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Course Criteria
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3.00 Credits
An introduction to the theory of international trade and finance with an emphasis on exchange markets, trade policies, factor movements, and the interrelationship of the domestic and international economy. Offered spring semester only. Prerequisites: ECO 210 and ECO 211. ( 3)
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3.00 Credits
Senior students may register for field experience in cooperating Washington metropolitan area firms or organizations. The internship is monitored by the director of internships and a representative of the cooperating company. Prerequisites: permission of director of internships for the School of Business Administration; minimum of 9 credits in 300+-level ECO courses; minimum of 90 credits in the program with a cumulative GPA of 2. 0 or better; and a cumulative GPA of 2. 0 or better in all Economics, Politics, and Sociology courses. ( 3-6)
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3.00 Credits
Designed to provide students with the opportunity to use reference materials to explore the current research and legal issues that impact special education policy and practice. The topics to be discussed include: the legal basis for special education, issues related to the identification and evaluation of special education students, the concepts of free and appropriate public education (FAPE) and least restrictive environment (LRE), discipline and special education students, the impact of school reform movements on special education, funding for special education, recent litigation outcomes, and the reauthorization of the Individuals with Disabilities Education Act (IDEA). Prerequisite: sophomore status. ( 3)
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10.00 Credits
This is the first course in the undergraduate teacher licensure program and is designed to explore education and teaching as a profession. The philosophical, historical, legal, and societal aspects of education in the United States will be stressed. The course will also offer a look at the contemporary issues that affect students and schooling. Rudimentary curriculum design based on an understanding of the relationships among assessment, instruction, and monitoring student progress and how assessment is used to make decisions to improve instruction and student performance will also be addressed. Field experience: 10 hours. Prerequisite: sophomore status. ( 3)
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20.00 Credits
Designed to provide an understanding of how children develop language and grow into literacy. The nature of reading, writing, and language acquisition is emphasized and an examination of second language learners and cultural diversity are included. Field experience: 20 hours. Prerequisite: ED 250 with a grade of C or better. ( 3)
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2.00 Credits
Reading, writing, listening, speaking, thinking, and viewing are studied in the context of language arts in the primary classroom. Various strategies for teaching spelling, writing, and grammar are included as well as creative arts and technology to reinforce language arts and reading. Techniques learned in class are implemented with diverse populations in the field experience. The Virginia Standards of Learning are used as the framework for this course. Field experience: 20 hours. Prerequisites: a grade of C or better in ED 250 and ED 301. ( 3)
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6.00 Credits
Using the Virginia Standards of Learning as the framework, students will explore the relationships among reading, writing, speaking, and listening in the context of an upper elementary classroom. Various strategies for teaching writing, spelling, fluency, vocabulary, and comprehension will be emphasized. Assessment strategies are examined to aid with differentiating instruction and meeting student strengths and needs. Field experience: 20 hours. Prerequisites: a grade of C or better in ED 250, ED 301, and ED 310. ( 3)
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20.00 Credits
Focuses on the characteristics of reading disabilities, the identification/analysis of reading disabilities, and intervention strategies appropriate for students with reading disabilities. Additionally, the class will address the prevention of reading failure and strategies for the collection and analysis of reading behavior. Field experience: 20 hours. Prerequisites: a grade of C or better in ED 250 and ED 301. ( 3)
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20.00 Credits
Provides a foundation in the principles of effective curriculum design and instruction development for students preparing to teach at the secondary level. The course covers integrating technology into the curriculum, adapting the curriculum for students with special needs, interdisciplinary curriculum design, and assessment procedures. Field experience: 20 hours. Prerequisite: ED 250 with a grade of C or better. ( 3)
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10.00 Credits
Designed for students to become knowledgeable in collaboration and communication skills and models within special education settings, which includes families, community agencies, and nondisabled peers. Assistive and instructional technology that is used to gain access into the general curriculum is also addressed. Field experience: 10 hours. ( 3)
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