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Course Criteria
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3.00 Credits
A comprehensive senior research project and presentation. The projects include discussion of relevant issues in the context of micro/macroeconomics theory, global influences, financing, banking, government policy and economic modeling. 3 credits.
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6.00 Credits
The internship program is designed to provide students with the opportunity to gain practical work experience in a responsible position in a business or government agency. Interns are provided with meaningful work assignments and assigned research projects related to their work experience. Opportunities are developed in consultation with the faculty advisor and Chair and require approval of both. Internships may be repeated twice (a total of 6 credits) provided the internships are with different organizations. Prerequisite: Junior, senior standing. The second internship (if approved) is applied as a management elective. Cross-referenced as ACC491/ISM491. 3 credits.
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3.00 Credits
Supervised study in an area not available in regularly scheduled courses. Prerequisites: Advanced standing, acceptance of project by a faculty member and permission of the Chair. 3 credits.
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1.00 Credits
This 1-credit course is designed to give elementary/ secondary education students a basic understanding of drug prevention and intervention for K-12 students in a school setting. A foundation of factual information about drugs, the disease of chemical dependency, the family dynamics of the disease, early identification skills for teachers and classroom intervention strategies will be presented. 1 credit.
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1.00 Credits
This course is designed to provide the education major with basic understandings of the need and value of physical education and health in the school setting. 1 credit.
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3.00 Credits
This workshop will help students prepare the portfolio necessary for acceptance into the Elementary Program. Prerequisite: Sophomore standing. 1 credit.
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3.00 Credits
This course provides a broad and comprehensive overview of the philosophical, historical, political, economic, legal, and social foundations of education in the United States. It also addresses teaching as a profession, the role of the school in a changing society, and effective teaching practices. Service learning is a required component of this course, concurrent enrollment in EDC 298. Prerequisite: Sophomore or higher standing. 3 credits.
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3.00 Credits
This course has been developed to allow pre-service teachers the opportunity to investigate the use of technology in the learning process and become proficient in the use of microcomputers in a classroom environment. Students will examine the skills needed by the work force by 2010 and design instructional plans and strategies which use technology to foster the development of information processing skills. Students create competency-based portfolios composed of computer-generated materials and instructional designs, which support a project-based learning format and have been matched to the Rhode Island Beginning Teacher Standards. Prerequisite: Sophomore or higher standing. 3 credits.
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3.00 Credits
In this course teacher education candidates examine, integrate, evaluate, and apply the major theories and principles of learning and teaching as well as the relationships among them. Teaching methods, classroom experiences and interactions, assessment and management strategies, and other aspects of teaching and learning are analyzed and evaluated in relation to these principles, theories, and current research. The importance of using resources, creating lesson plans, and providing classroom experiences to enhance diverse learners' success in school is emphasized. A classroom observation and a teacher interview are required. Prerequisite: Sophomore or higher standing. 3 credits.
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3.00 Credits
In this course teacher education candidates examine, integrate, evaluate, and apply information on the physical, cognitive, emotional, and social development of children and adolescents from multicultural, and a variety of theoretical, perspectives. The impact of context and culture on development is explored through reviewing crosscultural research throughout the world and findings on socioeconomically and ethnically diverse children and adolescents within the U.S. and Canada. Emphasis is placed on using knowledge about child development to provide the foundation for effective practices with children. A case study is required. A field experience is completed in EDC299, Tutoring and Mentoring in a Multicultural Society. Prerequisite: Sophomore or higher standing. 3 credits.
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