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Course Criteria
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1.00 Credits
Utilizing a case study approach, this course explores advanced issues in macroeconomic policy. Topics covered include the business cycle, international macro, and growth. This course is offered in the fall semester, 2008. Prerequisites: Economics 292, 253, and 251. Credits: 1
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3.00 Credits
The course provides opportunities for specialized, innovative material to be made available for students at the advanced level. Since the content of this course varies from semester to semester, it may be repeated for credit upon the instructor's approval. Prerequisites: Economics 101, Economics 253, Economics 291 or 292, or consent of the instructor. Credits: 1
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0.50 Credits
Students desiring to perform independent study in Economics should plan their project with the instructor who is to supervise. Consent of the department chair is required. This course is offered in the fall semester. 0.5 Credits
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0.50 Credits
Students desiring to perform independent study in Economics should plan their project with the instructor who is to supervise. Consent of the department chair is required. This course is offered in the spring semester. 0.5 Credits
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1.00 Credits
A capstone seminar course in which current economic problems and policy are analyzed. This course is required of all economics majors. This course is offered in the fall semester, 2008-2009. Prerequisites: Economics 291, 292, 253, and 251. Credits: 1
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1.00 Credits
The course refines the microeconomic analysis offered at the intermediate level by introducing more rigorous mathematical tools. Additional topics in microeconomic theory are introduced and analyzed with the use of advanced mathematical techniques. The course is especially recommended to students considering graduate work in economics and should also prove useful to students considering graduate study in business. This course is irregularly scheduled. Prerequisites: Economics 291 and two semesters of calculus or consent of the instructor. Credits: 1
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1.00 Credits
The major propositions of intermediate macroeconomics are reviewed and expressed in the language of mathematics, and more complex and newer theories of macroeconomics are presented. A major substantive focus will be on the similarities and differences between classical, post Keynesian, monetarist and rational expectations theories for macroeconomics, recent relevant empirical findings and implications of economic policy. The course is especially recommended to students considering graduate work in economics and should also prove useful to students considering graduate study in business. This course is irregularly scheduled. Prerequisites: Economics 292 and Mathematics 111. Credits: 1
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1.00 Credits
This is a field based study of the K-12 spectrum of student development, with a focus on observing how teachers teach differently to developmental levels of students, and on the roles of the family and community in student development. The course covers "child and adolescent development through the school perspective." Students will be learning a variety of techniques of observation used by the education researcher, discussing and analyzing their observation and insights, and reading and studying key developmental concepts. Students will compose an autobiography of themselves as an example of writing narrative inquiry. The technology thread required includes use of the computer to create word documents, send email and us Blackboard effectively. The field component is 25-hours at K-12 schools, and 10 hours with a family and/or community service agency. Level: Freshmen and Sophomores. This course is offered in the spring and fall semesters, 2008-2009. No prerequisite. Credits: 1
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10.00 Credits
The course includes the history and philosophy of American schooling from colonial and common school times to the present, focused on the rise of high school in particular. The historical and philosophical components will be integrated with a study of contemporary educational issues of school reform and will include the history of schooling for diverse multicultural groups. A variety of contemporary issues driving the current schooling reform will be studied including: multicultural, bi-lingual, and special education reforms and their impact on the high school; curricular reform (including multidisciplinary, interdisciplinary curriculum); and issues around the reform of instruction and assessments in the education of high school students. The required technology thread includes effective internet searching along with PowerPoint presentations. The field component contains field trips to innovative schools and working with special needs students (10 hours). Level: Open to any student; Students interested in Teacher Education are encouraged to take EDU 201 in the sophomore year. Required of juniors admitted to the program. This course is offered in the fall and spring semester, 2008-2009. Course can be counted as a history/philosophy/religion distribution credit. No prerequisite. Credits: 1
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5.00 Credits
This course will focus on the role of literacy in the teaching and learning of the content areas. Students will be introduced to the major theories of literacy learning as well as current research on adolescent literacy teaching and learning. In the context of adolescent literacy, students are introduced to Classroom-Based Research (CBR) and will complete a pilot study of their own. Required field experience (20 hours) will culminate in a one-week team-teaching experience in a middle or high school setting. The course is required as part of the AOC in Education. It is open to admitted students and with the permission of the Director of Teacher Education. If juniors or seniors have not taken EDU 400, they should enroll in this course. For the 2007-08 academic year, it will be offered in the second half of the spring semester. Prerequisites: EDU 101, EDU 201 0.5 Credits
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