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Course Criteria
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3.00 Credits
S. This course provides students with a deeper understanding of macroeconomic theory, beyond the intermediate level. Economic modeling will be used to gain insight into important macroeconomic issues, including economic growth of nations, consumption, investment, inflation, unemployment, and government macroeconomic poli- cy. International interrelationships, decisions made under uncertainty, and decisions made across time periods will also be included in the analysis. Prerequisites: Economics 326 (including the statistics and calculus cognates) Not offered 2008/2009.
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3.00 Credits
F, I, and S. Prerequisite: Permission of the department chair.
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3.00 Credits
S. This seminar course considers the history of economic thought during the last two millennia. This involves a careful consideration of major historical schools of thought about economic culture, beginning with the classical civilizations and ending with contemporary methodological approaches to economics. Prerequisites: Senior economics major status; Biblical Foundations I or Theological Foundations I, Developing a Christian Mind, and Philosophical Foundations.
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1.00 Credits
F and S. This course serves as an introduction to the discipline of education and the teaching profession. As such, it provides the initial framework for subsequent education courses, introducing students to pedagogy and its empirical basis, to issues of curriculum and standards, and to the organization of schools in the United States and beyond. The course affords students the opportunity to relate theory to practice as a companion field experience is a required component of the course. This course must be satisfactorily completed as a condition of program admission. Prerequisite: Completion of one semester of college study.
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3.00 Credits
F and S. This course will help students develop insight into the development of the mind, identity, and perspective of all learners, including multiple domains of diversity and many alternate ways of being, doing, and seeing, including what is typically labeled as "exceptionality." Studentswill explore and analyze psychological, physical, social, culture and moral/spiritual facets of development as well as their interplay with the social environment of the learner and their impacts in the classroom. Through lectures, readings, class assignments, a service-learning experience, and a case study, the class will examine psychological, educational, biological, and socio-cultural theory through the lens of a reformed Christian perspective. There is a fifteen hour outside of class field placement required as part of this course. This course must be satisfactorily completed as a condition of program admission. Prerequisite: Completion of Education 102.
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3.00 Credits
F. A review and critique of the basic theories of child development. Observation and intensive analysis of the development of a particular child in a preschool setting as related to the major theories and to the appropriate facilitation of development.
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4.00 Credits
F and S. This course will help students develop an increased understanding of the complex issues surrounding learning theory and its impact on instruction in diverse educational contexts. Students will explore how an understanding of the learner, the curriculum, and the context shape instructional practice. They will learn how to engage in a pedagogical cycle that includes planning, implementation, evaluation, and reflection with a focus on meeting the needs of all learners. Students will also explore ways in which new teachers can develop and maintain a transformative vision. All of these areas will be examined through the lens of a reformed Christian perspective. An extensive practicum will assist students in linking theory and practice in a classroom setting. Prerequisites: Education 102, Education 202, Admission to the Teacher Education Program. (See the Teacher Education Guidebook for admission requirements.) Must be taken concurrently with Education 303. *Students seeking certification must be admitted to the teacher education program and be in good academic standing before beginning any 300-level course in the department.
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3.00 Credits
F and S. Must be taken concurrently with Education 302. See description above.
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2.00 Credits
F and S. A study of perspectives, content, methods, and materials in teaching the social studies in the elementary school. Students will analyze perspectives and determine major goals and themes for teaching the social studies. They will study and analyze the contributions of the various disciplines to the social studies curriculum. Students will examine materials and learn and practice methods for teaching the social studies. Biblical principles, which offer direction for human interactions in society, will be considered. Prerequisites: Education 302/303 or permission of the instructor.
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3.00 Credits
F. A comprehensive study of the characteristics of persons who have an intellectual disability. Historical and contemporary perspectives on mental retardation will be explored, as will common causes, definitional issues, and interventions. While special attention is given to the needs of persons with retardation as learners, the course examines the entire lifespan and functioning in a variety of settings besides the school, such as the church, workplace, and neighborhood. A Christian view of persons, community, and discipleship, along with the concept of normalization/social role valorization, are integrating elements in the course. Prerequisite: Education 202 or permission of the instructor.
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