Longwood Graduate Catalog 2005-2006

Graduate Catalog

Course Descriptions

All of the following courses, unless otherwise designated, are acceptable as requirements or electives for one or more graduate degree programs at Longwood University. Students should consult with their academic advisor to determine whether or not any specific course is or is not applicable to a particular degree program. In addition, those graduate courses offered periodically for licensure purposes and not applicable to any degree program will be clearly so designated in this catalog. Courses that partially or totally comprise distance-learning opportunities will comply with all course and faculty standards for traditional on-campus courses.

ART (ART)

ART 543. Art for the Elementary and Middle School. Lecture and studio course in theory and methods related to the elementary and middle school. 3 credits.

COMMUNICATION SCIENCES AND DISORDERS (CSDS) (Program Begins Fall 2006)

COMMUNICATION SCIENCES AND DISORDERS 520. Language Disorders in Infants and Preschool Children. Evaluation and treatment of language disorders in infants, toddlers and preschool children, including high risk factors, interdisciplinary assessment, program planning, and intervention. Fee required - $10.00. 3 credits.

COMMUNICATION SCIENCES AND DISORDERS 522. Advanced Study in Articulation and Phonology. Etiology, evaluation, and treatment of articulation and phonologic disorders, with clinical application of current research. Fee required - $10.00. 2 credits.

COMMUNICATION SCIENCES AND DISORDERS 525. Language Disorders in Children and Adolescents. Identification, evaluation, and treatment of language disorders in school-aged children and adolescents, including the impact of language in educational contexts, formal and informal assessment methods, alternative service delivery models, specific strategies for intervention in our culturally and linguistically diverse population. Prerequisite: CSDS 520. Fee required - $10.00. 3 credits.

COMMUNICATION SCIENCES AND DISORDERS 530. Ethics and Professional Issues in Communication Disorders. Discussion of the ASHA Code of Ethics, contemporary professional, multi-cultural, and legal issues with application to clinical practice. 2 credits.

COMMUNICATION SCIENCES AND DISORDERS 540. Aural (Re)Habilitation. This course is designed to provide students with an introduction to the effects of hearing loss on speech/language/communication, hearing conservation, and principles of pediatric and adult hearing (re)habilitation. Fee required - $10.00. 3 credits.

COMMUNICATION SCIENCES AND DISORDERS 542. Motor Speech Disorders. Assessment and treatment of apraxis and dysarthria. Fee required - $10.00. 2 credits.

COMMUNICATION SCIENCES AND DISORDERS 565. Public School Methods in a Diverse Society. This course is a study of service delivery and administrative requirements for public school speech-language pathology programs. The course includes a history of special education; review and application of federal and state requirements associated with special education; language and communication expectations of the classroom; collaborative service delivery approaches; and cultural competency needed to work with diverse students. Fee required - $10.00. 3 credits.

COMMUNICATION SCIENCES AND DISORDERS 575. Fluency Disorders. Theories of causation, evaluation, and management of disorders of fluency in children and adults. Fee required - $10.00. 2 credits.

COMMUNICATION SCIENCES AND DISORDERS 580. Initial Practicum in Speech-Language and Hearing. Directed fieldwork with individuals with communication and/or swallowing disorders in the Longwood University speech-language clinic. May be repeated for credit. Fee required - $125.00. 2 credits.

COMMUNICATION SCIENCES AND DISORDERS 595. Special Topics. Topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change. 1-3 credits.

COMMUNICATION SCIENCES AND DISORDERS 610. Feeding and Swallowing Disorders Across the Lifespan. Assessment and treatment strategies for infants, children, and adults with feeding and/or swallowing disorders. Fee required - $35.00. 3 credits.

COMMUNICATION SCIENCES AND DISORDERS 615. Aphasia and Right Hemisphere Disorders. Assessment and treatment of aphasia and right hemisphere disorder. Fee required - $10.00. 3 credits.

COMMUNICATION SCIENCES AND DISORDERS 620. Traumatic Brain Injury. Assessment and treatment of traumatic brain injury. Fee required - $10.00. 1 credit.

COMMUNICATION SCIENCES AND DISORDERS 625. Voice Disorders. This course provides information related to the anatomical and physiological bases for the normal production of voice as well as functional, organic, and neurogenic disorders of voice including theories, evaluation, and therapy methods. Fee required - $10.00. 3 credits.

COMMUNICATION SCIENCES AND DISORDERS 630. Craniofacial Anomalies. Etiology and management of communication disorders related to cleft lip, cleft palate and associated disorders with emphasis on interdisciplinary management. Fee required - $10.00. 1 credit.

COMMUNICATION SCIENCES AND DISORDERS 640. Augmentative Communication. Introduction to augmentative and alternative communication including the strategies and AAC systems used to improve the communication skills of individuals with limited or nonfunctional speech. Fee required - $10.00. 1 credit.

COMMUNICATION SCIENCES AND DISORDERS 680. Practicum in Speech-Language and Hearing, and/or Dysphagia. Directed fieldwork with individuals with communication and/or swallowing disorders in the Longwood University speech-language clinic. Prerequisites: CSDS 580 and successful application to the CSDS Clinical Affairs Committee. May be repeated to a maximum of 8 credits. Fee required - $50.00 per credit. 1-4 credits.

COMMUNICATION SCIENCES AND DISORDERS 685. Externship in Speech-Language and Hearing, and/or Dysphagia. Directed fieldwork with individuals with communication and/or swallowing disorders. Prerequisites: CSDS 680, completion of 150 clinical clock hours and successful application to the CSDS Clinical Affairs Committee. May be repeated to a maximum of 9 credits. Fee required - $50.00 per credit. 3-6 credits.

COMMUNICATION SCIENCES AND DISORDERS 699. Comprehensive Examination. Prerequisites: 3.00 GPA and a minimum of 40 credit hours in the program completed or enrolled in final semester. Course fee - $35.00. 0 credits.

EDUCATION (EDUC)

EDUCATION 502. Research Design. An examination of methodology in educational research with emphasis on the historical, descriptive, developmental and experimental methods. Designed application and use by teachers, supervisors, administrators, counselors, and librarians. Required within the first nine hours of the programs in which this course is a requirement. 3 credits.

EDUCATION 503. Introduction to the Counseling Profession. An introduction based on an exploration of the historical, philosophical, and theoretical foundations of counseling as a behavioral science along with an examination of the techniques utilized and the roles and functions of counselors in a variety of settings. 3 credits.

EDUCATION 504. Educational Leadership. This course is designed for graduate students who have school administration as a career goal. The focus of the course is the development of an understanding of the complexity of leadership and the role of the educational leader in a time of fundamental changes in the fabric of our society - racially, linguistically and culturally. The new paradigms of leadership stress the leader’s role in managing change. The course will emphasize those topics that the literature has identified as critical for school leaders to possess in order to improve the teaching-learning environment in schools. 3 credits.

EDUCATION 505. Theories of Counseling and Psychotherapy. An introduction and orientation to the philosophical and theoretical frameworks of selected counseling approaches. The relationship between theoretical constructs and practical application will be examined and critically analyzed. 3 credits.

EDUCATION 506. Contemporary Social Issues in American Education. This course provides foundation to the scope and nature of education in American society as reflected in the historical, philosophical, and sociological forces affecting the development and organization of schooling. Emphasis is given to contemporary cultural issues impacting teaching and learning in a diverse society. 3 credits.

EDUCATION 508. Introduction to Elementary Curriculum, Instruction and Assessment. This course is designed for prospective PreK-6 teachers as an introduction to the principles of content planning (curriculum), to the most effective ways of teaching content for student learning (instruction), and to the importance of aligning curriculum with assessment. Research that informs “best practices” for elementary student learning and for students at risk of school failure will be examined. Assessment and testing techniques will be presented and modeled for application to classroom settings. Participants will learn about instructional unit planning, implementation, evaluation and reflection by beginning a Teacher Work Sample in a 30-hour minimum field placement. The Virginia Standards of Learning (SOL) will be used as a curricular framework and for modeling instructional strategies. Appropriate integration of technology will be discussed and modeled. 3 credits.

EDUCATION 520. Literacy Development and Cultural Awareness. A course designed to help teachers in the PreK-12 classroom and/or reading specialists appraise literacy practices as interactions, values, and beliefs as well as reading, writing, listening, and speaking. Culture and its impact on literacy development and success in the classroom will be emphasized. Cultural and developmental theories will be evaluated. Must be taken within the first nine credits of the Literacy and Culture concentration. 3 credits.

EDUCATION 521. Human Growth and Development. The principles and processes of human development covering the entire life span. Major aspects of development (social, physical, mental, emotional, etc.) are traced through the various stages of development, and their interaction in organized behavior examined. 3 credits.

EDUCATION 524. Emergent and Early Language Acquisition and Literacy Instruction. Application of child development and language acquisition knowledge in making effective and appropriate decisions about early childhood and literacy practices will be examined for both emergent and early literacy learners. 3 credits.

EDUCATION 525. Middle School Literacy Education. Examining current research of the developmental, cognitive, and instructional variations in grades 4 through 9, candidates will study how to put research into practice with synthesis that represents the current thinking in the field. 3 credits.

EDUCATION 526. Classroom-based Literacy Assessment. Focusing on using benchmarks within the literacy developmental process, candidates learn how to authentically assess literacy during the act of teaching and how to use assessment to gear instruction. Various assessments that are conducive to the classroom are examined including, DRA, PALS, Running Record, Anecdotal Note Taking, and Retelling. Prerequisites: six credit hours of graduate courses from the Literacy and Culture concentration. 3 credits.

EDUCATION 527. Working with the Struggling Student. Helping all students to become effective, strategic readers that read and write purposefully with enthusiasm is one of the greatest challenges facing classroom teachers today. This course is designed to assist teachers to use well-informed diagnostic judgment and the tools and strategies to monitor student’s literacy development effectively. 3 credits.

EDUCATION 529. Teaching Comprehension Strategies. This course offers an overview of the reading comprehension process and explores instructional techniques that can help students become proficient in using comprehension strategies to understand and appreciate both narrative and expository texts. This course will prepare candidates to work with students ranging from emergent to transitional reading levels, grades kindergarten through eighth, in the area of reading comprehension. 3 credits.

EDUCATION 530. Teaching Reading in the Content Area. This course provides the graduate student with an analysis of skills and strategies for facilitating content area reading in intermediate grades, middle school, high school, and with developmental college students. 3 credits.

EDUCATION 531. Inquiry into the Literacy Process. Investigating current research, candidates will study how the reader transacts developmentally with the language of the text, is influenced by the contextual framework and by various social factors. Candidates will investigate historical and philosophical perspectives of literacy educational practices. Prerequisites: any six credits from the following courses EDUC 521, 524, 525, 526, 530 or permission from advisor. 3 credits.

EDUCATION 535. School Improvement Planning Process. This course is designed to provide the student with an overview of the school improvement planning process, school data disaggregation, and the development of a school improvement plan (SIP). Students will be required to work with a team to examine school data, submit a SIP, and evaluate progress on the SIP. 3 credits.

EDUCATION 542. Curriculum Development in the Elementary School. A study of principles and current patterns of curriculum development in the elementary school. 3 credits.

EDUCATION 543. Curriculum Development in the Middle and Secondary School. A study of principles and current patterns of curriculum development at the secondary level. 3 credits.

EDUCATION 544. Social Sciences in Elementary Education. Theory and methods related to the social sciences in the elementary school curriculum. 3 credits.

EDUCATION 545. Techniques of Counseling and Psychotherapy. Introductory course into the techniques of individual counseling. Practical application of a variety of therapeutic approaches will be explored through lecture, discussion, and practice. Prerequisites: EDUC 503 and 505. 3 credits.

EDUCATION 547. Instructional Media and Computer Technology in the Classroom. A study of the evaluation, selection, utilization, and integration of instructional media and computers in the teaching-learning process. 3 credits.

EDUCATION 549. School-Community Relations and Substance Abuse. A study of the principles, philosophy, agencies and practice involved in a school and community relations program. 3 credits.

EDUCATION 555. Psychological Testing and Appraisal. A course in the construction and interpretation of standardized tests; intelligence, aptitude and achievement tests are discussed in terms of their validity, reliability, norms and scaling. Psychoeducational assessment. 3 credits.

EDUCATION 565. Teaching Students Through Their Individual Learning Styles. Includes an introduction to various learning style models and diagnostic instruments. Stresses the critical analysis and creative development and use of brain-compatible learning strategies to meet the needs of all students, including those with special needs. 3 credits.

EDUCATION 571. Foundations of Instruction and Learning Theory. Critical appraisal of research in areas of learning. Study of instructional models as applied to classroom instruction. 3 credits.

EDUCATION 572. Public School Administration. An introduction to school administration including: the organization and structure of the school system; legal basis for school administration; authority, responsibility and control of different levels of government for education; problems related to financial support of education and administration and supervision of the instructional program; and techniques of communication, personnel administration and record keeping. 3 credits.

EDUCATION 595. Special Topics. Topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change. 1-3 credits.

EDUCATION 601. Counseling in a Pluralistic Society. Through theoretical framework and major issues, this course is designed to explore culturally diverse populations. Emphasis will be placed on the development of the culturally skilled counselor. 3 credits.

EDUCATION 605. Group Counseling Theories and Techniques. Exploration of a variety of theoretical approaches and their practical application to the process of group counseling. Techniques and methods will be examined through lecture, discussion, and practice. Prerequisites: EDUC 503, 505, and 545. 3 credits.

EDUCATION 610. Career Counseling and Career Development. A review of the occupational information sources and materials, occupational libraries, community resources, plant tours, career week, college day and visiting speakers. 3 credits.

EDUCATION 612. Counseling Strategies for Healthy Adjustment. An examination of counseling issues and treatment strategies for a variety of personal and interpersonal adjustment problems relevant for school and community based counseling. Students will learn to plan effective individual treatment approaches based on interventions with demonstrated effectiveness. 3 credits.

EDUCATION 613. Guidance and Counseling of Exceptional Students. A detailed study of the major aspects of counseling students who are exceptional (social, physical, mental, emotional, and gifted). Heavy emphasis is placed on continuing life adjustment. 3 credits.

EDUCATION 620. School Law. A study of laws, regulations, judicial decisions, and constitutional provisions relating to education. The relationship of legal principles to current problems of school administration in Virginia is emphasized. 3 credits.

EDUCATION 621. Technology for School Administrators. This course is specifically designed to target school principals. Participants will study, discuss and problem solve how technology is used in overall site administration, in a computer lab and in a computer-using classroom. Technologies will include stand-alone computers, networking computers, the Internet and distance learning. The purpose is to define the range and scope of technology use in education and to develop decision-making skills for guidance of technology purchases and purposes. 3 credits.

EDUCATION 625. Public School Finance. An analysis of the problems and principles involved in financing public schools. Consideration is given to federal, state, and local roles in school finance. Economics of education, budgeting procedures and other aspects of school business management are emphasized. 3 credits.

EDUCATION 627. Advanced Practicum in Analysis and Instruction. The investigation and evaluation procedures used for determining possible causal factors for underachievement in literacy. An emphasis will be placed on the instructional practices and professional decision making used for competency in assisting struggling readers and writers. This class will be done at a local school district in conjunction with their summer school schedule. Prerequisites: EDUC 524, 525, 526, 530 and 531. 6 credits.

EDUCATION 628. School Personnel Administration. A study of the problems and techniques of staff-personnel relationships in educational organizations. 3 credits.

EDUCATION 629. Literacy Assessment, Diagnosis, and Evaluation. This course is designed for candidates preparing to be reading specialists to assess and diagnose individuals that are struggling with reading and writing. Various normed and criterion reference assessments are examined as well as an Informal Reading Inventory. Prerequisites: 27 credits of the Literacy and Culture concentration or permission of advisor. 3 credits.

EDUCATION 631. Reading Specialist/Coach Internship. This course is only for those individuals that are candidates in the Literacy and Culture concentration and are presently working in their school division as either a reading specialist or a reading coach. The internship will be completed at the current place of employment and will be mentored by a local teaching professional that has a Master’s degree in reading and/or literacy and currently works in the area of literacy. The investigation and evaluation procedures used for determining possible causal factors for underachievement in literacy will be the focus. An emphasis will be placed on the instructional practices and professional decision making used for competency in assisting struggling readers and writers. Prerequisites: 30 credits of the Literacy and Culture concentration or permission of advisor. 6 credits.

EDUCATION 637. Practice and Ethics of Guidance and Counseling in the P - 12 Setting. An examination of professional ethics of counseling in the elementary, middle, and secondary schools and, from a developmental framework, a review of the specific job functions at each level. 3 credits.

EDUCATION 638. Practicum in Guidance and Counseling in the P-12 Setting. Supervised guidance and counseling experience in elementary, middle, and high school settings for 450 clock hours. Prerequisites: EDUC 505, 545, 555, 605, 610 and 612. Supervisory fee - $75.00. 3 credits.

EDUCATION 645. Developing Teacher Leaders within School Communities. Synergistic decision-making will empower candidates as they analyze current research options, procedures, and requirements for exemplary reading programs. Theoretical principles and practices for effective program development will be addressed that include staff development, community outreach, reading material selection, and evolving roles and responsibilities of reading personnel. This course will provide a comprehensive picture of how essential elements of curriculum, instruction, assessment, and on going staff development are interwoven to develop effective research based literacy programs. Prerequisites: Nine credits from the following – Educ 520, 524, 525, 526, 530, or 531. Permission to enroll in this course by someone outside the Literacy and Culture concentration must be approved by the Program Coordinator and the student must have completed nine graduate credits. 3 credits.

EDUCATION 671. Supervision and Evaluation of Instruction and Instructional Programs. A course for teachers, principals, supervisors and administrators. The nature and scope of supervision as educational leadership in the improvement of instruction. 3 credits.

EDUCATION 679. Inquiry into Classroom Communities. This course is designed for prospective PreK-6 teachers as a weekly seminar and field placement prior to the Professional Internship. The principles of content planning (curriculum); effective ways of teaching content for student learning (instruction); and aligning curriculum with assessments will be applied in the classroom setting through the completion of a Teacher Work Sample. Research that informs “best practices” for elementary student learning and for students at risk of school failure will be examined. Participants will learn about instructional unit planning, implementation, and evaluation by completing a Teacher Work Sample in a 60-hour minimum supervised field placement. The Virginia Standards of Learning (SOL) will be used as a curricular framework and for modeling instructional strategies. Prerequisites: EDUC 506, 508, 520, 521, 524, 527, 544, and 547, MUSC 548, PHED 589, SCED 562, and MATH 623. 3 credits.

EDUCATION 681. Foundations of Evaluation of Learning. Techniques and resources of educational evaluation of instructional efficiency helpful to teachers, supervisors and administrators. 3 credits.

EDUCATION 682. Seminar in Visions of Leadership and Learning. A capstone seminar for licensed teachers that will integrate research based concepts learned in the graduate program. The seminar will result in the development of a comprehensive educational plan for personal and professional leadership. The course will emphasize the reflective, educational leader’s role in areas of curriculum, assessment, instruction, classroom management, action research, technology, mentoring and collaboration to effect real change at the classroom and building level. Must be taken the semester prior to the comprehensive examination. 3 credits.

EDUCATION 689. Internship/Professional Semester in Elementary Education PreK-6. All students in the graduate Elementary Education PreK-6 program will participate in the student teaching internship. Each student is assigned to work with a qualified cooperating teacher in a selected school setting. The student teaching intern goes to the school setting and follows the schedule of the cooperating teacher for a total of 350 clock hours. Students will need to pass Praxis I and II and apply to the Office of Professional Services one year in advance of their internship placement. Prerequisites: EDUC 506, 508, 520, 521, 524, 527, 544, 547, and 679, MUSIC 548, PHED 389, SCED 562, and MATH 623. Supervisory fee - $300.00. 6 credits.

EDUCATION 690. Internship in Educational Leadership, K-12. 200 clock hours. Supervisory fee - $75.00. 3 credits.

EDUCATION 699. Comprehensive Examination. Prerequisite for all concentrations: 30 hours and 3.0 GPA. Prerequisites for the Guidance and Counseling and Community and College Counseling concentrations: EDUC 502, 503, 505, 521, 545, 555, 605, and 612, and either EDUC 637 or PSYC 651 or PSYC 660. Course fee - $35.00. 0 credits.

EDUCATION/SCHOOL LIBRARY MEDIA (EDSL)

EDUCATION/SCHOOL LIBRARY MEDIA 503. Media Selection and Evaluation. Theory and principles of information acquisition and access to meet factual, educational, cultural and recreational needs. Includes the analysis, selection, evaluation, and management of media material and equipment to build and maintain an information center collection. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 520. Library Resources for Children. A survey of fiction, poetry, non-fiction and other media appropriate for elementary students. Practice in oral presentation and listening skills. Designed to broaden school library media specialist’ acquaintance with major children’s authors and illustrators, children’s book awards, and trends and controversies in children’s literature. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 530. Library Resources for Young Adults. Designed for school library media specialists, this course provides an overview of resources available to young adults. Emphasis will be on reading, discussing, selecting, and evaluating materials in the context of adolescent development and current issues and trends. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 548. Production of Media for Instruction. Theory, production, and use of educational technology with laboratory experiences in production of materials, equipment operation, and classroom utilization. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 560. Informational Sources and Services. The philosophy, policies, and skills necessary for providing information access skills to students, including bibliographic instruction and reference services. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 561. Computers as Data Managers. Using existing and emerging technologies for data management in school library media centers. Previous computer experience is assumed. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 580. Technical Processing of Materials. The procedures and techniques essential for organizing and providing access to all types of materials in library catalogs. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 595. Special Topics. Selected topics in library science. The topics will vary from semester to semester. Description will be available from academic adviser. May be repeated for credit when topics change. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 660. Collaborative Instructional Processes. Emphasizes the role of the library media specialist in curriculum and instruction. Focuses on collaborative partnerships between classroom teachers and the school library media specialist in information literacy skills instruction. Includes attention to curriculum design and learning theories to enhance information processing skills. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 670. Administration of School Library Media Centers. A critical review and study of philosophies, policies, and procedures essential to the administration, organization, management, and assessment of resources, programs, staff, and facilities. Topics include professionalism, ethical issues, professional affiliation, communication skills, leadership, effective public relations, budgeting, and resource sharing. Prerequisites: EDSL 660 or permission of instructor. 3 credits.

EDUCATION/SCHOOL LIBRARY MEDIA 690. Clinical Experience in Library Media Services. A minimum of 200 clock hours in a school library media center supervised by a faculty advisor. Supervisory fee--$75.00. 3 credits.

ENGLISH (ENGL)

All ENGL courses numbered 500 and above have as a prerequisite at least two years of English. All ENGL courses numbered 600 and above are to be distinguished as intensive, seminar courses with student responsibility for research and presentation, and are to concern literature and its criticism.

Only one of these starred courses (*) may count toward the required 30 hours in the Literature concentration.

Descriptions are available prior to registration for the following courses which may be repeated for credit when the topic changes: ENGL 510, 511, 512, 513, 514, 515, 522, 523, 525, 531, 532, 541, 542, 543, 544, 562 and all 600 level courses except ENGL 600, 601, 602, 603 and 604.

ENGLISH 510. Advanced Creative Writing. A workshop course designed for writers. The course will consist of extensive writing in the areas of poetry, drama, fiction and creative nonfiction. This course may be repeated for credit when the topic changes. 3 credits. *

ENGLISH 511. The Epic. Study in the tradition and qualities of the epic as a unique genre with emphasis on one or more forms or a period in which the genre flourishes. 3 credits.

ENGLISH 512. Poetry. Study in the tradition and qualities of poetry as a unique genre with emphasis on one or more specific forms or a period in which the genre flourishes. 3 credits.

ENGLISH 513. The Novel. Study in the tradition and qualities of the novel as a unique genre with emphasis on one or more specific forms or a period in which the genre flourishes. 3 credits.

ENGLISH 514. Short Story. Study in the tradition and qualities of the short story as a unique genre with emphasis on one or more forms or a period in which the genre flourishes. 3 credits.

ENGLISH 515. Drama. Study in the tradition and qualities of drama as a unique genre with emphasis on one or more forms or a period in which the genre flourishes. 3 credits.

ENGLISH 522. Major Figures in Fiction. Extended study in the work of from one to three major English or American writers. 3 credits.

ENGLISH 523. Major Figures in Poetry. Extended study in the work of from one to three major English or American writers. 3 credits.

ENGLISH 525. Studies in Shakespeare. Extended study of specific themes and topics in Shakespeare’s works. Topics may include, but will not be limited to: studies of a specific genre (comedy, tragedy, or history), studies of Shakespeare’s Roman plays or history plays, or studies in Shakespearean stage or film history. 3 credits.

ENGLISH 531. Arthurian Literature. Comparative study of Arthurian material of various countries from medieval through modern periods. 3 credits.

ENGLISH 532. Women and Literature. Study of the tradition of literature by and about women. 3 credits.

ENGLISH 541. Ethnic Literature. Study of the literary tradition of an ethnic group such as Afro-American, Jewish, Chicano, or Native American peoples. 3 credits.

ENGLISH 542. Regional Literature. Study of the literary tradition of a region, such as the American South, or Ireland. 3 credits.

ENGLISH 543. Postcolonial Literature. Study of literature written in English from countries during and after colonial contact with Britain, excluding the United States. 3 credits.

ENGLISH 544. Literature and Culture. Extended study of British or American literature and culture at a particular point in time or of a literary theme over time. Emphasis on the relationship of literature to its cultural context, including politics, social organization, art, and music. 3 credits.

ENGLISH 550. The English Language in Cultural Context. An exploration of the intersections among diverse cultures, language structures, and language usage through contemporary linguistics. 3 credits.

ENGLISH 562. Literary Criticism. Study of the history and aims of literary criticism from Plato and Aristotle to the present. 3 credits.

ENGLISH 570. Professional Writing Skills. Intensive reading and writing workshop focused on developing professional expository prose within the student’s field of endeavor. The last half of the course will be devoted to writing workshops critiquing "works" in progress of some "real world" writing project. 3 credits.*

ENGLISH 579. Writing: Theory and Practice in the Middle, Secondary and College Classroom. A study of theories and strategies for improving writing. Includes a discussion of analyzing subject matter, determining purpose and audience, drafting, revising, editing (including using correct mechanics), and evaluating the elements of effective writing instruction at the middle, secondary and college levels. This course will also contain a field-based component in an actual classroom setting when students will examine current pedagogical practices in the teaching of writing. 3 credits.*

ENGLISH 580. The Teaching of English. A study of current practices with emphasis on specific techniques and materials. 3 credits.*

ENGLISH 581. Literature for Young Adults. A course designed to assist students preparing to teach in the secondary schools in the selection and evaluation of books for this age level, including adult books and classics, as well as other forms of media, which might be used appropriately in the secondary classroom. 3 credits.*

ENGLISH 584. Evaluating and Tutoring Writing. Instruction in diagnosing and evaluating writing, and practice in giving individualized instruction in writing through the Writing Center. May be repeated twice for credit. 1 credit.

ENGLISH 585. Children’s Literature. A survey of poetry, prose, and other media appropriate for elementary students. Methods of and practice in oral presentation and related listening skills. Primarily for those preparing for or in careers in elementary education and library science. Does not carry credit toward the masters’ in English or Education with Curriculum and Instruction Specialist/English degrees. 3 credits.

ENGLISH 595. Special Topics. Selected topics in English. The topics will vary from semester to semester. Descriptions will be available from academic advisers. May be repeated for credit when topics change. Prerequisite: permission of instructor and department chair. 1-3 credits.

ENGLISH 600. Thesis. Study of a selected topic for the thesis written under the direction of a departmental adviser. Students will not be given a satisfactory grade in the final hours of Thesis without the successful defense of the thesis and the submission of appropriate copies to the Library for binding and retention. 6 credits.

ENGLISH 601. Graduate Directed Teaching in the Middle and Secondary Classroom. Required of all graduate students seeking Secondary Teaching Licensure in English through Longwood University. Each student is assigned to work with a qualified cooperating teacher in a selected school setting off campus. The student teaching intern goes to the school setting and follows the schedule of the cooperating teacher for a total of 350 clock hours. Students will need to pass Praxis I to be admitted to the program and Praxis II before completion and apply to the Office of Professional Services one year in advance of their internship placement. Prerequisites: ENGL 579, 580, 581, & 679 and a minimum cumulative GPA of 3.0. Supervisory Fee - $300.00. 6 credits.

ENGLISH 602. Action Research Inquiry Project. The Action Research Inquiry Project should be the basis for a completed, publishable article that will be submitted to a juried journal of quality. Students should register for English 602 during the final year of their program. In consultation with their project director, students will select a committee of two additional readers. One of the readers may be an education faculty member with expertise in the candidate’s inquiry area and the others can be members of the English graduate faculty (an exception may be granted by the English Graduate Committee upon petition). Upon completion of the project, the student must present it to the examining committee no later than four weeks before the end of the semester in which the project is completed. At that time, the candidate must engage in an oral defense of the project with the examining committee, and after successfully passing the defense, must submit three copies to the Library to be bound, two of which will be placed in the Longwood Library and one in the departmental library. 3 credits.

ENGLISH 603. Teaching Creative Writing. An exploration of method, theory and practice of teaching Creative Writing. 3 credits.

ENGLISH 604. The Business of Creative Writing. The business of writing from standpoints of both the writer and the publishing industry. 3 credits.

ENGLISH 611. Studies in British Medieval Literature. 3 credits.

ENGLISH 621. Studies in the English Renaissance. 3 credits.

ENGLISH 631. Studies in British Neoclassicism and the Eighteenth Century. 3 credits.

ENGLISH 641. Studies in British Romantic and Victorian Literature. 3 credits.

ENGLISH 651. Studies in Modern and Contemporary British Literature. 3 credits.

ENGLISH 661. Studies in American Colonial Literature. 3 credits.

ENGLISH 671. Studies in American Romanticism. 3 credits.

ENGLISH 681. Studies in American Realism and Naturalism. 3 credits.

ENGLISH 691. Studies in Modern and Contemporary American Literature. 3 credits.

ENGLISH 695. Studies in Special Topics. A parallel course to English 595 that will allow thematic courses, cross-genre, cross-period, cross-nationality courses, and literary criticism. Prerequisite: permission of instructor and department chair. 1-3 credits.

ENGLISH 699. Comprehensive Examination. Course fee - $35.00. 0 credits.

FRENCH (FREN)

FRENCH 500. Approaches to Teaching French. A study of current theory and methods of language teaching. May be repeated for credit when topics change. 3 credits.

FRENCH 501. Advanced Grammar Through Composition and Conversation. A practical study of the points of grammar most challenging to non-native speakers; improvement of composition skills and oral interaction. Consideration of teaching methods for specific grammatical concepts. 3 credits.

FRENCH 502. Advanced Conversation and Phonetics. A study of theory and practical applications of phonetics in the target language; specialized study of specific regional dialects. Topics to change each semester. Practical study of conversational strategies and methods for teaching these strategies. 3 credits.

FRENCH 511, 512. French Studies Abroad. Primarily intended for transfer of credit earned abroad in French language, civilization, literature, culture or pedagogy. 1-12 credit hours per semester; 1-6 credit hours per four-or six-week summer session.

FRENCH 520. Topics in Literature. A study of literary topics, genres and movements suitable for the secondary classroom. May be repeated for credit when topics change. 3 credits.

FRENCH 521. The Teaching of Literature. Taught in conjunction with FRENCH 520. An application of current theory and practice on the teaching of literature in the secondary classroom. 3 credits

FRENCH 530. Topics in Culture and Civilization. A study of traditional and current cultural topics in the French-speaking world. May be repeated for credit when topics change. 3 credits.

FRENCH 531. The Teaching of Culture and Civilization. Taught in conjunction with FREN CH 530. An application of current theory and practice on the teaching of culture in the secondary classroom. 3 credits.

FRENCH 595. Special Topics. Topics will vary from semester to semester. Descriptions will be available from academic advisers. May be repeated for credit when topics change. 1-3 credits.

FRENCH 601. Graduate Directed Teaching in the Elementary and Secondary Classroom. Required of students seeking PreK-12 teaching licensure in French. Each student is assigned to work with qualified cooperating teachers in a selected elementary school setting and a selected secondary school setting off campus, for six weeks in each setting. The student teaching intern follows the schedule of each cooperating teacher and will take over all duties under the supervision of the cooperating teacher. The schedule involves a minimum of 350 hours total in the schools. For those who are already teaching under a Provisional License, the Directed Teaching semester will be a mentorship of their current teaching position. Students will need to pass Praxis I and II and apply to the Office of Professional Services one year in advance of their internship placement. Prerequisites: Completion of all coursework for the degree, and a minimum cumulative GPA of 3.0. Supervisory fee - $300.00. 6 credits.

GERMAN (GERM)

GERMAN 500. Approaches to Teaching German. A study of current theory and methods of language teaching. May be repeated for credit when topics change. 3 credits.

GERMAN 501. Advanced Grammar Through Composition and Conversation. A practical study of the points of grammar most challenging to non-native speakers; improvement of composition skills and oral interaction. Consideration of teaching methods for specific grammatical concepts. 3 credits.

GERMAN 502. Advanced Conversation and Phonetics. A study of theory and practical applications of phonetics in the target language; specialized study of specific regional dialects. Topics to change each semester. Practical study of conversational strategies and methods for teaching these strategies. 3 credits.

GERMAN 511, 512. German Studies Abroad. Primarily intended for transfer of credit earned abroad in German language, civilization, literature, culture or pedagogy. 1-12 credit hours per semester; 1-6 credit hours per four- or six-week summer session.

GERMAN 520. Topics in Literature. A study of literary topics, genres and movements suitable for the secondary classroom. May be repeated for credit when topics change. 3 credits.

GERMAN 521. The Teaching of Literature. Taught in conjunction with GERMAN 520. An application of current theory and practice on the teaching of literature in the secondary classroom. 3 credits.

GERMAN 530. Topics in Culture and Civilization. A study of traditional and current cultural topics in the German-speaking world. May be repeated for credit when topics change. 3 credits.

GERMAN 531. The Teaching of Culture and Civilization. Taught in conjunction with GERM 530. An application of current theory and practice on the teaching of culture in the secondary classroom. 3 credits.

GERMAN 595. Special Topics. Topics will vary from semester to semester. Descriptions will be available from academic advisers. May be repeated for credit when topics change. 1-3 credits.

GERMAN 601. Graduate Directed Teaching in the Elementary and Secondary Classroom. Required of students seeking PreK-12 teaching licensure in German. Each student is assigned to work with qualified cooperating teachers in a selected elementary school setting and a selected secondary school setting off campus, for six weeks in each setting. The student teaching intern follows the schedule of each cooperating teacher and will take over all duties under the supervision of the cooperating teacher. The schedule involves a minimum of 350 hours total in the schools. For those who are already teaching under a Provisional License, the Directed Teaching semester will be a mentorship of their current teaching position. Students will need to pass Praxis I and II and apply to the Office of Professional Services one year in advance of their internship placement. Prerequisites: Completion of all coursework for the degree, and a minimum cumulative GPA of 3.0. Supervisory fee - $300.00. 6 credits.

HISTORY (HIST)

HISTORY 510. Virginia in the Civil War. The course examines the role of Virginia in the American Civil War, 1861-1865. It emphasizes the political, economic, social, and military aspects of the period, with particular focus on the causes of the war, on military operations in Virginia and the role of Virginia troops and leaders, on the impact of the war on Virginia’s civilian population, and on the results and consequences of the war in the state. It will consist of lectures as well as visits to various Virginia battlefields. Course offered for licensure purposes only. 3 credits.

MATHEMATICS (MATH)

MATHEMATICS 651. Numbers and Operations for K-8 Teachers. The course is designed to develop a comprehensive understanding of our number system and how its structure is related to computations and problem solving. Special attention will also be given to children’s thinking, how they learn this basic mathematics, their problem solving strategies, and how they construct their understanding of our number system and arithmetic. 3 credits.

MATHEMATICS 653. Rational Numbers and Proportional Reasoning for K-8 Teachers. This course will cover the basic number strands in fractions and rational numbers, decimals, percents, ratios, and proportions in the school curriculum. Instruction will cover interpretations, computations, and estimation with a coordinated program of activities that develop rational number concepts, skills, and proportional reasoning. 3 credits.

MATHEMATICS 655. Functions and Algebra for K-8 Teachers. This course will examine representing and analyzing mathematical situations and structures using generalization, algebraic symbols, and reasoning. Attention will be given to the transition from arithmetic to algebra, working with quantitative change, and the description of and prediction of change. 3 credits.

MATHEMATICS 657. Geometry and Measurement for K-8 Teachers. This course explores the foundations of informal measurement and geometry in one, two, and three dimensions. The van Hiele model for geometric learning is used as a framework for how children build their understanding of length, area, volume, angles, and geometric relationships. Visualization, spatial reasoning, and geometric modeling are stressed. 3 credits.

MATHEMATICS 659. Probability and Statistics for K-8 Teachers. An introduction to probability, descriptive statistics, and data analysis. Topics studied will include the exploration of randomness, data representation, and modeling. Descriptive statistics will include measures of central tendency, dispersion, distributions, and regression. The analysis of experiments requiring hypothesizing, experimental design and data gathering will also be discussed. 3 credits.

MATHEMATICS Education (Maed)

MATHEMATICS EDUCATION 623. Teaching Mathematics in Grades K-8. A study of the mathematical content of the K-8 curriculum, how children learn these mathematical concepts and skills, and the methods and techniques of effective teaching of mathematics in grades K-8. Particular attention will be given to learning activities that make provision for student involvement. 3 credits.

MATHEMATICS EDUCATION 650. Leadership in Mathematics Education. This course examines characteristics of a standards-based mathematics program, various pedagogical theories for the teaching and learning of mathematics and developing an attitude of inquiry towards one’s own practice. Participants explore using student interviews, observing students in instructional settings, and analyzing student’s work to assess student learning and to evaluate instructional practices. Prerequisites: MAED 623. 3 credits

MUSIC (MUSC)

MUSIC 519. Beginning M.I.D.I. and Computer Applications in Music. This course is intended to be an introduction to computer applications currently being used by composers, performers and music educators. Topics to be covered include music notation and sequencing software, live M.I.D.I. performance techniques, educational software, CD-ROM applications, and a brief history of music technology. Participants will use supervised lab time to complete short projects involving those topics. 3 credits.

MUSIC 542. Choral Conducting Seminar. This course is devoted to the development of score study/analysis procedures, interpretation, conducting gestures, rehearsal problems, and choral literature appropriate for high school mixed choirs. Prerequisite: Successful completion of the Theory and Aural Skills Proficiency exam or of MUSC 415. 2 credits.

MUSIC 543. Instrumental Conducting Seminar. This course is devoted to the development of score study/analysis procedures, interpretation, conducting gestures, rehearsal problems, and instrumental literature appropriate for high school bands. Prerequisite: Successful completion of the Theory and Aural Skills Proficiency exam or MUSC 415. 2 credits.

MUSIC 546. Vocal Pedagogy. Study of the principles of voice production, voice training, and the history of vocal pedagogy. 2 credits.

MUSIC 548. Integrated Arts/Music. A study of the value and practical application of integrating the arts across all content areas of the curriculum with a focus on the musical arts. Students will gain an understanding of the role of the creative process in the classroom and will investigate the various means of expressing ideas, emotions and images through the use of music, drama, movement, puppetry, visual arts and theatre. 3 credits.

MUSIC 581. Applied Music. One-hour individual lessons or equivalent each week. Applied Fee - $278.00. 2 credits.

MUSIC 588. Composition. Music composition. Fourteen one-hour individual lessons or equivalent. Applied Fee - $278.00. 2 credits.

MUSIC 595. Special Topics. Topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change. 1-3 credits.

MUSIC 631. Music Research. Graduate level study of research problems and methods in the subject area of music. 3 credits.

MUSIC 645. Piano Pedagogy. A survey of materials, resources, philosophies, and techniques for teaching piano, with an emphasis on practical aspects. 2 credits.

MUSIC 661. Instrument Repair. Study of techniques and methods of maintenance and repair of band instruments. 1 credit.

MUSIC 681. Applied Music. One-hour individual lessons or equivalent each week. Applied Fee - $278.00. 2 credits.

MUSIC 688. Composition. Music Composition. Fourteen one-hour individual lessons or equivalent. Applied Fee - $278.00. 2 credits.

MUSIC 690. Thesis in Music. This credit is awarded for the successful completion of a proposal, data collection, final thesis paper and thesis presentation. If a student fails to complete the thesis during the semester enrolled, he/she may take an incomplete; however, the thesis must be finished by the end of the next academic semester. Prerequisite: MUSC 631; Research topic must be approved prior to beginning of this course. See music handbook for application form. 6 credits.

MUSIC 691. Teacher Research. The student will design, conduct, evaluate, discuss and disseminate results of his/her research project that is developed in collaboration with a Longwood Music professor. The product of this research will be an article submitted for possible publication in a professional journal. Prerequisite: MUSC 631; Research topic must be approved prior to beginning of this course. See music handbook for application form. 6 credits.

MUSIC 695. Special Topics. Topics will vary from semester to semester. Descriptions will be available from academic advisors. May be repeated for credit when topics change. 1-3 credits.

PHYSICAL EDUCATION (PHED)

PHYSICAL EDUCATION 589. Elementary School Health and Physical Education. This course will assist in planning Physical Education and Health Education experiences for elementary school aged children. Derived from the study of human movement, the material will cover competencies related to: child development, major concepts in the subject matter of health education, theoretical intervention models, adaptation of activities for diverse needs, administration and interpretation of test instruments, learner-centered technology, current health related issues, and program implementation and monitoring. Field experiences including observation and the teaching of children in the elementary setting will be undertaken. 3 credits.

PSYCHOLOGY (PSYC)

PSYCHOLOGY 523. Theories of Personality. An examination of the major theories of personality and adjustment including an introduction to psychopathology. 3 credits.

PSYCHOLOGY 540. Applied Behavior Analysis. Research on the use of behavioral techniques for modifying human behavior in the clinical setting will be explored. Methods for working with child and adult cases will be covered. Self-management techniques and methods for working with group behavior will also be reviewed. The student will learn how to monitor case progress through the use of single case designs. 3 credits.

PSYCHOLOGY 552. Psychopharmacology. This course serves as an overview of the research and current thought on the topics of treating and counseling people addicted to drugs. In addition, the course will review the use and misuse of prescription medications. We will be reviewing the history of various drugs, the neuropharmacological actions, the effects on health, and the psychopharmacological actions. 3 credits.

PSYCHOLOGY 553. Psycholinguistics. This course surveys the psychological foundations of language. Topics will range from basic issues such as the structure of language, language development, language comprehension, and language production, to special issues such as the relationship between language and thought, the relationship between language and the brain, bilingualism, and learning a second language. 3 credits.

PSYCHOLOGY 595. Special Topics. Topics will vary from semester to semester. Descriptions will be available from departmental offices. May be repeated for credit when topics change. 1-3 credits.

PSYCHOLOGY 620. Family Systems Theories. This course is an introduction to family systems theories and how the dynamics of systems theory supports the interpretation of family issues. The course will examine major schools in family therapy, focusing on case conceptualization from different perspectives. Offered on a rotating basis. 3 credits.

PSYCHOLOGY 621. Family Therapy Techniques. This course is designed to provide students with an introduction to the development of family therapeutic skills. The primary focus of the class is to assist the beginning clinician in translating theories into practice. Prerequisite: PSYC 620 or permission of instructor. Offered on a rotating basis. 3 credits.

PSYCHOLOGY 625. Diagnosis and Treatment of Addictive Disorders. This course examines the diagnosis and treatment of addictive disorders. Focus will be on understanding the nature of chemical and behavioral addictions, the etiology and diagnosis of substance abuse and dependency, and the various treatment options available. Offered on a rotating basis. 3 credits.

PSYCHOLOGY 630. Advanced Statistical Methods. A study of advanced statistical techniques in the areas of descriptive statistics, correlation and regression, and analysis of variance. Multivariate statistics will be covered as well as non-parametric statistics. Offered on a rotating basis. 3 credits.

PSYCHOLOGY 650. Counseling Practicum/Community College. Supervised counseling experience in a community agency or college counseling center involving 200 clock hours. Students may enroll (or re-enroll) in 3 credit hour increments to a maximum of 9 credit hours. Students pursuing licensure as a Professional Counselor must familiarize themselves with the Board requirements. Prerequisites: EDUC 503, 505, 545, 555, 605 and 612. 3-9 credits.

PSYCHOLOGY 651. Practice and Ethics of Community and College Counseling. Study of basic counseling services in a community or college center with specific focus on issues and topics relevant to adult populations. 3 credits.

PSYCHOLOGY 660. Clinical Psychopathology. This course will focus on the etiology, diagnostic criteria, course, prevalence, treatment and dynamics involved in mental disorders according to the Diagnostic and Statistical Manual. Students will be able to identify mental illnesses affecting individuals from childhood to adulthood. Emphasis will be placed on identifying the syndromes and recognizing the treatment of choice for each, as well as acquiring the vocabulary to communicate with and to make referrals to appropriate professionals when necessary. 3 credits.

SCIENCE Education (SCED)

SCIENCE Education 562. Teaching Science in the Elementary School. A study of the materials and methods of teaching science for grades K-8 with emphasis on student use of laboratory materials and techniques. Individual investigations are assigned based on the needs of the student. Lecture and laboratory periods. 3 credits.

SOCIOLOGY (SOCL)

SOCIOLOGY 501. Sociological Theory. A critical examination of theories in sociology, especially as they relate to the problem of maintaining order in modern society. The theorists to be examined may include Mark, Durkheim, Weber, Toennies, Tocqueville, Simmel, Parsons, Merton, Mead, Goffman, Homans. 3 credits.

SOCIOLOGY 502. Criminological Thought. A study of the principal ideas in American sociology as they relate to social order and crime. The first group of scholars to be examined will be those associated with the Chicago School of sociology including Henderson, Park, Burgess and Sutherland. Also included will be the functionalist approach to crime including the works of Merton, Cohen, Cloward and Ohlin. The conflict school of criminology will be examined through the works of Quinney, Chambliss and Greenberg. 3 credits.

SOCIOLOGY 503-504. Research and Evaluation Techniques: Computer Applications for Practitioners, Parts 1 and 2. A two-semester course that will focus on essential research and evaluation techniques. The first semester will consist of examination of the methodologies employed in sociological research and evaluation including participant observation, use of existing data sources, experiments, survey research, and program evaluation. Students will select a topic for investigation and begin gathering relevant data. The second semester will be the application of the statistical techniques of research and evaluation. Statistical procedures will include frequency distributions, t-Test, Chi Square, ANOVA, and regression. All of these tests will be conducted on computer using SPSSx or SAS. 3 credits per semester.

SOCIOLOGY 505. Issues in Criminal Justice. A survey course which examines the core components of the criminal justice system. An examination of causes of criminal behavior, statistics on the incidence of crime from both official sources and victimization studies, specific agencies within the system including those charged with enforcement, adjudication and correction. 3 credits.

SOCIOLOGY 506. Sociology of Policing. A critical analysis of the institutions of criminal justice and the actors therein. Topics include sociological notions of policing, social research and policing, historical developments and evolution of policing institutions; police roles and functions, police authority, control of the police, police deviance and the emergent police occupational subculture. 3 credits.

SOCIOLOGY 507. Corrections. Ideological, theological and pragmatic justifications of punishment and rehabilitation. Determination of the effectiveness of punishment and rehabilitation strategies including incarceration, community diversion, house arrest, probation and parole, fines and other correctional programs. 3 credits.

SOCIOLOGY 508. Urban and Rural Culture. Cross-cultural examination of urban and rural culture and subcultures with emphasis on structures contributing to norm violation, poverty and mental illness. Incidence and patterns of deviant behavior in western and non-western societies will be studied. 3 credits.

SOCIOLOGY 509. Comparative Family Systems. A comparative analysis of family systems in cultures of varying levels of complexity. Special attention is given to family dynamics in the United States, including socialization of children, marriage rules, kinship, child discipline practices, family disorganization and family violence. 3 credits.

SOCIOLOGY 510. Sociology of Criminal Law and Civil Liberties. Investigation of the conditions for the existence of a legal system and theories of law. Problems of the enforcement of morals, analysis of legal concepts, and procedural justice will be studied in reference to individual rights and liberties. 3 credits.

SOCIOLOGY 511. Ethnic and Racial Groups in the United States. An examination of the social and cultural experience of selected ethnic and racial groups, including Irish, Italian, Black, Asian and Hispanic minorities. Topics to be examined will be minority group status, the future of ethnic and racial relationships, and special problems presented for service providers. 3 credits.

SOCIOLOGY 512. Corrections for Special Populations. This course will focus upon the challenges that special groups pose for correctional authorities. Elderly, mentally handicapped, juveniles and female offenders, among others, will be studied. 3 credits.

SOCIOLOGY 513. Demography. An investigation into the causes of population shifts and the implication that these changes have for service agencies. Topics to be included are: why populations relocate; the problems that these changes pose for the police, courts, and correctional and service authorities; and how to utilize demographic data for policy making. 3 credits.

SOCIOLOGY 514. Police and the Community. A comprehensive study of aspects of law, ethics and custom which determine the role of the professional police officer in the community. Attention will be given to practical issues of increasing professionalism, maintenance of public image, securing public cooperation and support of enforcement, and addressing affirmative action goals. 3 credits.

SOCIOLOGY 515. Juvenile Delinquency. A study of the legal and social forces which combine to produce delinquency. Prevention strategies, the role of the police and the juvenile court as agents of social control, and rehabilitation will be stressed. 3 credits.

SOCIOLOGY 516. Administration and Leadership in Organizations (3). Analysis of the structure and dynamics of bureaucratic organizations and their social environments. Emphasis will be placed upon leadership, administration and evaluation. Topics will include organizational adaptation and change, leadership succession, and productivity. 3 credits.

SOCIOLOGY 517. Small Group Dynamics (3). A study of structure and process of small groups. Cohesion, conflict, power, leadership, motivation, communication and boundary maintenance will be examined. The function of small groups in formal organizations will be studied. 3 credits.

SOCIOLOGY 518. Contemporary Social Problems and Policies (3). An examination of selected social problems facing the United States and how they affect the agencies of social service. Included will be an examination of causes of poverty, racism, sexism, homelessness, drug and alcohol abuse, environmental degradation and unemployment. 3 credits.

SOCIOLOGY 519. Revolution and Terrorism. The social structure of mass movements will be examined. Included will be the ideology and leadership of these movements and the social and economic conditions, which allow their formation. Among the groups to be examined are: the Badder-Minhoff gang, the Red Brigades, the Weather-people, the Ku Klux Klan, and various Neo-Nazi and survivalist groups. 3 credits.

SOCIOLOGY 520. Victimization. This course will examine the victim as the neglected actor in the crime drama. The course will critique theories of victimization. Study of national victim statistics, compensation policies, and future changes in the definition of victimization will be emphasized. 3 credits.

SOCIOLOGY 521. White Collar Crime. An examination of causes and incidence of major forms of white collar crime, including embezzlement, insider information trading, illegal dumping of hazardous chemicals and other forms of corporate malfeasance. Also to be examined will be official acts of corruption including police and political corruption. 3 credits.

SOCIOLOGY 522. Field Practicum. Supervised opportunity to apply knowledge, skills and abilities within an agency setting. An original research paper is required, as well as regularly scheduled conferences with a faculty supervisor. Strongly encouraged for the student with no experience in the criminal justice field. 3 credits per semester.

SOCIOLOGY 523. Women and Crime. An investigation of the topic of women and crime through the integration of theoretical and empirical information on a wide variety of issues. The course (1) discusses issues related to social control and gender, (2) addresses both theoretical and empirical research on criminal offenders and examines the place of women, and (3) discusses the victimization of women. These three sections are brought together through the discussion of issues related to justice and women. Finally, issues surrounding women as criminal justice practitioners and advocates will be examined. 3 credits.

SOCIOLOGY 524. Family Violence and the Criminal Justice System. This course is devoted to examining issues related to the way family violence is handled in the criminal justice system. The role of police, prosecutors, judges and legislators in processing different types of family violence -- including wife abuse, husband abuse, physical child abuse, child sexual abuse, and "fetal abuse" -- will be explored and critiqued. The relationship between the criminal justice system and other family service providers such as social workers, educators and medical personnel also will be analyzed. 3 credits.

SOCIOLOGY 525. Social Policy Formulation and Implementation. An interdisciplinary introduction to frameworks for understanding public policy formulation and implementation. Topics include an introduction to the range of social problems and public policies from the Depression era to the present; contemporary decision making processes at the federal, state, and local level; involving community groups in public policy issues; models for settings objectives and identifying benefits and costs; and agency fiduciary responsibility and budgetary processes. 3 credits.

SOCIOLOGY 595. Special Topics. Topics will vary from semester to semester. Descriptions will be available from departmental offices. May be repeated for credit when topics change. 3 credits.

SOCIOLOGY 600. Thesis Research. Study of a selected topic for the M.S. thesis under the direction of a departmental adviser. 6 credits.

SOCIOLOGY 699. Comprehensive Examination. Course fee - $35.00. 0 credits.

SPANISH (SPAN)

SPANISH 500. Approaches to Teaching Spanish. A study of current theory and methods of language teaching. May be repeated for credit when topics change. 3 credits.

SPANISH 501. Advanced Grammar Through Composition and Conversation. A practical study of the points of grammar most challenging to non-native speakers; improvement of composition skills and oral interaction. Consideration of teaching methods for specific grammatical concepts. 3 credits.

SPANISH 502. Advanced Conversation and Phonetics. A study of theory and practical applications of phonetics in the target language; specialized study of specific regional dialects. Topics to change each semester. Practical study of conversational strategies and methods for teaching these strategies. 3 credits.

SPANISH 511, 512.