| |
Social Work |
| |
-
SOCWK 368 - Trinidad Culture & Society: Travel
2 credit(s)
Travel course to Trinidad and Tobago. The class is designed so that students are, in many ways, the primary architects of their travel experience. They design their own research projects, set goals for conducting and completing their projects, meet with Trinidadians they contacted themselves, and analyze the data they collected. In essence then, this course serves as a field methods class in Social Science, though open to all majors. The course blends scientific methods, critical philosophical inquiry, and literary writing practices to help students become creative and critical thinkers as well as internationally engaged and aware citizens. Also listed as ANTH 368 .
Offered: Offered alternate years during Winter.
Core Requirement(s): Counts towards core requirements: International Perspectives and Social Systems and Human Behavior.
Prerequisite(s): ANTH 268 or SOCWK 268 .
|
| |
-
SOCWK 395 - Independent Study
See department for details. Independent study contract required.
|
| |
-
SOCWK 450 - Directed Research in Social Work
1-4 credit(s)
Directed Research in Social Work allows students of advanced standing to participate in a research project with a social work faculty member in order to gain practical experience in the conduct of ongoing professional-level social work research. Instructor’s consent required. May be repeated for credit, up to 6 credits total.
Prerequisite(s): Junior standing or above (60 or more completed).
|
| |
-
SOCWK 480 - Pre-Practicum Seminar
1 credit(s)
The focus of this course is to assist students in preparing for the social work senior practicum experience. Students will complete the tasks necessary for obtaining a practicum site including resume preparation and interviewing with prospective field sites.
Prerequisite(s): Declared social work major and junior standing or above (60 or more completed credits).
|
| |
-
SOCWK 481 - Social Work Practicum
6 credit(s)
Provides students the opportunity to integrate theoretical and clinical learning in an agency setting. Students complete a 440 hour practicum in an approved agency under the supervision of an agency staff member. Students complete a learning agreement to guide their learning experiences. Also required is a biweekly seminar to discuss their experiences in the field and assignments and readings intended to enhance the practicum experience, including the Senior Capstone project. May be repeated once for credit.
Core Requirement(s): Counts toward core requirement: Social Systems and Human Behavior.
Prerequisite(s): SOCWK 480 .
|
| |
-
SOCWK 495 - Research
1 credit(s)
See department for details. Independent study contract required.
|
| |
-
SOCWK 501 - Foundations of Social Work & Social Welfare
3 credit(s)
This foundation course introduces students to the historical roots of the social work profession and social welfare in the United States. The person-in-environment perspective is discussed as the framework for social work knowledge, values, and skills. This initial course in the MSW curriculum is designed to introduce the student to the social work profession, professional values, ethics, fields of practice, and the planned change process. The profession’s commitment to diverse and at-risk populations and social/economic justice is highlighted. The historical development of major social welfare programs and policies in the U.S. will be a major focus of this course.
|
| |
-
SOCWK 511 - Human Rights & Social Justice
3 credit(s)
The course provides a critical perspective on current issues and problems in American racism, sexism, heterosexism, ableism, and ageism. These issues and problems are studied in the context of the dynamics of social process, historical perspectives, and theories of prejudice and social change. Social work’s responsibility to contribute to solutions is emphasized. Different models for examining the issues of race, sex, sexual orientation, age, and ability are presented.
|
| |
-
SOCWK 521 - Human Behavior in Social Environment I
3 credit(s)
First course in a two-course sequence that analyzes theories of human behavior in the social environment from a life span developmental approach. This course focuses on the theoretical lenses through which we conceptualize social problems and interventions. Course content is designed to increase students’ potential for effective generalist social work assessment and interventions with individuals, families, groups, social systems, and communities. The course also strives to build students’ appreciation and understanding of the ramifications of the “person-in-environment” principle that takes into consideration the social, biological, and psychological influences of the environment.
|
| |
-
SOCWK 533 - Generalist Practice I
3 credit(s)
This first generalist practice course allows students to begin applying the concepts of generalist social work practice. Skills necessary for working with individuals at each stage of the planned change process are defined, modeled, rehearsed, and evaluated. The course content and associated readings and assignments prepare the beginning social worker for generalist practice based on the person in environment and strengths perspectives. Attention is given to a holistic foundation for practice, incorporating general systems theory, ecological ideas, and professional knowledge. Basic social work processes from engagement through evaluation and termination are described and analyzed.
|
| |
-
SOCWK 534 - Generalist Practice II
3 credit(s)
The second generalist practice course provides an opportunity for students to continue applying the concepts of generalist social work practice. Skills necessary for working with families and groups at each stage of the planned change process are defined, modeled, rehearsed, and evaluated. The course content and associated readings and assignments are designed to prepare the beginning social worker for generalist practice based on the person in environment and strengths perspectives. Attention will be focused on a holistic foundation for practice, incorporating general systems theory, ecological ideas, and professional knowledge. People and their environments will be viewed as a unitary system and basic social work processes from engagement through evaluation and termination are described and analyzed.
|
| |
-
SOCWK 535 - Generalist Practice III
3 credit(s)
The third generalist practice course provides an opportunity for students to continue applying the concepts of generalist social work practice. This course provides an overview of the macro realm of social work practice, or generalist practice with large groups, organizations, and communities. Social work values and ethics in macro social work practice will be emphasized as well as advocacy on behalf of vulnerable and oppressed populations. This course is designed to introduce students to specific knowledge and skills useful to achieve change in organizational and community settings. These include basic administrative skills, community assessment, community organizing, strategic planning, and community development.
|
| |
-
SOCWK 541 - Foundation Field Practicum I
4 credit(s)
The foundation practicum is an intensive supervised field experience at a selected social work agency. This is the first of two semesters students spend in the field under the guidance of a University appointed field instructor and the Director of Field Education. This service/learning experience is supported by a regularly scheduled process seminar, which facilitates the integration of social work theory and practice. Students will be expected to spend a minimum of 15 hours each week for the entire fall and spring semesters in a specified human services agency for a total of 450 hours.
|
| |
-
SOCWK 542 - Foundation Field Practicum II
4 credit(s)
The foundation practicum is an intensive supervised field experience at a selected social work agency. This the second of two semesters students spend in the field under the guidance of a University appointed field instructor and the Director of Field Education. This service/learning experience is supported by a regularly scheduled process seminar, which facilitates the integration of social work theory and practice. Students will be expected to spend a minimum of 15 hours each week for the entire fall and spring semesters in a specified human services agency for a total of 450 hours.
|
| |
-
SOCWK 551 - Research Methods
3 credit(s)
Introduction to qualitative and quantitative social work research skills fundamental to the development and critical use of information relevant to social work practice decision-making and evaluation. Students will be prepared to understand and utilize research findings to inform and enhance their practice and to carry out their own evaluation and research. The course will cover all phases of the research process including the development of research questions, research design, data collection, and analysis. Ethical issues in research will also be emphasized and explored.
|
| |
-
SOCWK 561 - Influencing Social Policy
3 credit(s)
This course provides an examination of both the historical and contemporary context of social policies, programs, and legislation. It provides an analysis of various social welfare policies and the ways in which legislation is developed, enacted, and implemented in our society, including how policies have emerged in response to social problems at the local, national, and international levels. It explores and assesses existing policies and programs with particular emphasis on how they impact populations at risk. Social welfare policy will be investigated as a dimension of generalist social work practice and the course will include content related to human diversity, social and economic justice, and political advocacy as a means to achieving social and political change. U.S. social welfare policy will be examined in a global and human rights context.
|
| |
-
SOCWK 571 - Diversity Racism Oppression & Privilege
3 credit(s)
This course trains social work students to understand the concepts of privilege, oppression, and social justice in their work with all diverse populations. Students will have the opportunity to develop theoretical knowledge, skills, attitudes, and self-awareness needed to engage in social justice oriented practice at micro, mezzo, and macro levels. Striving for social justice is a goal and a process, requiring life-long commitment to learning and deep self-reflection. Students will examine personal values, beliefs, and behaviors that may pose limits to their ability to practice social work effectively with people of diverse backgrounds, particularly those who are disadvantaged or marginalized.
|
| |
-
SOCWK 600 - Advanced Standing Prep
1 credit(s)
Provides an overview, and clarifies expectations for the MSW coursework. Particularly valuable for students who have been away from a university setting a year or more, this course offers “refresher” material in research methods and writing skills requisite elements for success in graduate level social work education. Instructor’s consent required.
|
| |
-
SOCWK 611 - Latino Family and Culture
3 credit(s)
Designed to prepare students to practice social work with Latino individuals and families. It provides a survey of current family theory with application to Latino families. Content will cover Latino family celebrations, meal preparation and enjoyment, and artistic expression including literature, music, dance, and street art. In addition, it will allow students to explore a topic of interest with a specific group of Latinos.
Prerequisite(s): Must be in concentration year of the program.
|
| |
-
SOCWK 619 - Program Evaluation
3 credit(s)
Second class in a two-course sequence (SOCWK 551 and SOCWK 619), this course will evaluate the effectiveness of social work programs and interventions are key to effective practice. Students are introduced to program evaluation methods related to the conceptualization of programs/interventions, design, implementation, and analysis.
|
| |
-
SOCWK 625 - MSW Portfolio Seminar
3 credit(s)
The social work portfolio integrates students’ practice experience and knowledge gained through coursework, practicum, and research with the goals and learning objectives of the MSW program. The assignments for the portfolio course are intended to demonstrate the MSW student’s mastery of all social work competencies as defined by CSWE. Each student will compile a comprehensive portfolio that demonstrates the student’s integration of coursework and their field practicum experiences. The portfolio is the culminating assignment of the MSW Program and is required for graduation. The final assignment for this course requires the student to present their portfolio materials to a committee.
Offered: Offered every year.
|
| |
-
SOCWK 631 - Immersion in Latin American Cultures
3 credit(s)
Offers an immersion experience in a Latin American culture. Students will be exposed to various aspects of culture, such as language, traditions, and the social, economic, and political dimensions of Latino experience with a direct application to social work practice and human rights. This class may be offered either internationally or domestically. Whether local or abroad, students interact with Spanish-speaking families and community members. Students also learn about social services specific to the needs of the Latino community and participate in community service projects. Because world events can impact travel courses such as this, the specific location of travel will be announced during the spring semester and may change from year from year. Travel fees required. Open to all students.
Prerequisite(s): SOCWK 601 and SOCWK 611 .
|
| |
-
SOCWK 632 - Travel and Immersion in Global Cultures
3 credit(s)
Offers an immersion experience in a diverse global culture. Students will be exposed to various aspects of culture, such as language, traditions, and the social, economic, and political dimensions of global experience with a direct application to social work practice and human rights. This class may be offered either internationally or domestically. Whether local or abroad, students interact with non-English-speaking families and community members. Students also learn about social services specific to the needs of the global community and participate in community service projects. Because world events can impact travel courses such as this, the specific location of travel will be announced during the spring semester and may change from year from year. Travel fees required. Open to all students.
Prerequisite(s): SOCWK 611
|
| |
-
SOCWK 633 - Play Therapy Counseling & Interventions
3 credit(s)
Focuses on the basic principles of play therapy practice including history, theory, and clinical application of expressive arts counseling with children, adolescents, and family systems. The major theories of play therapy integration for mental health will be utilized for understanding assessment and clinical applications of play therapy. Students will have the opportunity to work collaboratively for hands-on experiential learning.
|
| |
-
SOCWK 634 - Animal Assisted Human Health
3 credit(s)
Introduces human animal bond theory and develops policy practices of integrating animals as a therapeutic intervention into a variety of practice settings. Specific attention is paid to link violence and the ethics of animal assisted human health practice. This course reviews several animal species which participate in animal assisted human health, however, pays special attention to canine partners. Animal behavior is a central portion of the program.
|
| |
-
SOCWK 635 - Integrative Social Work With Refugees
3 credit(s)
Examines social work policy and clinical practice with refugees and other forcibly displaced persons across stages of persecution and displacement through culturally-informed and trauma-informed lenses. The course addresses international laws, social policies, psychosocial programming, and legal issues impacting this population and includes analysis of historical and contemporary responses to refugees. Collective global response strategies as well as individual, family, group, and community practice strategies will be discussed during the course. Students will gain knowledge and skills in macro and micro levels of social work practice and will participate in clinical practice sessions.
|
| |
-
SOCWK 636 - Practice With LGBTQ Folx
3 credit(s)
Social workers will practice with LGBTQ individuals and their loved ones throughout their careers. This class prepares students to develop cultural awareness and consideration for the diverse and intersectional lives of LGBTQ people, particularly within sociopolitical contexts that can impact their mental and physical health and
safety. Seminar-style class discussions will critically examine health inequities and explore well being, recognizing disparities and marginalization along with resilience and empowerment. Students will learn from readings, videos, case studies and role-playing. Learning outcomes will be assessed through class engagement, critical thinking questions, reflections and a therapeutic group session proposal for an LGBTQ population.
|
| |
-
SOCWK 643 - Advanced Field Practicum III
4 credit(s)
Building on the foundation field practicum, this is an intensive supervised field experience at a selected social work agency. It is the first of two semesters students spend in the field under the guidance of a University appointed field instructor and the Director of Field Education. This service/learning experience is supported by a regularly scheduled process seminar, which facilitates the integration of social work theory and practice. Students will be expected to spend a minimum of 15 hours each week for the entire fall and spring semesters in a specified human services agency for a total of 450 hours. Course includes fee to cover field supervision costs.
|
| |
-
SOCWK 644 - Advanced Field Practicum IV
4 credit(s)
Building on the foundation field practicum, this is an intensive supervised field experience at a selected social work agency. It is the second of two semesters students spend in the field under the guidance of a University appointed field instructor and the Director of Field Education. This service/learning experience is supported by a regularly scheduled process seminar, which facilitates the integration of social work theory and practice. Students will be expected to spend a minimum of 15 hours each week for the entire fall and spring semesters in a specified human services agency for a total of 450 hours.
|
| |
-
SOCWK 652 - Social Ecology of Wellness
3 credit(s)
Introduces students to a variety of remedies and resources available to clients in the pursuit of mental and physical wellness. Emphasis will be given to community and family resources, including elders and curanderos (healers).
|
| |
-
SOCWK 661 - Mental Health Diagnosis
3 credit(s)
An examination of the etiology and identification of adult mental disorders utilizing the Diagnostic and Statistical Manual of Mental Disorders. Focus is on psychological, genetic, and biochemical theories of mental illness; biopsychosocial stressors in symptom formation, assessment and treatment; cultural determinants in psychopathology; differential diagnosis; and drug therapies.
|
| |
-
SOCWK 671 - Adv Therapeutic Approaches Mental Health
3 credit(s)
An advanced course focusing on effective interventions with common adult psychosocial disorders. Prepares students at the advanced level to apply diagnostic, assessment, prevention, treatment, and intervention skills with individuals, families, and groups in clinical mental health and health settings. Intervention methods, drawn from current practice evaluation literature, encompass a contemporary eclectic model incorporating cognitive-behavioral, psychodynamic and other relational thinking, practice wisdom, and empirical evidence in determining the most suitable intervention. Special attention is given to recognition of individual and demographic factors influencing clients, as well as their expectations and input concerning the selective invention.
|
| |
-
SOCWK 675 - Management & Leadership in Social Work
3 credit(s)
Introduces students to social work management and leadership theories to practice relevant skills. The course also serves as the MSW capstone project requirements.
|
| |
-
SOCWK 680 - Adv Practice in Integrated Healthcare
1.5 credit(s)
Introduces social work students to the direct practice of integrated behavioral health in primary care. Students will become knowledgeable of the roles of behavioral health providers working in primary care settings, theories and models of care, and cross-cultural issues. They will develop skills in engagement, assessment, intervention planning and implementation, and practice evaluation. Because the populations served in primary care settings span the spectrum of severity in both the physical and behavioral health dimensions, students will develop competencies in engaging and supporting patients across a range of health conditions.
|
| |
-
SOCWK 681 - Poverty Migration & Human Rights
3 credit(s)
Provides the conceptual and practical foundation for social workers to identify a multi-dimensional human rights approach to addressing issues of transnational Latin poverty and migration. We will explore global and national structures and how this contributes to the construction and reproduction of inequality. Through studying the experience of migration with a focus on the social construction of illegality, second-class citizenship, and identity formation, students will gain an understanding of historical processes of Latin American diaspora and the challenge for diverse groups of Latinos to adjust, integrate, resist, and adapt to the many forces that affect their lives in the United States.
|
| |
-
SOCWK 682 - Global Health & Preventive Practice
3 credit(s)
Global health and preventive practice course will focus on understanding critical theories, social determinants of health, the burden of disease, preventive healthcare practice, and other related topics in social medicine and epidemiology. Learning advancement in addressing these issues will be facilitated through evidence based preventive and intervention models. This course looks at global health and development from the paradigms of equity, social justice, bio-social perspective, ethical values, good governance, and interdisciplinary approach. Students will have an opportunity to work on their assignment on public health in the context of local to global health; it will include critical understanding the issues and incorporating the innovative prevention or intervention approaches to address specific health issues.
|
| |
-
SOCWK 684 - Grief and Loss
3 credit(s)
Explores the phenomena of grief and loss in social work practice. Students will discuss, reflect, and use critical thinking to gain an understanding into the theoretical underpinnings and practice implications regarding the nature of grief and loss as it relates to both clients and practitioners.
|
| |
-
SOCWK 685 - Beyond the Cycle of Violence
3 credit(s)
Attempts to understand the why and how of the various ways humans express violence. We will begin by analyzing Judith Herman’s comparison of war and gender violence, continue on to review the history of the women’s anti-violence movement as a framework to understand existing knowledge on interpersonal violence. The various forms this violence takes, ways of identifying a victim and survivor and, approaches to intervention will be discussed. Cultural dimensions of the expression of violence will be discussed. Techniques for healing the wounds of trauma will be practiced through participatory exercises. The course will conclude with a study of prevention strategies and ways to implement them.
|
| |
-
SOCWK 687 - Addictions, Society & Socwrk Practice
3 credit(s)
An introduction to the dynamics of addiction and related issues in society. It focuses on the problems associated with addictions and the interaction of multiple micro and macro systems that increase both risk and resilience with clients. This course will use a trauma-informed, ecosystems approach. The dimensions of diversity and the unique impact of age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex and sexual orientation are also considered.
Offered: Offered in Fall.
|
| |
-
SOCWK 688 - International Social Work
1.5 credit(s)
Designed to introduce students to international social work and the theories and perspectives that underpin current thinking and practice in international social work. Students will explore how historical, environmental, cultural, religious, political and economic factors impact social welfare policies and the delivery of human services in different regions of the world. Students will analyze alternative models for service intervention and review how social work practice is delivered in other countries and regions of the world.
|
| |
-
SOCWK 689 - Social Work Administration
1.5 credit(s)
Introduce students to the design, administration and management of social programs from a social work perspective. Content includes: principles and processes of development, administration, and management of non-profit organizations; history of social welfare administration and how this relates to the design of current programs; review of administration and how it relates to organizational and leadership theories, policy formulation, agency structure, staff organization, budgeting and evaluation of management practice.
|
| |
-
SOCWK 690 - Suicide in Marginalized Populations
3 credit(s)
Elective course that provides students with the foundational skills and knowledge required to provide social work services to people experiencing suicidal ideation, and those who have lost someone to suicide. Addresses the unique needs of populations that experience oppression and marginalization, including those who identify as Latinx, Native American, LGBTQ+, homeless, and other populations. Students will learn to screen, assess, and provide interventions to people experiencing suicidal thoughts or behaviors, and provide support to those who have lost a loved one to a suicide death.
|
| |
-
SOCWK 691 - Special Topics
1-4 credit(s)
Rotating topics in Social Work. See departent for details.
|
| |
-
SOCWK 692 - Practice with Older Adults
3 credit(s)
Designed to provide students with the specialized knowledge base necessary for advanced social work practice with older adults and their families. Students learn a variety of practice concepts, skills, models, and theories from a strengths perspective, to facilitate their gerontology social work practice. Focus is on social work practice with older ethnic and minority group members, women, and people who belong to other special population groups.
|
| |
-
SOCWK 693 - Social Work Practice with Trauma
3 credit(s)
Focuses on clinical social work practice with survivors of trauma. Students will learn about biological, psychological, and social effects of trauma, historical and recent trauma research, and leading trauma practice frameworks. Students will gain clinical knowledge and skills needed to conduct trauma-informed bio-psychosocial assessments, brief and ongoing treatment, crisis management, service referrals, and termination in both trauma-focused and generalist practice settings. Learning will be case-based, clinical skills development will be emphasized, and evidence-supported treatments will be presented. Through their assignments, students will have focused learning throughout the semester on one particular form of trauma.
|
| |
-
SOCWK 694 - School Social Work
3 credit(s)
Advanced analysis and assessment of social work practice in the school setting, including: educational issues, conceptual framework, policies, and service delivery systems. Special attention is paid to cultural diversity, special populations, parent-school collaboration, community liaison, referral systems, and change. It addresses evidence-informed and multi-level social work practice relative to national, state and local trends in education and examines school reform, truancy, homelessness, diversity, violence, student support and special education.
|
| |
-
SOCWK 695 - Independent Study
0-12 credit(s)
See department for details.
|
Spanish |
| |
-
SPAN 101 - Intro to Spanish Language & Culture
4 credit(s)
The beginning course is intended to give training in the basic patterns and structures of Spanish. Conversation and reading related to the cultures of Spanish-speaking areas. Classroom work is supplemented by laboratory practice.
|
| |
-
SPAN 102 - Intro to Spanish Language & Culture
4 credit(s)
A continuation of SPAN 101 . The beginning course is intended to give training in the basic patterns and structures of Spanish. Conversation and reading related to the cultures of Spanish- speaking areas. Classroom work is supplemented by laboratory practice.
Prerequisite(s): SPAN 101 with a minimum grade of C- or placement.
|
| |
-
SPAN 195 - Independent Study
See department for details. Independent study contract required.
|
| |
-
SPAN 201 - Intermediate Spanish
4 credit(s)
Focus on conversational skills, comprehension, Hispanic cultures, reading, and grammar.
Prerequisite(s): SPAN 102 with a minimum grade of C- or placement.
|
| |
-
SPAN 202 - Intermediate Spanish
4 credit(s)
Continuation of SPAN 201 . Focus on conversational skills, comprehension, Hispanic cultures, reading, and grammar.
Prerequisite(s): SPAN 201 with a minimum grade of C- or placement.
|
| |
-
SPAN 211 - Spanish for Heritage Speakers
4 credit(s)
This course is designed for students who are native speakers of Spanish but have not studied the language formally. In this course, students will learn accentuation, syllabification, grammatical terminology and sentence analysis through written exercises and readings related to the culture of the Spanish speaking communities in other countries and within the United States. Students may take SPAN 202 or SPAN 211, but may only earn credit for one of these courses.
|
| |
-
SPAN 215 - Spanish Conversation Laboratory
1 credit(s)
This course is designed as a conversation lab for students enrolled in SPAN 201 and SPAN 202 , although those who have completed SPAN 102 are eligible to enroll. The course provides additional opportunity to improve speaking and writing skills. Students will participate in weekly discussions and oral activities and produce presentations and written work in Spanish. Course taught entirely in Spanish. Pass/No Pass.
Prerequisite(s): SPAN 102 .
|
| |
-
SPAN 222 - Travel Preparation: Spain
2 credit(s)
Prepares students for SPAN 226: Travel to Spain; however, non-travelers may enroll in this course. The course will introduce topics such as Spain’s history, politics, art, architecture, culture, and current events. Students will reflect on differences between Spanish culture and their own. Students will conduct research on topics related to our travel destinations and will give in-class presentations. This course is designed for students at the lntermediate-low level of ACTFL proficiency guidelines. The course will reinforce and improve students’ reading/writing/listening/speaking skills. This course will also review all pre-departure paperwork and procedures described in the Short-Term Study Abroad Handbook. Students in this course are likely, but not required, to enroll in the travel portion of this course.
Offered: Alternate years.
Core Requirement(s): Counts toward core requirement: International Perspectives; Diverse Perspectives.
Prerequisite(s): SPAN 102 with a minimum grade of C- or placement.
|
| |
-
SPAN 226 - Travel: Spain
2 credit(s)
Travel to Spain and visit important cultural/historic sites. Students will attend cultural events (such as a bullfight, flamenco performance, soccer match, and zarzuela-Spanish opera), and will reflect on how their experiences relate to their own culture and research, readings, discussions, and presentations from the prep course. Students will synthesize the travel experience and academic preparation through journal writing and a final paper or electronic presentation (digital storytelling, vlog, audio blog, etc.). Course is designed for students at the American Council on the Teaching of Foreign Language’s Intermediate-low level of proficiency.
Offered: Alternate years.
Core Requirement(s): Counts toward core requirement: International Perspectives.
Corequisite(s): SPAN 222
|
| |
|
| |
-
SPAN 275 - Internship
1-4 credit(s)
See department for details. Internship contract required.
|
| |
-
SPAN 295 - Independent Study
See department for details. Independent study contract required.
|
| |
-
SPAN 301W - Composition and Conversation
4 credit(s)
Practice in conversational idiom through reading and discussion of contemporary short stories, periodical literature, and oral interviews. Extensive practice in composition with analysis and correction of students’ errors in the classroom. Taught in Spanish.
Offered: Offered annually.
Core Requirement(s): Counts as Core requirement: Writing n the Discipline.
Prerequisite(s): SPAN 202 or SPAN 211 with a minimum grade of C- or placement.
|
| |
-
SPAN 303W - Introduction to Hispanic Literature
4 credit(s)
An introduction to the study of literature in Spanish through the genres from different periods and countries of the Hispanic world. Continued practice in composition with in-class student presentations. Taught in Spanish.
Offered: Offered annually.
Core Requirement(s): Counts toward core requirement: Humanities (2010-17 catalogs); Analyzing and Interpreting Texts, and Writing in the Discipline.
Prerequisite(s): SPAN 202 or SPAN 211 with a minimum grade of C- or placement.
|
| |
-
SPAN 305 - Contemporary Spanish Poetry
4 credit(s)
Analysis of representative poems of the major contemporary poets of Spain and Latin America: Antonio Machado, Garcia Lorca, Juan Ramon Jimenez, Vicente Alexandre, Pablo Neruda, Cesar Vallejo, and others. Student reports on poems and authors not covered in the classroom. Taught in Spanish.
Offered: Offered intermittently.
Core Requirement(s): Counts toward core requirement: Humanities.
Prerequisite(s): SPAN 202 or SPAN 211 with a minimum grade of C- or placement.
|
| |
-
SPAN 310 - Contemporary Spanish Music and Cultures
4 credit(s)
Study and analysis of representative genres of popular music and their relationship to culture and literature in twentieth-century Spanish America and/or Spain: “Musica Folklorica,”“El bolero y la baladam,”“La cancion politica;” “musica Afro-hispana,”“Latin-Jazz,” “Rock en espanol” and others. Students will report on material not covered in the classroom.
Offered: Offered intermittently.
Core Requirement(s): Counts toward core requirement: Analyzing and Interpreting Texts.
Prerequisite(s): SPAN 202 or SPAN 211 with a minimum grade of C- or placement.
|
| |
-
SPAN 315W - Advanced Grammar and Composition
4 credit(s)
This course is designed to “fill in” the Spanish grammar and vocabulary gaps of the advanced/intermediate student. Course reviews the more difficult grammatical structures in Spanish while introducing advanced vocabulary, idioms and colloquialisms. Emphasizes vocabulary building, composition skills and comprehension of the wide range of Spanish found in literature, journalism, and everyday speech. Taught in Spanish.
Offered: Offered intermittently.
Core Requirement(s): Counts as Core requirement: Writing in the Discipline.
Prerequisite(s): SPAN 202 or SPAN 211 with a minimum grade of C- or placement.
|
| |
|
| |
-
SPAN 322 - Travel Preparation: Spain, Advanced
2 credit(s)
Prepares students for SPAN 326: Travel to Spain; however, non-travelers may enroll in this course. The course will introduce topics such as Spain’s history, politics, art, architecture, culture, and current events. Students will reflect on differences between Spanish culture and their own. Students will conduct research on topics related to our travel destinations and will give in-class presentations. This course is designed for students at the intermediate-mid level of ACTFL proficiency guidelines or higher. The course will reinforce and improve students’ reading/writing/listening/speaking skills. This course will also review all pre-departure paperwork and procedures described in the Short-Term Study Abroad Handbook.
Offered: Alternate years.
Core Requirement(s): Counts toward core requirement: International Perspectives.
Prerequisite(s): SPAN 202 or SPAN 211 with a minimun grade of C- or placement.
|
| |
-
SPAN 324 - Spanish for Business
4 credit(s)
This course is designed for students with intermediate to advanced Spanish skills and will focus on the use of the Spanish language in the context of business. Students will review grammatical concepts, develop oral and written communication skills focusing on the use of Spanish in practical business situations and business related places. Furthermore, students will acquire business related terminology and cultural protocol within the Spanish-speaking business environment in the United States, Latin America and Spain. This course includes readings and lectures that address the economies of Latin America and Spain, including sustainability in business practices that reflect commitment to diversity and inclusion.
Offered: Every other year.
Core Requirement(s): Coures meets International Perspectives and Diverse Perspectives Cornerstone Requirements
Prerequisite(s): SPAN 202 with a minimum grade of C- or equivalent.
|
| |
-
SPAN 325 - Mexican-American Cultural Exploration
4 credit(s)
This course offers students studying Spanish a chance to improve their linguistic abilities and their understanding of the cultures of Mexico and Mexican-Americans through direct contact with local native Spanish speakers. In addition to meeting as a class 3 hours/week to discuss readings on the socio-economic, political and health situations of Spanish speakers living in the US, students conduct 30 hours of service learning in local organizations that provide services exclusively or predominantly to Latinos. Taught in Spanish.
Offered: Offered annually.
Core Requirement(s): Counts toward core requirement: Civic Engagement and Diverse Perspectives.
Prerequisite(s): SPAN 202 or SPAN 211 with a minimum grade of C- or placement.
|
| |
-
SPAN 326 - Travel: Spain, Advanced
2 credit(s)
We will travel to Spain and visit important cultural/historic sites. Students will attend cultural events (such as a bullfight, flamenco performance, soccer match, and zarzuela-Spanish opera), and will reflect on how their experiences relate to their own culture and research, readings, discussions, and presentations from the prep course. Students will synthesize the travel experience and academic preparation through journal writing and a final paper or electronic presentation (digital storytelling, vlog, audioblog, etc.). Course is designed for students at the American Council on the Teaching of Foreign Language’s Intermediate-mid level of proficiency or higher.
Offered: Alternate years.
Core Requirement(s): Counts toward core requirement: International Perspectives.
Corequisite(s): SPAN 322
|
| |
|
| |
-
SPAN 395 - Independent Study
See department for details. Independent study contract required.
|
| |
-
SPAN 403 - Film: Spanish-Speaking World
4 credit(s)
This class will be a survey of Spanish language film, with emphasis on contemporary productions. While the focus of the course may vary, the principal objective is for the student to develop a broad understanding of central issues and movements within Spanish language film. The course will expose the student to a variety of different genres, directors, and countries. We will study the films within their sociopolitical, historic, and/or filmic contexts and will analyze how context is reflected within film as a cultural production.
Offered: Offered intermittently.
Core Requirement(s): Counts toward core requirement: Analyzing and Interpreting Texts.
Prerequisite(s): One 300-level SPAN course with a minimum grade of B-. Recommended: Study Abroad or high fluency in Spanish.
|
| |
-
SPAN 405 - Survey of Spanish American Lit & Culture
4 credit(s)
A study of the major works and literary movements of Spanish America. Taught in Spanish.
Core Requirement(s): Counts toward core requirement: Humanities (2010-17 catalogs); Analyzing and Interpreting Texts.
Prerequisite(s): one 300-level SPAN course with a minimum grade of C-. Recommended: Study Abroad or high fluency in Spanish.
|
| |
-
SPAN 406 - Special Topics Spanish American Studies
4 credit(s)
Detailed study of works of selected areas of Spanish American cultures. May be repeated for credit when topic varies.
Core Requirement(s): Counts toward core requirement: International Perspectives.
Prerequisite(s): one upper division SPAN course with a minimum grade of C-. Recommended: Study Abroad or high fluency in Spanish.
|
| |
-
SPAN 407 - Special Topics Spanish Studies
4 credit(s)
Detailed study of works of selected areas of Spanish Peninsular cultures. May be repeated for credit when topic varies.
Prerequisite(s): one upper division SPAN course with a minimum grade of C-
|
| |
-
SPAN 416 - Modern Mexican Literature and Culture, Advanced
4 credit(s)
This course examines the literature and cultural productions of 20th and 21st century Mexico within their historical contexts. Students will learn select literary, social and political theories and apply them to literary and artistic texts. 400-level students will investigate additional literary texts and present their findings in class. Taught in Spanish. Students may not receive credit for both Span 316 and Span 416.
Offered: Intermittently.
Core Requirement(s): Counts toward core requirements: International Perspectives and Historical Context.
Prerequisite(s): One 300-level SPAN course or equivalent, with a minimum grade of C-. Recommended: Study abroad or high fluency in Spanish.
|
| |
|
| |
-
SPAN 475 - Internship
See department for details. Internship contract required.
|
| |
-
SPAN 490 - Capstone: Research I
2 credit(s)
Part I of a culminating research project in Spanish. Students begin and make significant progress on a research project that will culminate in SPAN 491 .
Prerequisite(s): Senior standing (90 or more completed credits) and SA-476.
|
| |
-
SPAN 491 - Capstone: Research II
2 credit(s)
Part II of a culminating research project in Spanish. Students complete a research project that includes an extensive paper written in Spanish, and a public presentation, also in Spanish, give on Senior Projects Day.
Prerequisite(s): Senior standing (90 or more completed) and SA-476.
|
| |
-
SPAN 492 - Capstone for Internships I
1 credit(s)
Part I of a culminating project directed by a faculty member or faculty members, for students who have completed an approved internship. The project will be related to the internship and will combine scholarly research and personal reflection. Students begin and make significant progress on a project that will culminate in SPAN 493.
Offered: Offered in Winter.
Prerequisite(s): Senior standing, SA 476, and SPAN 475 .
|
| |
-
SPAN 493 - Capstone for Internships II
1 credit(s)
Part II of a culminating project directed by a faculty member or faculty members, for students who have completed an approved internship. The project will be related to the internship and will combine scholarly research and personal reflection. Students complete a paper written in Spanish, and give a public presentation, also in Spanish, on Senior Projects Day.
Offered: Offered in Spring.
Prerequisite(s): SPAN 492 .
|
| |
-
SPAN 495 - Research
See department for details. Independent study contract required.
|
Special Education |
| |
-
SPED 300 - Foundations of SPED
2 credit(s)
An introduction and overview of the field of Special Education including a historical perspective, best practice, curricular and social considerations, programs, and legal provisions for educating individuals with disabilities. Explores collaborative teaming and consultation. Includes observation in special education classrooms.
Core Requirement(s): Counts toward core requirement: Social Systems and Human Behavior.
|
| |
-
SPED 305 - Exceptionalities
2 credit(s)
An overview of characteristics of high, low, and rare incidence disability conditions. Explores pedagogy associated with specific disabilities. Emphasis on the person within the context of school, family, and society.
|
| |
-
SPED 330 - Curr&Mthds Stdnts W/Disabls: Academic
2 credit(s)
Develops skills to teach in the areas of math, science, and social studies for students with high incidence disabilities (i.e. mild). Emphasis placed on adaptations and modifications to the general education curriculum and remediation. Participants will be guided in designing and implementing individualized and small group instruction to support the acquisition of general education skills and learning strategies for students with high incidence disabilities, as well as provide consultation and collaboration with general education teachers and families to support the development and acquisition of content area skills.
|
| |
-
SPED 332 - Curr&Mthds Stdnts w/Dis: Reading
2 credit(s)
Develops skills to teach in the area of reading / language arts for students with high incidence disabilities (i.e. mild). Emphasis placed on adaptations to the general education reading / language arts curriculum to include reading, writing, listening, and speaking. Participants will be prepared to develop and implement specially designed reading/language arts instruction for students with high incidence disabilities, as well as provide consultation and collaboration with general education teachers and families to support the development of literacy skills.
|
| |
-
SPED 335 - Curr&Mthds Stdnts w/Disabilities
4 credit(s)
Develops skills in instructional methods for students with moderate or severe disabilities. Emphasis on functional, age-appropriate longitudinal curriculum development. Includes teaching students who may have accompanying physical, behavioral, and/or sensory impairments. Adaptations and modifications for students in life skills curriculum are addressed.
|
| |
-
SPED 342 - Assistive Technology
1 credit(s)
Examines assistive technology for persons with disabilities at all levels (mild, moderate, severe, and profound) across various categories (intellectual disabilities, learning disabilities, sensory impairments, physical impairments, health impairments, emotional disorders, behavior disorders) and all ages (early childhood, children, youth, and adults). Emphasis on selecting the appropriate tool to match an identified need. Includes information related to hardware, software, peripherals, evaluation, instruction, and management.
|
| |
-
SPED 395 - Independent Study
See department for details. Independent study contract required.
|
| |
-
SPED 410 - Behavior Management
3 credit(s)
Develops skills in understanding the environmental and motivational factors necessary to manage individual and group behavior with an emphasis on functional analysis and preventative strategies. Address positive bahvavior plans for students with IEPs.
Prerequisite(s): Admission to College of Education.
|
| |
-
SPED 415 - Case Management & Collaboration
3 credit(s)
Candidates will explore the case management of students with disabilities in K-12 settings with an emphasis on professional and family collaboration. Topics include writing eligibility reports, writing IEPs, determining transition services and writing transition plans, medical plans, and chairing manifestation determination meetings. Candidates will also learn about the organization of physical classroom space and the management of instructional assistants. Includes required fieldwork.
Prerequisite(s): SPED 330 , SPED 332 , and SPED 335 .
|
| |
-
SPED 420 - Assessment & Evaluation in SPED
3 credit(s)
Develops skills in assessment with an emphasis on summative and formal assessment of students with/suspected to have mild, moderate, and severe disabilities. Emphasis on determining special education eligibility. Fieldwork required.
Prerequisite(s): Admission to College of Education.
|
| |
-
SPED 475 - Student Teaching
1-15 credit(s)
Offers full-time participation in a school setting under guidance of a classroom teacher and a university supervisor.
Prerequisite(s): Admission to College of Education and completion of professional sequence
Corequisite(s): EDUC 476
|
| |
-
SPED 500 - Foundations of SPED
2 credit(s)
An introduction and overview of the field of Special Education including a historical perspective, best practice, curricular and social considerations, programs, and legal provisions for educating individuals with disabilities. Explores collaborative teaming and consultation. Includes observation in special education classrooms.
|
| |
-
SPED 505 - Exceptionalities
2 credit(s)
An overview of characteristics of high, low, and rare incidence disability conditions. Explores pedagogy associated with specific disabilities. Emphasis on the person within the context of school, family, and society.
|
| |
-
SPED 510 - Behavior Management SPED
3 credit(s)
Develops skills in the individualized and group behavior management. Emphasis on functional analysis and preventative strategies. Guides students in the development of positive behavioral support plans. Course content includes legal issues.
|
| |
-
SPED 515 - Case Management & Collaboration in SPED
3 credit(s)
Candidates will explore the case management of students with disabilities in K-12 settings with an emphasis on professional and family collaboration. Topics include writing eligibility reports, writing IEPs, determining transition services and writing transition plans, medical plans, and chairing manifestation determiniation meetings. Candidates will also learn about the organization of phyiscal classroom space and management of instructional assistants. This course includes fieldwork.
|
| |
-
SPED 520 - Assessment & Evaluation SPED
3 credit(s)
Develops skills in formative and summative evaluation methods for students with mild, moderate, or severe disabilities in an academic or functional curriculum. Emphasis on instructional assessment with ongoing evaluation and data-based decision making.
|
| |
-
SPED 530 - Curr&Mthds Stdnts w/Dis: Acad
3 credit(s)
Develops skills in reading and language arts and math instructional methods and materials for students with high incidence disabilities (i.e., mild). Emphasis on adaptations and modifications to the general education curriculum (e.g., literacy, math, science, social studies, art, music, PE). Guides students in designing and implementing individualized and small group instruction to support the acquisition and remediation of general education skills, learning strategies, and effective social skills.
|
| |
Page: 1 <- Back 10 … 18
| 19
| 20
| 21
| 22
| 23
| 24
| 25
| 26
| 27
| 28
|
Print this Page