|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
3 credits Introduces the basic concepts and methods of econometric analysis. The fundamental techniques of constructing and testing econometric models are examined and analyzed with particular emphasis on their applicability in business and government decision-making. Students have the opportunity to construct and simulate their own simplified versions of an econometric model. Prerequisites: ECO-200 and MSD-201 or permission of instructor.
-
3.00 Credits
3 credits Students in the course learn to conduct economic research by engaging in an actual community-based research project. At the beginning of the semester, students are assigned to a community-based organization. As a team, students meet with the client, devise a plan of action, collect and analyze data and other information, and write a report to the client. At the end of the semester, students present their findings to the client. Prerequisite: Permission of instructor.
-
3.00 Credits
3 credits Topic to be approved by professor and department chairperson. Available for juniors and seniors. No more than 12 credits allowed toward graduation.
-
3.00 Credits
3 credits This course is available to qualified economics majors and minors. Evaluation is based on a performance appraisal provided by the participating firm and a project/paper judged by the department's internship director. This course can be used as a business or free elective. Prerequisite: Permission of instructor. An asterisk (*) indicates a course that may be taken only by students who have been formally admitted to the teacher education program, see page 33.
-
3.00 Credits
3 credits Students in this field-based course will begin to examine aims, practices, and contemporary issues of schooling in their historical, sociological, philosophical, and futuristic contexts and from the perspectives of various multicultural constituencies-students, parents, local community, wider economic community, government, and the profession. In doing so, they will begin to develop professional skills of observation, reflection, analysis, and argument. This course must be taken concurrently with Developmental Educational Psychology. A cumulative GPA of 2.75 is required.
-
3.00 Credits
3 credits This field-based course focuses on: a) the cognitive, personality, social, creative, and moral development of children; b) influential theories, concepts, and research findings of educational psychology; and c) the translation of psychological theory into classroom practices. This course must be taken concurrently with Contexts of Schooling. A cumulative GPA of 2.75 is required.
-
3.00 Credits
3 credits Students observe, prepare, and present a variety of lessons in reading, language arts, and various school subjects, in English and another language. Focus is on the appropriateness and adaptation of methods and materials for first or second language learners. Evaluation of student progress as well as curriculum design and classroom management for students of diverse language levels also are covered. This course fulfills the pre-practicum field experience for students in the bilingual education and foreign language program.
-
3.00 Credits
3 credits A general linguistics course that provides a contrastive study of English, French, German, and Spanish sounds, forms and syntax. Students visit schools where they interview language learners and sample their speech for analysis. Applications of these studies are made to creating instructional materials and to teaching. Theories of language acquisition as well as factors affecting second language learning, including learning styles and personality, are studied. A rationale for communicative language teaching and learning is constructed.
-
3.00 Credits
3 credits Issues facing parents and early childhood educators are explored, including program funding, government regulations, mainstreaming, child abuse, liability insurance, community support systems, nanny care, family day care, center care, and intergenerational care.
-
3.00 Credits
3 credits Student teachers, graduate interns, Rider faculty, cooperating teachers, and building-level administrators will engage in collaborative study of a topic through reading, writing, discussion, observation, and reflection on their work in classrooms. Work in these seminars will help student teachers synthesize knowledge from their professional courses and all participants extend their understanding of a particular topic pertaining to teaching. Teacher research methods will be employed as participants analyze their own teaching through perspectives of the seminar topic. Topics will vary each semester. This course is dual-listed for undergraduate and graduate credit. Enrollment is limited to students concurrently enrolled in student teaching and to cooperating teachers and principals working with them.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|