Apr 20, 2024  
2013-2014 Graduate Catalog 
    
2013-2014 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions


 

Digital Media

  
  
  
  
  
  
  
  • DIGM 5887 - Technical Direction for Animation

    (3 credits)
    Prerequisites: DIGM 3130 or permission of instructor. This course will explore advanced digital character animation techniques. Course topics include character setup, inverse kinematics, joints and bones systems, deformers, scripting and set driven key setup. There will be an emphasis on effective character set-up procedures and scripting workflow. (Graduate students taking this course must also take DIGM 5886  Technical Direction Graduate Laboratory.) (spring)


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  • DIGM 5910 - Experimental Media I

    (3 credits)
    Prerequisites: Permission of instructor. A digital art and experimental media studio and seminar course designed to support innovative research and production at the graduate level. This course will focus on investigation into new technologies in digital media, with research into current and new technological advances and on the creative application of those technologies. Students must have advanced-level technical skills in their area of interest.


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  • DIGM 5970 - Digital Media Research Project

    (3 credits)
    Independent research and production of an original digital media production which is a synthesis of the knowledge and skills acquired throughout the Digital Media degree curriculum. This production is the culminating experience for the Digital Media graduate student following the non-thesis option. A comprehensive evaluation of the student’s performance shall be conducted by a committee of at least three faculty members to determine whether the student has achieved mastery of his or her discipline.


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  • DIGM 5990 - Readings and Research

    (1-3 credits)
    Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a thesis or culminating research project, MUST enroll for 3 credits of Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to receive credit for such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Grading of Readings and Research will be either satisfactory (S) or unsatisfactory (U), and credit will not be applied to meet program requirements.


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Early Childhood

  
  
  • ECED 5257 - Mentoring in Early Childhood Education

    (3 credits)
    This course is designed to facilitate the development of early childhood professionals in effective methods and principles of mentoring adults who have varying levels of training. Emphasis will be placed on the role of the mentor as a facilitator for adult learning. As leaders, mentors will implement changes that lead to improved quality in programs and classrooms that serve young children, birth through eight. (spring)


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  • ECED 5325 - Constructivist Programs for Young Children

    (3 credits)
    Prerequisites: completion of two or more of the following courses: ECED 5210 , ECED 5330 , ECED 5344 , ECED 5332 . This course provides an in-depth exploration of constructivist practice as defined by the National Association for Young Children which endorses developmental emphasis on learning through emotional, cognitive, social, and physical stages based on normal age stages, individual variation, and cultural influences. Various curriculum models will be studied. The Project Approach will be used as the framework for a field experience in an early childhood setting. Core principles of constructivist practice will be analyzed and used for assessing classrooms in the local area. (spring)


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  • ECED 5347 - Technology and Media in Inclusive Early Childhood Education

    (3 credits)
    This course provides a comprehensive overview of media and technology use in inclusive early childhood classrooms. This course is based on the theories of Piaget, Vygotsky, and Papert, which support experiential, hands-on learning in the context of social interactions. Theories, research studies, and application of new technology and media will be considered. The appropriateness of technology use, along with application of new technology and media for children ages birth through eight years will be reviewed. (fall, spring, summer)


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  • ECED 5570 - Practicum in Early Childhood Education

    (3 credits)
    A supervised experience in an early childhood program is matched to the needs of the student. Options for the practicum include program director, supervisor, curriculum development, teacher trainer, or other early childhood professional roles. This experience requires 130 hours in an approved PreK-K and/or 1-3 grade sites. This field experience is also designed to meet the requirements for adding an ECE endorsement to an existing teaching license. (fall, spring, summer)


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  • ECED 5650 - Language and Literacy from an Emergent Inquiry Perspective

    (3 credits)
    This course presents a perspective on the power of re-representation as a tool for communication through many emerging languages that include: drawing, writing, constructing with multimedia and communicating. Theories of language acquisition and language enrichment are explored within the context of the emergent curriculum practices. Documentation of language learning is investigated for its many potentials in relation to literacy development: assessing learning for planning curriculum, reflecting on practice for professional development, as well as sharing learning with children and their families.


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  • ECED 5990 - Readings and Research

    (1-3 credit hours)
    Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a prospectus MUST enroll for Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to document such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Readings and Research credits do not count toward degree requirements. Grading of Readings and Research will be either satisfactory completion (S), satisfactory progress (SP), or unsatisfactory (U).


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  • ECED 6100 - Historical and Theoretical Basis for Early Childhood Education

    (3 credits)
    This course is an in-depth investigation and critical analysis of early childhood education from early historical time to the 21st century. Focus is on changing perceptions and expectations of family and young children, establishing the relationship between past perceptions, current practices, and the rebirth of persistent ideas. This course will include the study of theorists and educators who have influenced the field and shaped both past and current practices. (fall)


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  • ECED 6200 - Implications and Current Trends in Typical and Atypical Development of Young Children

    (3 credits)
    Prerequisites: ECED 5210  and SPED 5500  or equivalent. Research and in-depth discussion of theory and practice related to the growth and development of young children, including typical and atypical development. Emphasis will be on methods of studying behavior, implications of research for early childhood programs, blended practices, and current trends in serving children with diverse needs, ranging from children at-risk for school failure to children who demonstrate high levels of cognitive development. (fall)


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  • ECED 6400 - Seminar in Professional Development and Leadership

    (3 credits)
    Prerequisites: Completion of nine (9) semester hours of doctoral work in Early Childhood Education. Research and in-depth discussion of theory and practice related to obtaining extramural funding, conducting scholarly research, and publication of research- and practice-related articles in peer-reviewed journals will be studied. Emphasis will be on methods of researching and investigating potential sources of extramural funding through grant initiatives and private corporations, writing for and submitting to peer-reviewed journals, and developing skills in working as a collaborative team in the grant writing process. (spring)


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  • ECED 6600 - Processes of Language and Literacy Learning

    (3 credits)
    This course will focus on theory and research related to early communication through language and literacy, as a social, cultural, and political practice. Included is the study of social and educational policy issues and policy-making actions taken on behalf of literacy learning. Emphasis is on intersection of class, race/ethnicity, gender, and sexuality, as critical axes for understanding culturally-specific language and literacy practices, and as a basis for examining language development and literacy instruction rooted in the experiences of children. (spring)


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  • ECED 6610 - The Teaching and Learning Environment: Impact on Children, Families, and Teachers

    (3 credits)
    Prerequisites: ECED 5210  or equivalent. This course will examine the environment and associated elements of design, arrangement, and layout, which influence young children, teachers, and their families. Current research on environments will be reviewed and applied to early childhood settings. Environmental scales, observations, facility plans, and emotional climate will be studied and used to gain advanced techniques for evaluating and enhancing environments for young children. (summer)


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  • ECED 6620 - Leadership Roles, Administration, and Supervision in Early Childhood Education

    (3 credits)
    Prerequisites: ECED 6100  and ECED 6300 . Analysis of the meaning and development of leadership, assessment of leadership skills, and early childhood leadership roles will be studied in this course. The science of leadership will be explored through empirically based analysis of: strategic thinking; consensus building; creating change; and influencing better outcomes for children, families, and the profession. Focus on advocacy, collaboration with schools, mentorship, and building of relationships at the local, state, and national levels will be explored. (fall)


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  • ECED 6640 - Critical Analysis of Brain Research and Creativity Theory

    (3 credits)
    Prerequisites: ECED 5210  or equivalent. This course examines the tenets of brain research and creativity theories within the context of their applications to the field of early childhood research and practice. Focus will include strategies for pedagogy based on physiological foundations “brain-based” teaching and learning, applying creativity, as well as investigating the roles of “brain-based” learning strategies and creativity within a variety of professions related to early childhood education. These settings include the early childhood classroom, teacher education, and teaching and learning in related professional venues (museums, education magazines, educational departments of organizations, etc.). (summer)


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  • ECED 7001 - Apprenticeship in University Teaching

    (3 credits)
    Prerequisites: Completion of nine to twelve (9-12) semester hours of doctoral work in Early Childhood Education. The University Teaching Apprenticeship of at least 150 hours of field experience includes a mentored experience for the student in teaching a university-level course in early childhood education. Extensive work in the university classroom and reflection under the direction of a practicing faculty member from the department is required. (fall, spring, summer)


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  • ECED 7002 - Apprenticeship in Development of Teachers

    (3 credits)
    Prerequisites: ECED 6100 . The Development of Teachers apprenticeship of at least 150 hours of field experience requires the doctoral student to participate in the development, implementation, and evaluation of training for early childhood teachers who are currently working in the field. The training will be specifically designed for teachers working with children from birth to age eight and developed in collaboration with a mentor who has experience in effectively working with adult learners. (fall, spring, summer)


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  • ECED 7003 - Apprenticeship in Early Intervention

    (3 credits)
    Prerequisites: ECED 6200 . The Early Intervention apprenticeship of at least 150 hours of field experience requires the doctoral student to work hands-on with a service coordinator or early interventionist in a setting that serves children birth to age three with developmental disabilities and their families. The student will assist with family programming, helping with on-going assessment and Individual Family Service Plan (IFSP) development, and provide home-based developmentally appropriate individual activities for the child. (fall, spring; summer)


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  • ECED 7004 - Apprenticeship in Early Childhood Leadership

    (3 credits)
    Prerequisites: ECED 6620 . The Early Childhood Leadership apprenticeship of at least 150 hours of field experience requires the doctoral student to experience an early childhood leadership role with a principal of a Pre-K-3 or Pre-K-5 school, a museum director, a director of an NAEYC-accredited early childhood center, a Pre-K coordinator, a leader in a professional early childhood organization, or a leader in a community-based organization that provides services or advocacy for young children birth to 8 years of age. (fall, spring, summer)


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  • ECED 7814 - Analysis and Interpretation of Research Designs

    (3 credits)
    Prerequisites: ELPA 7810 , ELPA 7811 , and ELPA 7812 . This course explores the philosophy, logic, methods, research designs, and data analysis approaches of applied research in child development and learning. The course will discuss the scientific logic (e.g., inductive and deductive logic, the role of theory in research) of research methods and designs, including a discussion of how to develop research questions and hypotheses with particular emphasis on those questions dealing with applied research in child development and learning in both typical and atypical populations. (spring)


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  • ECED 7950 - Advanced Research in Early Childhood Education and Seminar

    (3 credits)
    Prerequisites: ELPA 7810 , ELPA 7811 , and ELPA 7812 . This is a research-oriented course that focuses on early childhood education. The course is a study of early research and the application of research to early childhood theory and practice. During this course, students will write a research proposal that is preprospectus related to their dissertation topic. The seminar aspect of this course will involve the student’s attendance at prospectus and/or dissertation presentations of doctoral students. (fall beginning 2010)


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  • ECED 7990 - Readings and Research

    (1-3 credits)
    Students who are not enrolled in other coursework but require the use of university facilities and/or faculty guidance for studies, research, or preparation of a prospectus MUST enroll for Readings and Research. Variable credits (1-3) of Readings and Research may also be used, as approved by student’s advisory committee in conjunction with other coursework, to document such activities as development of research and scholarly skills that would not be appropriately covered by other types of independent study. Readings and Research credits do not count toward degree requirements. Grading of Readings and Research will be either satisfactory completion (S), satisfactory progress (SP), or unsatisfactory (U).


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Economics

  
  
  
  
  
  
  
  
  
  
  

Education Foundations

  
  
  
  • EDFN 5050 - Social and Political Influences on Schools

    (3 credits)
    Students will analyze the social and political contexts surrounding schools with emphasis on increasing diversity and multiculturalism within schools. The impact of local, regional, national, and global contexts will be studied. Particular emphasis will be given to the philosophical and cultural influences that shape thinking about schooling and how these influences impact on informal and formal leadership roles in the school.


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  • EDFN 5104 - Philosophy and Psychological Theories of Learning

    (3 credits)
    The course critically analyzes historical events which led the American educational system into a Standards Based instructional model and link knowledge of the brain to the design of work that meets the needs of students, extending the learning environment to anywhere, anyplace, and anytime. Students research leaders who have directly impacted the American educational system and recognize the role of the teacher leader at the local, district, state, and national level.


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  • EDFN 5420 - Foundations in Education: Building a Community of Learners

    (4 credits)
    This is a graduate-level course that focuses on introducing the learner to the foundations of education, and the place of curriculum and instruction within these foundations. It focuses on the current context of education as well as develops an historical perspective. Contexts of education will include teachers, students, families, and community. Characteristics of successful teachers, their students, and the context within which education takes place are discussed. This course is required of all MAT candidates and must be taken in their first semester in the program; it includes 30 hours of field experience in areas of the students choosing - either K-6 (for those pursuing elementary licensure), 4-8 (for those pursuing middle school licensure), or 7-12 (for those pursuing secondary licensure). This class also includes an overview of the MAT program and initial advisement for beginning students. (fall, spring)


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  • EDFN 6104 - Philosophy and Psychological Theories of Learning

    (3 credits)
    The course critically analyzes historical events which led the American educational system into a Standards Based instructional model and link knowledge of the brain to the design of work that meets the needs of students, extending the learning environment to any where, any place, and any time. Students research leaders who have directly impacted the American educational system and recognize the role of the teacher leader at the local, district, state, and national level.


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Educational Leadership and Policy Analysis

  
  
  • ELPA 5106 - Instructional Leadership through Coaching and Mentoring

    (3 credits)
    This course is designed to introduce to the student basic strengths, rigor, benefits, ideologies, and assets involved in developing, adapting, and enforcing a system/school mentoring program as well as curriculum coaching endeavors. Students will learn skills and techniques necessary for service as a coach or a mentor in their grade levels, departments, and schools. Further, candidates will exhibit leadership skills and traits as they develop and facilitate learning communities in their schools.


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  • ELPA 5108 - Leadership for Differentiating Classrooms

    (3 credits)
    The course critically analyzes the current best research - based practices in pedagogy and assessment for learning and their subsequent implications on differentiated instruction practices in a classroom. In addition to constructing knowledge about the content, processes, and product of differentiated instruction, the student will integrate the concepts in instructional practices. Further students will explore how school leaders can facilitate the change process in their schools as they learn how to develop personalized instruction for diverse learners.


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