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Course Criteria
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3.00 Credits
It focuses on the economic functions of cities, metropolitan decentralization, urban growth and development, transportation, housing markets, urban renewal, local government finance, and poverty. Prerequisite: ECON 211 Principles of Macroeconomics
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3.00 Credits
It surveys the development of economic thought and the advancement of economic analysis, including the physiocrats, classicists, marginalists, socialists, neoclassicists, institutionalists, and contemporary schools. Prerequisite: ECON 211 Principles of Macroeconomics
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3.00 Credits
It provides an opportunity for students to select topics not otherwise included in Economics course work. It requires intensive reading supervised by the instructor and reported on by the students. Prerequisite: ECON 211 Principles of Macroeconomics and approval of instructor
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3.00 Credits
It provides an opportunity for students to observe and be exposed to the application of economic theories and methods to practical work experience in a closely supervised environment. Prerequisite: Junior standing and department approval.
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3.00 Credits
It is a capstone course which a student must demonstrate the ability to choose a well-defined research topic or case review under faculty advising then proceed to search for essential information and correct procedures for analysis, write-up, and presentation. Prerequisite: Senior standing
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2.00 Credits
This course is designed to provide a snapshot of teaching as a profession. It will focus on historical and contemporary topics relevant to an understanding of the knowledge, skills and dispositions required of classroom teachers. Pre-candidates will have the opportunity to reflect on professional practice in preK-12 classroom settings and in alternative educational program sites. This course will also provide the opportunity for pre-candidates to begin the development of a working portfolio. Pre-candidates will be required to complete a field experience requirement of 15 hours as a part of this course.
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2.00 Credits
This course is a continuation of EDUC 201 Introduction to Teaching and is designed to provide a snapshot of teaching as a profession. The course will extend the focus on historical and contemporary topics relevant to an understanding of the knowledge, skills and dispositions required of classroom teachers. Pre-candidates will have the opportunity to research and reflect on professional practices in preK-12 classroom settings and in alternative educational program sites. This course will also provide the opportunity for pre-candidates to continue the development of a working portfolio. Pre-candidates will be required to complete a field experience requirement of 15 hours as a part of this course. Prerequisites: EDUC 201 Introduction to Teaching I
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3.00 Credits
This course is designed to address the skills that contribute to an understanding of the relationship among assessment, instruction and monitoring student progress. Assessments include student performance measures in grading practices and the ability to construct and interpret valid assessments using a variety of formats. In order to measure student attainment of essential skills in a standards-based environment, assessment data will be used to make decisions about how to improve instruction and student performance. Pre-candidates will be required to complete a field experience requirement of 15 hours as a part of this course. Prerequisites: EDUC 201 Introduction to Teaching I; EDUC 202 Introduction to Teaching II Elementary and Secondary Education Minors Only
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3.00 Credits
This course is aligned with EDUC 402 Student Teaching. Candidates reflect on the knowledge, skills, and dispositions implemented in the classroom experience. In this course, candidates prepare for the final performance assessment of competencies acquired in the Professional Education Program. Prerequisites: Completion of all coursework and state assessments Corequisites: EDUC 402 Student Teaching Content Area Student Teaching
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9.00 Credits
This course is the capstone experience for prospective teachers and emphasizes learning through application, analyses, synthesis, evaluation, and reflection. It provides the opportunity for student teachers to demonstrate acquired knowledge of the Standards of Learning, skills, and dispositions, in supervised classrooms. Emphasis will be placed on planning, implementing, and assessing instruction which meets the needs of students in these classrooms. Additional participation in appropriate school activities is required. Prerequisites: Completion of all curriculum courses and state assessments Corequisite: EDUC 401 Student Teaching Seminar Content Area Student Teaching
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