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Course Criteria
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3.00 Credits
Prerequisite: SOC 150. Exploration of social welfare as one of the basic institutions in contemporary society; its historical development and changing philosophy. Place of social services within the institution of social welfare.
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3.00 Credits
Prerequisite: SOC 150. Introduction to social work practice. Knowledge and theory related to interviewing skills and basic methods of intervention. Required of all Option III: Social Welfare majors. Students engage in volunteer activities in social work agencies.
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3.00 - 4.00 Credits
Prerequisite: MATH 140. Corequisite SOC 364L. Preparatory: SOC 150. Methods of organizing and analyzing quantitative sociological data. Satisfies the statistics requirement for the major. Lab: Problem solving, exercises, projects, and data analysis. Use of Sociology lab or computer.
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3.00 - 5.00 Credits
Prerequisite: SOC 150. Corequisite: SOC 368S. Study of early sociological theories. Emphasis on whole theoretical systems. Includes Comte, Spencer, Marx, Durkhelm, Pareto, Weber, and Simmel as well as other sociologists who did their major work before 1917. Seminar: Discussions and analysis of early sociological theories and theorists, from Comte through Weber, including supervised individual or group projects and reports.
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3.00 Credits
Lecture-discussion of the social and cultural bases of political ideologies and processes. Study of power and its varying relationships to decision making at community and national levels. Analyses of the roles, structure, and interaction of voluntary and political organizations in the political system, including conflict and its resolution. Sociological interpretations of contemporary American political behavior.
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3.00 Credits
Prerequisite: SOC 150. Study of diverse racial and ethnic groups, including Latino, Chicano, Asian, Black, American Indian, with a focus on the contemporary American scene. Status distinctions, migration and settlement patterns, segregation, integration, assimilation, prejudice, discrimination, economic and political factors, social movements and interaction patterns both within and between these groups, and their effects upon American life are studied.
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3.00 Credits
Prerequisite: SOC 150; some training in statistics is advised, and/or instructor consent. Sociological knowledge as related to the impact of computers on American Institutions. Examination and use of large data files. Application of computers in sociological inquiry.
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3.00 Credits
Prerequisite: SOC 150. Selected topics in Sociology with course content to be determined.
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3.00 Credits
This course is designed to help teacher candidates in the area of special education gain knowledge and understanding of typical and atypical development and the implications for educating students with disabilities. Candidates will gain knowledge related to the sources of developmental diversity including both biological and environmental factors and how these factors can impact a child’s development in the areas of social, cognitive, physical, emotional, and language skills. This information will be discussed within the larger context of the different theories of child development to help candidates view these factors from multiple perspectives. Throughout this discussion, the emphasis will be placed on the practical implications for special education and the role of the special educator and other members of the educational planning team in promoting a positive, supportive and healthy learning environment. This course will also provide special education candidates with knowledge of the legal requirements of special education as specified in the Individuals with Disabilities Education Act (IDEA) and other legislative mandates.
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3.00 Credits
This course is designed to provide education specialist candidates with the skills and knowledge needed to promote and reinforce prosocial skills using positive behavior support strategies. The three-tiered model (primary, secondary & tertiary supports) to positive behavior support will serve as the organizing framework for this course. The first part of the course will focus on ways to promote positive and cooperative behaviors by using a variety of school-wide and classroom management strategies, including teaching and reinforcing expected behaviors, active supervision, clear communication and collaboration with team members, and planned responses to challenging behavior (primary level of supports). The remainder of the course will focus on providing more intensive supports for students with more pervasive/complex behavioral and social needs (secondary and tertiary level of supports). Relevant federal and state legislation and ethical considerations will be discussed.
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