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Course Criteria
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3.00 Credits
A definitive study of terms, ideas, and theories related to beauty.
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3.00 Credits
Painting with the emphasis on individual development. Prerequisite: 371.
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2.00 Credits
Independent work in preparation for senior exhibit in the final semester. May be repeated for a maximum of 2 credits. Prerequisite: Completion of all required courses except 320.
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3.00 - 6.00 Credits
Art majors ONLY: By faculty recommendation. Independent work in preparation for senior exhibit in the final semester. May be repeated for a maximum of six credits. Art majors may opt to select a 300 or 400 level arts/humanities course as a substitute for senior project.
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0.00 Credits
No course description available.
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3.00 Credits
This course is an introduction to cognitive, behavioral, developmental, humanistic, motivational, and learning psychological theories related to teacher preparation. The overall objectives of the course are to help preservice teachers demonstrate an understanding of: 1) the application of psychological principles to teaching within a climate of diversity; 2) how to develop skills in maintaining classroom management; 3) the cognitive discovery view of learning; 4) the humanistic view of learning; 5) motivational and learning theories; and 6) assessment procedures and strategies. Contents are aligned with state and national standards, and the Unit's Conceptual Framework.
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3.00 Credits
This course is designed to provide an in-depth study of children and their development. The overall objectives of the course are to: 1) provide an understanding of the beginning of life'prenatal development and birth and the newborn child; 2) provide an understanding of the physical child'physical development and perceptual development; 3) provide an understanding of the thinking child'cognitive development I (structure and process), cognitive development II (Individual differences in cognitive abilities and the development of language); 4) provide an understanding of the social child' personality dvelopment (alternatives views, the concept of self in children, the development of social relationships, and thinking about relationships and the development of social cognition); and 5) provide an understanding of the whole child'the ecology of development (the child within the family system, beyond the family and the impact of the broader culture, and atypical development). Contents are aligned with state and national standards, and the Unit's Conceptual Framework.
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3.00 Credits
This course is designed to provide an in-depth study of adolescents and their development. It prepares teachers to understand the nature of adolescent development, biological and cognitive development (biological foundations, puberty, health and cognitive development), the contexts of adolescent development (families, peers, schools, culture), social, emotional, and personality development (the self and identity, gender, sexuality, moral development, values, religion, achievement, careers, and work), and adolescent problems. Contents are aligned with state and national standards, and the Unit's Conceptual Framework.
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3.00 Credits
THISCOURSE WILL INTRODUCE PROSPECTIVE TEACHERS TO THE GUIDANCE POINTS OF VIEW ANDRELATED CONCEPTS OF THEIR RESPONSIBILITIES AND FUNCTIONS AS TEACHERS.
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3.00 Credits
AN OVERVIEW OF CAREER EDUCATION AS IT APPLIES TO ELEMENTARY AND SECONDARY EDUCATION MAJORS, AND HOW TO INTEGRATE THE CAREER MODEL INTO THE CURRICULUM AT THE ELEMENTARY AND SECONDARY LEVELS.
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