The field practicum in sociology is designed to give social science majors practical experience in a professional field related to sociology. Field placements will include such diverse experiences as working in the county clerk's office, pre-trial services, social services and other programs. Prerequisites: SOCI 131 and upper division standing.
Comparative and interrelated study of urban and rural life considering institutional, social and economic factors of modern life in cities and rural areas. We will examine Appalachia in particular, in order to compare and contrast our own experience with that of rural life generally. Prerequisites: SOCI 131 or upper division standing.
Comparative analysis of children's lives and problems from their own perspective as well as sociological perspectives. Examination of how childhood is constructed differently across time and space, and by gender, social class, and racial/ethnic backgrounds. Prerequisites: SOCI 131 or upper division standing.
The major classical and contemporary sociological theories which have proved useful in investigating the nature of society are examined. Lecture and discussion in a seminar setting. Prerequisites: SOCI 131 and upper division standing.
This course will examine the relationship between deviance, crime, and society. In this class, we look at how deviance and crime are defined, by whom, and why they are seen as problematic. We will also look at important trends in terms of how crime and deviance have changed over time. Prerequisites: SOCI 131 or upper division standing.
Capstone course for graduating seniors in sociology. Students develop professional portfolios to show-case undergraduate work in preparation for employment, and/or graduate school. Prerquisite: SOCI 131 and graduating senior in sociology.
Students read and discuss Spanish language texts chosen by the instructor. Students are encouraged to take this course in conjunction with History courses which deal with topics in the history and culture of Latin America and the Iberian Peninsula. Prerequisite: Span 212
(F) Students will learn the necessary grammar in order to compose essays at a level beyond simple paragraphs. Conversations regarding political, cultural and social issues will be the main focus of class discussions, primarily in the target language. Prerequisite: SPAN 212 or equivalent.
(F, S) An introductory course examining characteristics, identification criteria, and teaching modifications related to the education of exceptional learners. Fifteen hours of field experience is required.
(S) This course provides students an extensive training in the development and implementation of the curriculum and adaptation of materials used in the academic instruction of students with learning and behavioral disabilities. Students in this course learn to use the current commonly used best practices for teaching students with learning and behavioral problems. Prerequisites: Admission to Teacher Education, SPED 321.
(S) This course examines current service delivery models of educating young children (age 3-5) with disabilities in various settings. It is designed to acquaint students with laws, strategies, curriculum materials, assessment and methods used in meeting the particular needs of preschoolers with disabilities. Prerequisites: Admission to Teacher Education, SPED 321.
(F) (formerly SPED325) Students in this course will learn and understand measurement theories, learn to conduct informal and formal assessment, and learn the informed use of assessment data for educational decision making. This course aims at helping students acquire the knowledge on basic uses of tests, important attributes of good tests, issues on misuses of testing data, and multi-cultural issues in assessment. Forty hours of field experience is required. Prerequisites: Admission to Teacher Education and SPED 321.
(S) (Content and experiences formerly included in SPED 328 & 329) In this course, teacher candidates become familiar with the theory and research base on effective instructional techniques for children with exceptional learning needs. They learn how to apply specific methods that involve explicit, systematic and intensive instruction to help children with learning difficulties acquire foundational skills in reading, language arts, and mathematics. The course includes a 40-hour field practicum in an elementary school setting. prerequisites: Admission to Teacher Education, SPED 321.
(F) (Content and experiences formerly included in SPED 328, 329, 403) This course focuses on effective teaching and learning strategies for adolescents with mild to moderate disabilities. The course emphasizes research-based strategies that reflect a cognitive/metacognitive approach to learning, as well as collaboration and co-teaching. Teacher candidates also gain familiarity with the process of planning for the transition from high school to adult life and work for students with disabilities. The course includes a 40-hour field practicum in a middle or secondary school setting. Prerequisites: Admission to Teacher Education, SPED 321.
This survey course is designed to acquaint students with all types of exceptional children including the physically and mentally disabled, socially and emotionally disturbed, and the gifted and talented as well as methods of adapting education to meet the needs of these children.