific focus on the biochemistry of exercise stress. Study of responses and adaptations to physical exertion in healthy adults and athletic performance in sports participants. Prerequisite: 426.
536. Exercise Biochemistry Laboratory. (3)
Students gain experience, in class and 4–8 hours weekly outside of class, using equipment found in a typical biochemistry laboratory suited to assays of blood and muscle metabolites. Prerequisite: 426.
539. Introduction to Sport Administration. (3)
Provides the opportunity for students interested in pursuing a career in the broad field of sport administration to identify the skills, knowledge and experiences needed by managers of sport programs. Analyze potential career opportunities.
540. Sport Sociology. (3)
Investigates: a) the reciprocal impact of sport on society; b) individual and group behavior as influenced by social relationships within social settings; and c) the multiple roles of sport in cross-cultural contexts.
541. Ethics in Sport and Fitness. (3)
Designed to promote critical self-evaluation, examine one’s philosophy/values, refine moral reasoning skills and study moral/ethical issues in sport and exercise environments.
545. Sport Leadership. (3)
Study of leadership theory and its application to the effective administration of sport programs. Course also examines current sport leadership research as well as the governance of amateur and professional sport organizations.
547. Sport Marketing and Promotions. (3)
A study of the current approaches sport managers utilize for conducting relationships with consumers in sport environments. The course will focus on evaluation of sport sponsorships, promotional strategies and development of a marketing plan.
548. Financing Sport. (3)
A study of the approaches sport managers utilize for acquiring revenue and managing funds in sport environments. The course will focus on economic impact studies, public subsidization of sport facilities and innovative revenue acquisition strategies.
549. Administration of Sport Personnel. (3)
Focuses on personnel issues in sport organizations with emphasis on job design, recruitment and selection, evaluation of coaches, conflict resolution and contract negotiations with athletes and coaches.
550. Governance of Intercollegiate Athletics. (3)
A study of the relationships evident in intercollegiate sport environments. The course will focus on evaluation of policies established, ramifications for violation of rules and the procedures utilized by the NCAA to govern intercollegiate athletics.
561. Risk Management in Sport. (3)
Study of safety, negligence and liability in sport. Designed to help teachers, coaches, facility managers, program directors, etc. develop the knowledge and skills to recognize and eliminate dangerous situations before they become a problem.
562. Exercise in Extreme Environment. (3)
Classic and recent published research is used to explore the altered exercise-related human physiology during human exposure to our main environmental stressors–altitude/hypoxia, heat/dehydration, positive g-forces and microgravity. Prerequisite: 426.
565. Exercise Endocrinology. (3)
An in-depth study of the research evidence documenting changes in endocrine function during different exercise conditions and in specific populations such as diabetics, women, children and the elderly. Prerequisite: 426.
570. The Analysis of Teaching Physical Education. (3)
Investigates education in contemporary society, examines theories and styles of teaching, reviews research related to teaching, studies methods for determining teacher effectiveness and discusses other topics related to teaching physical education.
571. Concepts Teaching in Physical Education. (3)
Course is concerned with the concepts approach for teaching physical education. Course content utilized in concepts approach and methods of teaching this content will be presented.
572. Critical Issues in Elementary Physical Education. (3)
This course is designed to examine the current issues confronting elementary physical education. Students will consider the role elementary physical education plays in the development of the total child and the physically educated student.
575. Sport Facilities Planning and Construction. (3)
This course provides an overview of the fundamentals of planning, design and construction of athletic, physical education, recreation and sport facilities and the relationship of facilities to programs.
576. Sport Event Management. (3)
Provides students with the knowledge, skills and understanding necessary to propose, develop and conduct sport-related contests and special events. Also covers elements of facility and game management.
579./478. Sports Physiology. (3)
The student will learn to properly analyze any sport in terms of specific conditioning demands and be able to design a training prescription for any sport. Prerequisite: 277 and 326L and 426.
581. Administration of Interscholastic Athletics. (3)
Principles of administration with regard to middle school and high school athletic programs. Topics include state governance, promotion and publicity, budgeting, scheduling, legal issues and working with coaches, athletes and parents.
582./480. Principles of Coaching. (3)
This course consists of an in-depth study of the coaching profession, helping students develop an understanding of the nature of the profession and its inherent responsibilities.
585./485. African Americans, Hispanics, Native Americans & Physical Activity. (3)
Knowledge of African American, Hispanic, Native American world views, cultural values, societal and socioeconomic factors form a basis for evaluation and development of physical activity/sport programs to assist academic retention and success.
586. Women in Sport. (3)
A critical analysis of women’s experience in sport and physical activity. Through a study of specific women in sport, students will critically analyze the women’s sport experience.
587./487. Physical Activity and Aging. (3)
(Also offered as HED 487.) Concerned with the process of aging as it affects physical activity and the potential of physical activity in adjustment to the process of aging.
588. Sport Psychology I. (3)
Investigates theories and applied techniques for psychological skills enhancement in sport and physical activity settings. Main topics include arousal management, imagery, self talk, concentration control and feedback principles.
589. Sport Psychology II. (3)
Investigates theory and applied interventions that enhance psychological skill development in sport and physical activity settings. Main topics include motivation, goal setting, selfesteem, decision-making, group cohesion, injury/pain control and termination issues specific to sport.
590. Supervision of Physical Education Programs. (3)
Designed to examine supervisory theory and research to help students acquire an understanding of all the areas supervision in physical education encompasses and to assist the student to develop specific supervisory skills.
591./391./691. Problems. (1-3 to a maximum of 12) Δ
Restriction: permission of instructor.
593./493. Topics. (1-3, no limit) Δ
595. Advanced Field Experiences. (3-6, no limit) Δ
Prerequisite: acceptance into a graduate program. Restriction: permission of instructor.
598. Directed Readings in Physical Education. (3-6 to a maximum of 6) Δ
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only.
604. Research Seminar. (3)
(Also offered as HED 604.) Specifically designed for graduate students in the final stages of thesis or dissertation proposal development to be able to present proposals in a seminar setting. Prerequisite: 507 and EDPY 511.
612. Organizational Theory in Sport. (3)
Examines current research related to organizational study in amateur, professional and commercial sport. Requires analysis of topic related to sport organization goals and effectiveness, structure, strategy, change, politics and organizational culture. Prerequisite: 545.
614. Sport Consumer Behavior. (3)
This course will compare and contrast the various research methodologies most commonly practiced in sport marketing settings. Through systematic analysis of the sport marketing mix, students will demonstrate proficiency in conducting and presenting sport market research.
Prerequisite: 547.
615. Legal Aspects of Sport. (3)
A study of selected areas of the law and how they relate to the world of sports, physical activity, physical education and recreation. An emphasis will be placed on current issues and practical applications. Prerequisite: 561.
618. Seminar in Sport Research. (3)
Provides an understanding of the foundational research and literature in Sport Administration. An in-depth literature review of a selected topic will be conducted and future research questions will be identified.
625. Writing for Professional Publication. (3)
Designed to guide the student through the process of writing, organizing, illustrating and submitting scientific papers for publication in scholarly journals.
627. Seminar in Applied Physiology. (3)
Latest research on specific topics of present interest is synthesized, presented and discussed. Course requires independent work, active participation in class discussions and advanced standing in exercise physiology.
691./391./591. Problems. (1-3 to a maximum of 12) Δ
Restriction: permission of instructor.
695. Advanced Field Experiences. (3-6 to a maximum of 12) Δ
Restriction: permission of instructor.
696. Internship. (3-6 to a maximum of 12) Δ
Restriction: permission of instructor.
698. Directed Readings in Physical Education. (3-6 to a maximum of 12) Δ
Restriction: permission of instructor.
699. Dissertation. (3-12, no limit) Δ
Offered on a CR/NC basis only. |
Special Education (SPCD)
201. Education of the Exceptional Person. (3)
A survey of the characteristics and educational needs of exceptional children. Includes definition, etiology, characteristics and various educational alternatives for each of the exceptionalities.
204. Introduction to Special Education. (2)
Field experience and seminar in special education settings. Required of all undergraduate majors.
*302. Introduction to Communicative Disorders. (3)
(Also offered as SHS 302.) The nature of speech, language and hearing disorders in children and adults; overview of speech and hearing anatomy and physiology; multicultural issues; emphasizes the impact of communicative disorders on individuals and families. Restriction: permission of instructor.
303. Methods and Materials for Students with Mild Disabilities. (3)
To provide the undergraduate special education student with specific strategies and a knowledge of materials which are important in meeting the needs of students with mild disabilities in a variety of classroom settings. Prerequisite: 201 and 204. Restriction: permission of instructor.
304. Practicum. (1-4 to a maximum of 6) Δ
Emphasis will be on developing a functional understanding of the instructional needs of the mildly handicapped, developing initial competencies in basic skills, content and in affective programming, development of skills in behavior management and integration of initial course content. Also accompanied by a weekly seminar and an initial four-week, 32-hour instructional block. Restriction: permission of instructor.
313. Curriculum for Learners with Disabilities. (2)
Primary focus areas: altering/adapting basic curriculum, implementing behavioral, affective, academic curriculum and selecting/altering curriculum content for special needs of handicapped learners. Restriction: permission of instructor.
319. Classroom Organization and Management. (3)
Provides future teachers with technical management skills needed to cope with the behaviors of exceptional students across all categories, age groups and service levels. Emphasis on management and organization of environment, instruction, behavior and record keeping. Restriction: permission of instructor.
383. Education of the Mexican-American: Trends, Issues, Problems. (3)
Educational trends, issues and problems of the Mexican-American and the solutions necessary to alleviate these problems.
391. Problems. (1-3 to a maximum of 6) Δ
Restriction: permission of instructor.
420./520. Introduction to Mental Retardation. (3)
Introductory course on social, medical, emotional, physical and cognitive characteristics of people with mental retardation. Emphasizes classification, diagnosis and treatment from medical, psychological, sociological and educational points of view.
430./530. Introduction to Students with Emotional and Behavioral Disorders. (3)
Introductory course on characteristics of emotionally or behaviorally disordered children. Emphasis on historical development, identification, behavioral description, classification, assessment and an introduction to intervention strategies in various therapeutic environments.
440./540. Introduction to Learning Disabilities. (3)
Covers the characteristics of persons with learning disabilities. Emphasis on the historical development of the field, definitions, etiologies, characteristics, diagnosis and research findings about assessment and instructional approaches.
450./550. Introduction to Early Childhood Special Education. (3)
Course overviews the nature and history of the field of early childhood special education. Emphasis is given to typical and atypical development as this relates to young children with delays/exceptionalities birth to age 8. Restriction: permission of instructor.
452./552. Teaching Students with Mental Retardation and Severe Disabilities. (3)
Designed to give an overview of general programming considerations for students with mental retardation. Students are to demonstrate competencies in writing instructional objectives, task analysis, instructional program design and developing evaluation procedures for instructional programs.
462. Student Teaching in Special Education. (1-7 to a maximum of 7) Δ
Students will be placed in an elementary or secondary classroom, preferably at B or C service level. They will spend all day for one semester in the classroom setting and spend one to two hours per week in a seminar session. Restriction: permission of instructor.
464. Classroom Assessment and Program Planning. (3)
Provides functional instruction in observation and informal/formal diagnostic procedures. Instruction in the merits/limits of diagnostic procedures and instruments. Use of case information/test protocols to determine functioning level and program plan. Restriction: permission of instructor.
465./565. Art and the Exceptional Child. (3)
(Also offered as ARTE 465.) Designed to acquaint teachers with the value and therapeutic uses of art in special education classrooms and to acquaint art education majors with adaptations of art to various exceptional cases. Special fee required.
467./529. Physical Disabilities and Causes. (3)
Investigation of etiology, characteristics and treatment appropriate for individuals with physical disabilities who are in public sector, schools and exercise programs.
470./570. Introduction to Gifted Education. (3)
Introductory course focused on gifted and talented children and youth. Emphasis placed on (a) historical development of the field; (b) characteristics and identification; (c) academic and social/emotional needs; and (d) educational programs and interventions.
481. Introduction to Assistive Technology in Special Education. (2)
This course is designed to introduce the special educator to various assistive technology devices, software and instructional uses of the computer.
493. Topics in Special Education. (1-3, no limit) Δ
495. Field Experience. (3 to a maximum of 6) Δ
Planned and supervised professional laboratory or field experiences in agency or institutional setting. Restriction: permission of instructor.
501. The Psychology and Education of Exceptional Persons. (3)
Introduction to all areas of exceptionality including state and national issues, history, incidence, etiology, identification, treatment and service alternatives.
502. At Risk for School Failure and Disabilities. (3)
This course surveys a variety of issues and behaviors (e.g., homelessness, suicide) that place students at risk of school failure. Particularly vulnerable to these issues/behaviors are children with disabilities. School and community interventions will be addressed.
503. Universal Design in Special Education. [Instructional Strategies in Special Education.] (3)
Covers the selection, adaptation, and use of instructional materials in special education. It also covers classroom organization and prescriptive use of materials and methods. There are several methods classes designed to emphasize early childhood, elementary, secondary and bilingual special education. See program for other restrictions.
504. Practicum in Special Education. (1-6 to a maximum of 9) Δ
Supervised experience with exceptional persons. May be repeated to a maximum of 6 credit hours total for Masters Plan I and a maximum of 12 credit hours total for Masters Plan II. Restriction: major in Special Education Ed.D., M.A., or Ph.D. program and permission of instructor.
505. Seminars in Special Education. (3, no limit) Δ
Research in current trends in the various topic areas of special education.
506. Fostering Creativity, Cooperation and Problem Solving Among Diverse Learners. (3)
Introduces students to instructional methods and materials to foster thinking skills including: creative and critical thinking, decision making and problem solving. Also covers theories of group development and multiple intelligences.
507. Collaboration for Inclusive Education. (3)
This course addresses issues surrounding the inclusion of students with exceptionalities into general education. The course will include an examination of the sociocultural context of inclusion, methods and materials and strategies for collaboration.
508. Collaboration with Family, School and Community. (3)
Explores family issues and environmental variables related to assessment and community influences of family members, especially students at risk of failure and who have exceptionalities. Home, school and community interventions are also presented.
510. Special Education Law. (3)
This course explores the legal rights and responsibilities of special educators in their actions with students who have exceptionalities and the families of those students. The course includes study of applicable Constitutional law, statutes, regulations and interpretive case law.
511. Social Construction of Disabilities. (3)
This course explores the concept of disability as a “social construction” from a variety of perspectives: historical, educational, bureaucratic, cultural and linguistic, gender and from that of the individual.
512. Career Development/Transition Across the Lifespan. (3)
Course focuses on lifespan movement of students with exceptionalities through preK–16 system to employment and adult life. Participants will identify essential curricula, make critical linkages within their communities and prepare transition plans within the IEP.
513. Curriculum Development in Special Education. (3)
Provides the special education teacher with a theoretical background and practical experience in the use of a model of curriculum development, task analysis and evaluation of pupil progress.
514. Teaching Reading to Students with Learning and Behavior Exceptionalitites. (3)
Focus is on specific materials, techniques and programs that have been adapted or developed for learners with severe problems in reading. Includes depth in direct instruction, cognitive/behavioral merged approaches and multisensory approaches.
515. Mathematics/Science Instruction for Diverse Exceptional Learners. (3)
This hands-on class teaches methods and materials for working with exceptional students in the areas of mathematics and science. Connected to CEC instructional content and practice standards.
516. The Brain, Mind and Education. (3)
This course focuses on the neurology of learning and disability. Students will study evolving knowledge and concepts of the brain and central nervous system and consider neuroscience applications to education and supports for students with disabilities.
517. Assessment of Diverse Students with Learning and Behavior Exceptionalities. (3)
Reviews special education eligibility assessment and instructional assessment. Focuses on knowledge and skills necessary for (a) interpreting and applying formal assessment data and (b) designing and monitoring instruction of diverse students with learning and behavior exceptionalities.
518. Classroom Organization and Positive Behavioral Supports. (3)
The course promotes the area of positive support interventions and environmental management. It includes procedures for organizing and managing a classroom as well as behavioral techniques that foster successful student behavior.
519. The Application of Applied Behavior Analysis in the Special Education Classroom. (3)
Students are taught the use of behavioral technology to manage academic and social behavior in the classroom.
520./420. Introduction to Mental Retardation. (3)
Introductory course on social, medical, emotional, physical and mental characteristics of people with mental retardation. Emphasizes classification, diagnosis and treatment from medical, psychological, sociological and educational points of view.
523. Teaching Students with Mental Disorders and
Mental Retardation or Severe Disabilities. (3)
Examines a range of interventions for students with mental disorders and mental retardation or severe disabilities. Focus is on developing appropriate supports for individuals with both mental disorders and cognitive or severe disabiltiies. Prerequisite: 420 or 520.
524. Advocacy and Empowerment with Individuals with Mental Retardation or Severe Disabilities. (3)
Examines advocacy and empowerment with individuals with mental retardation and severe disabilities, including related legislation, supports and interdependence, self-determination, influence of culture, and strategies that increase schoolage individuals’ involvement in their education.
525. Legal Rights of Persons with Disabilities. (3)
Study of substantive law in areas affecting the lives of exceptional persons and an analysis of the legal and practical reasons for the law’s involvement.
526. Motor Assessment for Individuals with Disabilities. (3)
(Also offered as PEP 526.) Reviews current formal and informal assessment methods used to assess children with disabilities in physical education. Emphasizes the critical examination of assessment methods and provides practical experience using assessment methods. Restriction: permission of instructor.
527. Assessment for Diverse Exceptional Learners: Mental Retardation and Severe Disabilities. (3)
This course exposes students to a variety of assessment methods appropriate for use with diverse exceptional learners, including those with mental retardation and severe disabilities. Emphasis will be placed on assessments which provide direction for instruction.
528. Sexuality Education for Individuals with Disabilities. (3)
Contemporary and historical study of social development and sexuality education and expression, including: attitudes toward sexuality and disability; anatomy and physiology; myths; teaching strategies; roles of schools and others; and legal issues.
529./467. Physical Disabilities and Causes. (3)
(Also offered as PEP 529.) Investigation of etiology, characteristics and treatment appropriate for individuals with physical disabilities who are in public sector, schools and exercise programs. Prerequisite: 201.
530./430. Introduction to Students with Emotional and Behavioral Disorders. (3)
Introductory course on characteristics of emotionally or behaviorally disordered children. Emphasis on historical development, identification, behavioral description, classification, assessment and an introduction to intervention strategies in various therapeutic environments.
532. Education and Transition of Students with Emotional and Behavioral Disorders. (3)
Instruction in development and maintenance of educational intervention programs for children with behavioral disorders. Emphasis on philosophical approach, intervention strategies, environmental arrangement, program organization, behavior management, classroom management, parent involvement, transition procedures and case conferencing.
534. Social Competence, Self Determination and Resiliency. (3)
Review of the history of social competence and self-determination skills training for children/youth receiving special education services. Provides experiences in group training and individualized programming. Related information concerning resiliency among children/youth.
540./440. Introduction to Learning Disabilities. (3)
Covers the characteristics of persons with learning disabilities. Emphasis on the historical development of the field, definitions, etiologies, characteristics, diagnosis and research findings about assessment and instructional approaches.
542. Teaching Individuals with Learning Disabilities. (3)
Covers the primary approaches developed and adapted for K–16 students with learning disabilities. Includes major instructional models, teaching methods, specific techniques and materials that have been empirically proven effective for these students. Prerequisite: permission of instructor, program majors only, 540 recommended.
545. Language Issues/Methods LD/CD/ELL. (3)
Focuses on distinguishing between language disorders and second language learning characteristics of English Language Learners (ELLs) with exceptionalities; and appropriate instructional strategies for ELLs with learning disabilities and/or communication disorders. Offered once yearly. Restriction: permission of instructor.
550./450. Introduction to Early Childhood Special Education. (3)
Course overviews the nature and history of the field of early childhood special education. Emphasis is given to typical and atypical development as this relates to young children with delays/exceptionalities birth to age 8.
551. Teaching Young Children with Exceptionalities. (3)
Overviews teaching/intervention approaches for children with exceptionalities from birth to age 8. Covers methods/materials/procedures appropriate for these children in a variety of settings. Also addresses strategies for working with families in transdisciplinary contexts.
552./452. Teaching Students with Mental Retardation and Severe Disabilities. (3)
Designed to give an overview of general programming considerations for students with mental retardation. Students are to demonstrate competencies in writing instructional objectives, task analysis, instructional program design and in developing evaluation procedures for instructional programs.
553. Advanced Field Seminar: ECSE-Elementary Special Education. [Advanced Field Seminar–ESCE/ Primary.] (3)
Refines and enhances students’ knowledge and skills by applying learned principles and strategies to real and simulated cases. Students videotape and analyze their teaching. Questions and issues specific to on-site teaching are identified and addressed.
554. ECSE-Elementary Special Education Extended Study: ___________. [ECSE Extended Study: _________.] (1-3, no limit) Δ
Special in-depth offerings on various areas of interest (e.g., trauma, bilingualism) linked to material presented in other ECSE courses.
559. Cultural and Linguistic Diversity among Individuals with Mental Retardation. (3)
This course addresses issues of cultural and linguistic diversity among individuals with mental retardation. Perspectives from bilingual education, bilingual special education and mental retardation are included.
560. Introduction to Bilingual/Multicultural Special Education. (3)
This course is an overview of the interface between language, culture and disability. Content supports those making decisions in referral and education of culturally and linguistically diverse exceptional students.
562. Teaching Bilingual/Multicultural Special Education. (3)
This hands-on course provides teachers with ESL and native language instructional strategies for working with culturally and linguistically diverse students. Theory and practice are integrated for effective program planning and teaching.
565./465. Art and the Exceptional Child. (3)
(Also offered as ARTE 565.) Study of the special use of art activities with exceptional children along with practicum experience in field situations. Lab fee.
566L. Differential Diagnosis I. (3)
Designed to develop competencies in administration, scoring and diagnostic interpretation of various individual tests of intelligence. Adaptive behavior rating scales will be included to supplement the diagnostic evaluation.
567L. Differential Diagnosis II. (3)
Designed to teach educational diagnosticians to be proficient in administration and interpretation of tests in the areas of language aptitudes, self-concept and learning processes. Prerequisite: 566L.
568L. Diagnosis of Multicultural Exceptional Children. (3)
Specifically designed for the educational diagnostician to develop skills necessary for the educational evaluation and programming of children whose language and/or culture is other than English. Prerequisite: 566L.
570./470. Introduction to Gifted Education. (3)
Introductory course focused on gifted and talented children and youth. Emphasis placed on (a) historical development of the field; (b) characteristics and identification; (c) academic and social/emotional needs; and (d) educational programs and interventions. 470/570 is a recommended prerequisite to other courses in gifted education.
574. Teaching Twice-Exceptional Learners. (3)
Focuses on the educational needs of twice-exceptional learners, that is, gifted students with learning and behavioral difficulties. Issues related to characteristics, identification and instructional interventions to simultaneously address the giftedness and the disability are explored.
576. Instructional Strategies for Gifted Students. (3)
This application-based course presents instructional strategies designed to address the unique learning needs of gifted students. These differentiated instructional strategies include modifications in content, process, products and environment. Access to gifted/talented students is required. Prerequisite: 470 or 570.
577. Curriculum for Gifted Students. (3)
This course focuses on the development of appropriate curriculum (i.e., courses and units for gifted students tied to benchmarks and standards. Topics include models for curriculum development, integrative/interdisciplinary curriculum, prepackaged curricular materials and problem-based curriculum. Prerequisite: (470 or 570) and 576. Restriction: permission of instructor.
582. Teaching Students with Intensive Communication Needs. (3)
This course explores the identification, assessment and facilitation of the development and function of communication in educational settings. For young children, and those with severe disabilities, communication through alternative means to oral language is paramount.
583. Introduction to Autism Spectrum Disorders. (3)
Introductory course on social, communication, and behavioral characteristics of students with autism spectrum disorder (ASD). Emphasis on intervention models, curricular issues, and instructional practices used in the education of students with ASD.
584. Research and Teaching/Intervention in Autism Spectrum Disorders. (3)
Provides students with an in-depth knowledge of evidence-based teaching/intervention strategies for students with ASD. Includes critique of published studies in this area and hands-on activities. Focuses on specific techniques/programs designed for ASD students.
585. Math Methods for Students with Mental Retardation and Severe Disabilities. (3)
This course addresses the teaching of mathematics to students with mental retardation and severe disabilities and emphasizes assessment, the developmental sequence of math skill acquisition, and research-based strategies for teaching skills using a conceptual approach.
Prerequisite: 420 or 520.
586. Differentiating Reading Instruction in Inclusive Settings for Students with Mental Retardation and Severe Disabilities. (3)
This course addresses the basic components of planning and teaching reading in inclusive classrooms, emphasizing strategies for differentiating instruction for learners with a range of needed intensities of supports using evidence-based reading methods.
587. Reading Methods for Students with Mental Retardation and Severe Disabilities. (3)
Designed to teach selection and implementation of appropriate reading instruction approaches for individuals with mental retardation or severe disabilities. Includes examination of varied formal and informal reading assessments and planning and organization of reading instruction.
588. Organization and Supervision of Special Education Programs. (3)
This course will explore administrative, managerial and supervisory theories and strategies related to special education programs and services. Participants will acquire leadership concepts, skills, strategies and trends for administration of these programs and services.
591. Problems. (1-3 to a maximum of 12) Δ
May be repeated to a maximum of 6 credit hours for Masters Plan I and a maximum of 12 credit hours for Masters Plan II. Restriction: permission of instructor.
592. Workshops in Special Education. (1-4 to a maximum of 9) Δ
May be repeated to a maximum of 5 credit hours for Masters Plan I and a maximum of 8 credit hours for Masters Plan II.
593. Topics. (1-3, no limit) Δ
595. Advanced Field Experience. (3-6 to a maximum of 12) Δ
Planned and supervised professional laboratory experiences in agencies or institutional settings. Restriction: permission of instructor.
598. Directed Readings in Special Education. (1-3 to a maximum of 6) Δ
Independent readings to be arranged collaboratively with individual faculty member. Student will develop an Individual Performance Contract with a faculty member to determine the key readings and to delineate the final product to be produced. Open to Special Education graduate students only. Restriction: permission of instructor.
599. Master’s Thesis. (1-6, no limit) Δ
Offered on a CR/NC basis only.
Restriction: permission of instructor.
601. Professional Seminar in Special Education. (3)
A seminar for post-master’s students in special education degree programs. It is recommended this seminar be taken during the first semester of enrollment. Restriction: permission of instructor.
615. Trends and Issues in Special Education. (3)
Culminating course in doctoral program in special education. Designed as experience in applying acquired knowledge and skills to current issues and trends in the field of special education. Restriction: admission to post-master’s work in Special Education.
619. The Application of Applied Behavior Analysis to Academic Research in Special Education. (3)
Designed for advanced graduate students wishing to learn to conceptualize, design, conduct, analyze, and disseminate applied academic research using behavior analysis research methodology. Course comprises both didactic and field experience. Prerequisite: 519. Restriction: permission of instructor.
696. Internship. (3-6 to a maximum of 12) Δ
A planned and supervised experience for doctoral students. This course allows the student to apply theoretical concepts to a relevant problem. This experience may include but is not limited to research, teaching, administration, organization, and evaluation. Restriction: permission of instructor.
699. Dissertation. (3-12, no limit) Δ
Students may not receive credit in Dissertation until the semester in which the doctoral comps are passed. Offered on a CR/NC basis only. Restriction: permission of instructor. |
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