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Course Criteria
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3.00 Credits
Analysis and evaluation of European theater and dramatic literature from 1850 to the present. This course is offered as needed.
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3.00 Credits
Historical and literary study of the avant garde movements in contemporary drama; plays of Jarry, Pinter, Brecht, Artaud, Ionesco, Genet, Beckett and others. This course is offered as needed. Prerequisite: Consent.
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3.00 Credits
Includes field experiences, attendance at the American College Theatre Festival (ACTF) and major productions on tour.
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3.00 Credits
Creative work in the major field outside of the college. Upper Division. Prerequisite: Consent.
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3.00 Credits
Seminar in dramatic literature, production problems, history of production elements and related fields of interest. This course is taught as needed.
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1.00 - 4.00 Credits
Reading, research or creative work on a problem related to major field work. Prerequisite: Consent.
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1.00 Credits
This course provides a focal point for and closure to a liberal arts education within the context of the major discipline. As a departmental offering, the course focuses on the synthesis of the major's academic and theatre production knowledge. Self evaluation, a reflection on the student's liberal arts education, immediate and long-range goal setting, a major performance and heading up a crew are major components. Interdisciplinary integration is emphasized. General education and major outcomes are integral to course assessment. Prerequisite: Ordinarily, a student must have senior standing with a minimum of 45 hours in general education completed.
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3.00 Credits
Students learn about the special education program of study. Participants begin the development of a special education portfolio. Course activities are designed to immerse participants in a beginning understanding of the culture of special education. Students work with a family of a child with a disability, consider education from a family and child's perspective, observe in classrooms and learn how to reflect upon what they are seeing, begin reading special education journals, and start to consider what abilities and disabilities are and how they impact everyone's lives. Students study historical, legal, and varied current perspectives of special education in local, state, national and international contexts. Through participation in a national professional organization, research and reflection, students will develop their goals based upon their own philosophy of special education. Students will be placed in an educational setting with learners with special education needs for a 15-hour placement. Prerequisite: Permission of Special Education Adviser.
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3.00 Credits
The first of a two-part sequence. The second course is offered first semester senior year. The distance in time between when the two courses are taught is by intention on the part of the program designers. This course is designed to enable students to develop and refine their observation skills, to begin to learn how to plan programs and interventions to support positive behaviors and reduce negative behaviors. Participants use all of their newly learned skills to plan, implement and report the results of an intervention project on themselves, family members or friends. In addition, students learn how to use a positive tone/climate to manage a classroom and small group learning environments in which productive behaviors and habits, dispositions and values can flourish. They consider a variety of perspectives (humanistic and behavioral) and programs to build their own initial philosophy of management. Prerequisite: EDSP 200. Corequisite: EDSP 202.
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3.00 Credits
Participants will learn how to plan using differentiated models for students who have more challenging learning needs, such as children who have been identified as falling within the autism spectrum and children who are slower to learn, such as those who have been identified as having a mild to moderate mental disability or mental retardation. Students will observe in inclusive (non-segregated) and segregated life-skills settings, reflect on such learning environments, wrestle with issues of inclusion and components necessary for successful inclusion (determine if there are local models of this), study and utilize a variety of assessments (including ecological) with a learner and family, use assessment information to plan for instruction, and write reports for learners and families including the need for assistive technology.. Prerequisite: EDSP 200. Corequisite: EDSP 201.
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