| |
| |
-
NURS 812 - Translational Scholarship
Examination of the meaning and application of clinical scholarship as foundational to advanced practice nursing. Emphasis is on the integration of theories from nursing and other disciplines to frame interprofessional clinical scholarship and the ability to translate research into practice. Includes the scholarship of application as a competency for advanced practice nursing.
Requisites: Admission to DNP Program (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 818 - Nursing Leadership for Policy & Interpro
Advanced study of transformational, innovational, and collaborative leadership approaches and the realities of leading within healthcare to improve patient, family, staff and healthcare system outcomes. Emphasis is on health care policy principles that influence practice level and system wide practice issues and the stakeholders involved.
Requisites: Admission to the DNP and NURS 642, NURS 644 (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 824 - Analytic Methods of Quality Improvement
Advanced study of the construction analysis and interpretation of multiple sources of patient and population data targeted to the evaluation of processes and outcomes of healthcare for use by advanced practice nurses. Emphasis is on the use of information technology for performance metric analysis and use of selected statistical methods of data analysis particularly for rural health applications.
Requisites: NURS 648, NURS 760 and admission to the DNP program (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 830 - Financial Data for Practice Change
Study of the use of aggregated population and clinical data and decision support tools to evaluate outcomes of care, programs of care, and care systems. Emphasis is on the use of information systems and technology for use by advanced practice nurses. Includes in-depth examination of the budget process and cost-analysis methods to develop a budget for a practice change and its evaluation.
Requisites: NURS 648, NURS 760. (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 836 - Clinical Practice Inquiry
Identification, planning and initial development of a systems level change project for a specific patient population and/or healthcare setting in collaboration with the clinical change project faculty advisor and agency mentor.
Requisites: NURS 806. (Required, Previous).
Credits: 3 cr
Notes: Includes 60 practicum hours.
|
| |
-
NURS 839 - Critical Appraisal for Clinical Practice
Evaluation of data management for a systems level change project in the healthcare arena in collaboration with the clinical change project, faculty advisor and agency mentor. Includes 60 practicum hours.
Requisites: NURS 830. (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 842 - Translation of Clinical Inquiry
Implementation and actualization of project with special emphasis on outcomes for patients/agency in collaboration with the clinical change project, faculty advisor and agency mentor. Includes 60 practicum hours.
Requisites: NURS 839. (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 845 - Advanced Pathophysiology for Primary Care
Advanced study for Family Nurse Practitioner students of the relationship between normal physiology and the pathophysiologic changes that occur as a result of disease, as well as the body’s ability to compensate for these changes. Emphasis is on the student nurse practitioner’s need to understand the mechanism(s) underlying disease and its clinical manifestations so that rational therapies can be devised. Includes analysis of the mechanism(s) of production of the symptoms and signs of different disease syndromes.
Requisites: NURS 766 and admission to the DNP program (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 848 - Advanced Pharmacology for Primary Care
Study of pharmacology for family nurse practitioner students eligible for prescriptive authority. Emphasis is on appropriate drug regimens for the prevention and treatment of a variety of common acute and chronic diseases. Addresses pharmacogenetics, legal/ethical and prescribing implications, patient education, and monitoring for drug interactions, drug overuse/abuse and adherence to therapy.
Requisites: NURS 845. (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 851 - Adv Health Assessment for Primary Care
Advanced demonstration of history and physical examination competencies for advanced practice nursing. Emphasis is on a systematic approach to assist the student in acquiring relevant and pertinent data leading to logical diagnosis of pathologic conditions or for the initiation of health promotion activities across the lifespan. Includes 120 practicum hours.
Requisites: NURS 845, NURS 848. (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 857 - Primary Health Care I
Analysis of concepts such as protection, maturation, nourishment, and procreation within the frameworks of family and community across the lifespan for family nurse practitioner students. Emphasis is on culturally competent advanced assessment, evaluation, and nurse practitioner care for children from the neonate to the adolescent; clinical assessment and management of women’s health including sexual and reproductive health.
Requisites: NURS 845, NURS 848, NURS 851 (Required, Previous). | NURS 865 (Required, Concurrent).
Credits: 3 cr
|
| |
-
NURS 860 - Primary Health Care II
Integration of concepts that reflect health concerns for clients across the lifespan such as pain chronicity trauma and healing are studied within the framework of families and communities for family nurse practitioner students. Emphasis is on culturally competent advanced assessment and clinical rationale for interventions for families, adults and elders related to health maintenance and restoration.
Requisites: NURS 857. (Required, Previous).
Credits: 3 cr
|
| |
-
NURS 863 - Primary Health Care III
Implementation of clinical prevention and health activities central to achieving the national goal of improving health status of the population of the U.S. for family nurse practitioner students. Emphasis is on leadership to integrate evidence-based clinical prevention and population health services for diverse individuals, aggregates and populations across the lifespan.
Requisites: NURS 860. (Required, Previous). | NURS 865 concurrent. (Required, Concurrent).
Credits: 3 cr
|
| |
-
NURS 865 - FNP Practicum
Demonstration of culturally sensitive quality patient-centered care for individuals and families across the lifespan through the synthesis of theory and research in advanced practice nursing. Emphasis is on the provision of evidence-based care within the context of rapidly expanding knowledge and the changing healthcare environment. Addresses the uniqueness of the rural community. Each 1 credit equals 60 practicum hours toward the total of 600 practicum hours.
Requisites: NURS 851. (Required, Previous).
Credits: 2-4 cr
|
| |
-
NURS 870 - DNP Immersion
Completion of the DNP clinical practice project through role transformation immersion as a doctorally prepared nurse practitioner. Students will finalize and disseminate the scholarly project while providing leadership in the agency in collaboration with the clinical change project faculty advisor and agency mentor. Immersion equals 180 practicum hours.
Requisites: NURS 842 (Required, Previous).
Credits: 3 cr
|
| |
-
OT 500 - Critical Inquiry I
This course will address evidence-based practice concepts and methods and the implications for occupational therapy practice and research. Applied statistical tools, data collection and data analysis techniques will be studied relative to quantitative and qualitative research. Appropriate computerized data analysis software programs will be introduced and applied. The student will develop a research proposal.
Credits: 3 cr
|
| |
-
OT 510 - Occupational Assess Neurological Cond
The occupational therapy role in the assessment of occupational performance strengths and deficits in the presence of neurological and degenerative disorders and trauma is presented.
Requisites: OT 515 (Required, Concurrent).
Credits: 3 cr
|
| |
-
OT 515 - Occ Adaptation for Neurologic Conditions
Occupational therapy management of, in collaboration with, clients experiencing neurologic dysfunction is explored. Contemporary theories and concepts, including rehabilitation, neuro-rehabilitation, and neuro-occupation approaches and foundations will be presented with emphasis on remediation and adapting to occupational performance limitations.
Requisites: OT 510 (Required, Concurrent).
Credits: 3 cr
|
| |
-
OT 520 - Occ Assessment for Orthopedic Conditions
The overall assessment and specific evaluative procedures related to orthopedic and musculoskeletal conditions of the upper extremity and axial skeleton are presented. Emphasis is on the role of occupational therapy in the assessment of occupational performance deficits secondary to trauma and work-related injuries. Functional capacity and work-site analysis are included.
Credits: 3 cr
|
| |
-
OT 525 - Occ Adaptation for Orthopedic Conditions
Occupational therapy intervention and management of, in collaboration with, clients experiencing disability of the hand, upper extremity and axial skeleton is explored.
Credits: 3 cr
|
| |
-
OT 528 - Lvl 1 Fieldwork for Physical Conditions
The seminar introduces fieldwork policies, procedures, and documentation methods and promotes concepts of professional behavior and communication. It also provides the opportunity to experience current professional roles, the occupational therapy process, and standards of practice.
Requisites: OT 520, OT 525 or instructor permission. (Required, Concurrent).
Credits: 3 cr
|
| |
-
OT 530 - Occ Assessment Across the Lifespan
The assessment of occupational performance strength and deficits throughout the lifespan is introduced. Formal and informal assessment methods will be presented. Age and stage specific factors affecting the assessment process will be identified.
Requisites: OT 535 (Required, Concurrent).
Credits: 3 cr
|
| |
-
OT 535 - Occ Adaptation Across the Lifespan
The occupational therapy role in facilitating occupational performance and adaptation to disabling conditions throughout the lifespan is presented. Emphasis will be placed on the pediatric and geriatric populations. Pre-clinical experiences will be included throughout the course requiring multiple visits to community settings.
Requisites: OT 530 (Required, Concurrent).
Credits: 3 cr
|
| |
-
OT 540 - Occ Assessment for Psychosocial Cond
Occupational therapy assessment of psychiatric, developmental, and psychosocial conditions are presented. Emphasis is on the role of the occupational therapist in the use of formal and informal assessment measures of occupational performance strengths and deficits with these populations.
Requisites: OT 545 (Required, Concurrent).
Credits: 3 cr
|
| |
-
OT 545 - Occ Adaptation Psychosocial Conditions
Occupational therapy interventions for psychiatric, developmental, and psychosocial disabilities are presented. Emphasis is on the role of the occupational therapist in the collaborative treatment of occupational performance deficits with these populations. Contemporary theoretical approaches will be identified with a particular focus on community based intervention methods.
Requisites: OT 540 (Required, Concurrent).
Credits: 3 cr
|
| |
-
OT 548 - Lvl 1 Fieldwork Psychosocial Cond
Level 1 Fieldwork will allow the student to experience the varied occupational therapy roles and opportunities for intervention within clinical and community settings for clients experiencing psychiatric, developmental, and psychosocial conditions. Seminar emphasis will be placed on identifying clinical-based research opportunities.
Requisites: OT 540, OT 545 or instructor permission. (Required, Concurrent).
Credits: 3 cr
|
| |
-
OT 550 - Research Project Development
Students will be provided with input and guidance in the preparation of capstone research projects proposed in OT 500. Students will complete all paperwork required for submission of research projects to the SVSU Institutional Review Board (IRB). Students will also be expected to develop detailed plans for implementation of proposed research projects including obtaining funding/materials required for project, implementation and development of research/intervention protocols as appropriate.
Requisites: OT 500. (Required, Previous).
Credits: 1 cr
|
| |
-
OT 570 - Advanced Internship
Two to three months of supervised practice in a specialty or emerging area of occupational therapy.
Requisites: OT 670, OT 675 (Required, Previous).
Credits: 1-5 cr
|
| |
-
OT 590 - Selected Topics in Occupational Therapy
One semester of a supervised or independent study in a specialty or emerging area of practice.
Credits: 1-5 cr
|
| |
-
OT 600 - Critical Inquiry II
This course is a continuation of OT 500 . Provided IRB approval, the research proposals developed in OT 500 will be implemented in this course. Emphasis is placed on the first hand experience of the research process (e.g. recruitment of participants, data collection and data analysis, manuscript writing, etc.). A scholarly written research manuscript is required at the end of the course.
Requisites: OT 550 (Required, Previous).
Credits: 3 cr
|
| |
-
OT 610 - Community Integration
This course explores the interrelationship of occupation, community and constructing meaning within the context of illness, disability and wellness. Students will analyze concepts of meaning, purpose, occupational patterns and performance and occupational choices as they occur within the community.
Credits: 3 cr
|
| |
-
OT 615 - Educational Process in OT
The philosophical foundations of learning and their relationship to occupational therapy theoretical principles are examined. Major approaches to teaching are discussed and implications for occupational therapy practice are sought. Close attention is paid to the educative role of occupational therapy in a variety of settings including clinics, hospitals, community agencies and agencies of higher education.
Credits: 3 cr
|
| |
-
OT 620 - Therapeutic Technologies
The application of therapeutic technologies to promote occupational performance is explored with regard to cognitive augmentation, technology in the classroom and at work, technologies aiding manipulation and control of the environment, seating systems as enablers for therapeutic/assistive/adaptive technologies, technologies enabling mobility, transportation and safety, and sensory aids for visual and auditory impairments. The role of the occupational therapist will be explored in the application of augmentative and alternative communication systems and processes and the provision of home evaluation and modification.
Credits: 3 cr
|
| |
-
OT 630 - Occupational Therapy Leadership
Contemporary management systems and models and leadership theories are presented within the context of occupational therapy practice. Students will also identify models of systems change appropriate for application to occupational therapy.
Credits: 3 cr
|
| |
-
OT 635 - Professional Issues in OT
Students will engage in an evaluation of the environmental, political, sociological practice and policy issues currently affecting the delivery of occupational therapy services. Students will explore solutions and develop strategies for systems change from the local to the global level of professional service. The ethical dimensions and values inherent within professional organizations, associations and professional relationships are included.
Credits: 3 cr
|
| |
-
OT 650 - Graduate Research Project
Guidance is provided in the completion of the capstone research project, as well as dissemination of research findings in appropriate venues.
Requisites: OT 600. (Required, Previous).
Credits: 3 cr
|
| |
-
OT 660 - Professional Role Transitions
Students will reflect on their occupational therapy education through development of a professional portfolio. Successful completion of a comprehensive examination is also mandated within this course. Level II fieldwork policies, procedures and expectations will be presented.
Requisites: OT 528, OT 548 (Required, Previous).
Credits: 3 cr
|
| |
-
OT 670 - Level II Fieldwork Physical
Students engage in a 12-week full-time internship emphasizing treatment of individuals experiencing physical and/or orthopedic disabilities. Students will assume management and treatment responsibilities for an assigned caseload of clients of varying ages and diagnoses under the supervision of an occupational therapist.
Requisites: Enrolled in MSOT program. (Required, Previous).
Credits: 5 cr
|
| |
-
OT 675 - Level II Fieldwork Psychosocial
Students engage in a 12-week full-time internship emphasizing community based service models. Under the supervision of an occupational therapist the student will assume responsibilities in the assessment and management of clients. Research and/or the administration of occupational therapy services may also be expected.
Requisites: Enrolled in MSOT program. (Required, Previous).
Credits: 5 cr
|
| |
-
PHYS 502 - Developments in Modern Physics
Recent developments and latest discoveries in modern physics specially designed for physics teaching majors. (3-0)
Requisites: PHYS 309 (Required, Previous).
Credits: 3 cr
|
| |
-
PHYS 510 - Selected Topics in Physics
Topics selected to enhance the background of Physics teachers; offered on demand. Credit allowed for the particular course offered will be set by the department.
Credits: 3-5 cr
Notes: May be taken more than once.
|
| |
-
PHYS 541 - Physics for Elem & Sec Teacher
Selected topics in classroom demonstrations, laboratory exercises and recent developments in physics.
Credits: 1-3 cr
Notes: Not applicable to the MAT academic major with a concentration in physics.
|
| |
-
PHYS 550 - Experimental Physics
Provides practical experience in laboratory preparation, presentation and evaluation. The development of new experiments will be encouraged.
Credits: 3 cr
|
| |
-
PHYS 551 - Advanced Selected Topics
Course content will vary to reflect the instructor’s current interest.
Requisites: Instructor permission. (Required, Previous).
Credits: 1-4 cr
|
| |
-
PHYS 570 - Research in Physics
Students will work directly with a faculty member on an original research project.
Credits: 2-5 cr
|
| |
-
PHYS 590 - Graduate Seminar: Science in Society
Interdisciplinary seminar on the interaction of science, technology and society.
Credits: 3 cr
Notes: This course is required of all students in this program.
|
| |
-
PS 225! - Statistics
Introductory, communication-intensive, statistical methodology course. Methods covered include descriptive statistics, Chi square, t-tests, anova correlations and regression. The course is intended to enhance the ability to understand and manipulate numerical data, and the ability to respond to arguments and positions based on numbers and statistics.
Requisites: MATH 082, ENGL 111. (Required, Previous).
Credits: 4 cr
Notes: Satisfactory completion of this course meets the statistics prerequisite for the MAS.
|
| |
-
PSYC 299 - Statistics
Methods of descriptive and inferential statistics as applied to psychology. Measures of central tendency and variability, graphic presentation of data, T-test, chi-square, analysis of variance and correlation.
Requisites: MATH 103, PSYC 100 (Required, Previous). | PSYC 202 (for PSYC majors) (Required, Previous or concurrent).
Credits: 4 cr
|
| |
-
PSYC 310 - Child Psychology
The development of human behavior and the factors that underlie that development. The course will cover the entire period of childhood with emphasis on behavior during the prenatal and infant periods, preschool years and school years up to puberty. Among topics treated are perception, emotion, language, intelligence, social behavior, and thinking.
Requisites: PSYC 100. (Required, Previous).
Credits: 3 cr
|
| |
-
PSYC 313 - Child Development in Education
This course will introduce students to fundamental theories and principles of child psychology and explore their applications to educational contexts. To prepare students to be critical consumers of research, the course will focus on research methods in developmental and educational psychology. Course topics will include genome-environment interactions and prenatal development as foundations for later development. Physical, cognitive, and social/emotional development from birth to age 12 will be covered in the context of educational applications. Students will also learn to use and interpret psychological and educational assessments.
Requisites: PSYC 100. (Required, Previous).
Credits: 4 cr
|
| |
-
PSYC 315 - Adolescent Psychology
This course will introduce the student to the personality dynamics involved in the developmental phenomena of the teen years and with significance of adolescence in the total life span. The physical, emotional, intellectual, educational, vocational, social and sexual areas of the adolescent’s life are evaluated in light of recent experimental studies and of clinical experience. Special attention is paid to the impact of 20th century American culture and society on individual development, drawing on anthropological and sociological research for comparative data.
Requisites: PSYC 100. (Required, Previous).
Credits: 3 cr
|
| |
-
PSYC 320 - Psychology of Learning
An examination of the principles of conditioning, trial and error learning, problem-solving, conceptual learning, retention and forgetting.
Requisites: PSYC 100 or instructor permission. (Required, Previous).
Credits: 3 cr
|
| |
-
PSYC 374 - Psych Disorders Childhood & Adolescence
Consideration of childhood and adolescent psychological disorders and their development. Major emphases are the relationship of psychological disorders to psychological development, and to subsequent adult disorders.
Requisites: PSYC 100, PSYC 210 or PSYC 410, or both PSYC 310 and PSYC 315, or both PSYC 311 and PSYC 315 (Required, Previous). | Psyc 370, Psyc 372 (Recommended, Previous).
Credits: 3 cr
|
| |
-
RPW 520 - Writing in Scientific & Tech Contexts
Principles, strategies and practices for communicating technical and scientific information for professional and scholarly purposes. Topics include recasting content for different audiences (e.g., professional, public); complying with document standards (e.g., IEEE, ASME, ISO); establishing and maintaining professional authority; and understanding and accepting professional responsibility. Special emphases on reports, proposals, descriptions, and correspondence.
Credits: 3 cr
|
| |
-
SOC 555 - Special Topics in Sociology
Advanced in-depth study of special areas within the field of sociology and/or the application of sociological perspectives to other areas and disciplines. Special topics will be chosen on the basis of their timely or topical nature.
Requisites: Instructor permission. (Required, Previous).
Credits: 1-4 cr
|
| |
-
SOC 650 - Cross-Cultural Relations
Study of selected aspects of world politics, cultures, and subcultures. Analysis and exploration of cultural differences and their effects upon interpersonal and organizational communication and interaction. Especially useful for international business students and for those dealing with various subcultures within one society.
Credits: 3 cr
|
| |
-
TCFL 501 - Introduction to U. S. Culture, Language and the Educational System
Provides an in-depth understanding and first-hand experience of the U.S. environment, from which future clients are likely to originate. Students will explore the various aspects of diversity, including language diversity within the U.S., as well as commonalities found in the American experience. Particular attention will be given to attitudes toward language and education found in the U.S.
Requisites: TCFL 502 and TCFL 503 (Required, Concurrent).
Credits: 3 cr
|
| |
-
TCFL 502 - Syntactic Structures and Rhetorical Patterns of Chinese
Introduces the basic concepts and approaches to the study of Chinese syntax and rhetoric, with an emphasis on a pedagogical approach designed to introduce and teach this material as a foreign language.
Requisites: TCFL 501 and TCFL 503 (Required, Concurrent).
Credits: 3 cr
|
| |
-
TCFL 503 - Semantic and Pragmatic Aspects of Chinese
Aims to systematically introduce the basic concepts, theories, research methods and major findings in Chinese semantic and pragmatic studies, and endeavors to illustrate the applied potentials of such studies. Also expounded are the relationships between form and function, meaning and use, and language and cognition.
Requisites: TCFL 501 and TCFL 502 (Required, Concurrent).
Credits: 3 cr
|
| |
-
TCFL 504 - Instructional Methodology, Assessment, and Environments for Language Learning
Students will learn about methods of instruction, including grouping strategies and differentiated instruction for different types of adult learners. Emphasis in methodology will be on task-based and content-based learning. Assessment will include the basic concepts and issues of assessment, the variety of assessments, and the appropriate use of assessments according to the learning environment, desired outcomes, and clientele. TCFL candidates must be especially prepared to carry out performance, task-based assessments.
Requisites: TCFL 501, TCFL 502 and TCFL 503. (Required, Previous). | TCFL 505 and TCFL 506 (Required, Concurrent).
Credits: 3 cr
|
| |
-
TCFL 505 - Cross-Cultural Communications for Teaching Chinese as a Foreign Language
Provides a general introduction to key theories in the field of intercultural communication, and applications for Chinese instructors working at the focal point of international encounters, which is indispensable for students wishing to work in intercultural environments. Specific focus on sociolinguistic issues which may interfere with language teaching and learning.
Requisites: TCFL 501, TCFL 502 and TCFL 503. (Required, Previous). | TCFL 504 and TCFL 506 (Required, Concurrent).
Credits: 3 cr
|
| |
-
TCFL 506 - Contrastive Analysis and Error Analysis
Aims to produce students who understand the factors involved in communication across two languages; who have an awareness of the different levels of meaning in a text; who can use this awareness to evaluate both source texts and their own translations; who have an awareness of basic issues concerning translation as a profession; and who know something of recent information technology resources for translators. It will also assist students to examine texts and analyze the linguistic and socio-linguistic issues underlying communication.
Requisites: TCFL 501, TCFL 502 and TCFL 503. (Required, Previous). | TCFL 504 and TCFL 505 (Required, Concurrent).
Credits: 3 cr
|
| |
-
TCFL 601 - Second Language Acquisition and Foreign Language Learning
Provides an overview of the current theoretical and practical issues about second language acquisition from an interdisciplinary perspective, drawing on work in theoretical linguistics, psycholinguistics, neurolinguistics, cognitive science, and sociolinguistics. Special attention will be paid to the implications of research in these fields and their application in language teaching.
Requisites: TCFL 501, TCFL 502, TCFL 503, TCFL 504, TCFL 505 and TCFL 506. (Required, Previous). | TCFL 602 (Required, Concurrent).
Credits: 3 cr
|
| |
-
TCFL 602 - Teaching Chinese as a Foreign Language Through Literature
Introduces prospective Chinese-language teachers to the use of literary texts in the teaching of Chinese as a foreign language. Provides an introduction to Chinese literature from a Western perspective; namely, basic issues and approaches that form the foundation for the reading of Chinese literature in Western countries. Provides the foundation for an exploration of how literature fits into the Chinese language pedagogy; covers a variety of specific topics demonstrating how literature can be used as a pedagogical supplement in the teaching of both written and spoken Chinese. Students will be asked to carry out independent projects modeling the use of literature in pedagogy.
Requisites: TCFL 501, TCFL 502, TCFL 503, TCFL 504, TCFL 505 and TCFL 506. (Required, Previous). | TCFL 601 (Required, Concurrent).
Credits: 2 cr
|
| |
-
TCFL 603 - Professional English for Foreign Language Teaching
Designed to familiarize students with the varieties of language used in U.S. workplace environments. This applied language course explores pedagogical issues which are most likely to interfere with or promote the successful learning of Chinese, such as the acquisition of Chinese orthography, understanding and speaking a tonal language, and the availability of mobile electronic devices for language practice. Students will split their hours between formal classroom instruction/ discussion and workplace settings.
Requisites: TCFL 501, TCFL 502, TCFL 503, TCFL 504, TCFL 505, TCFL 506, TCFL 601 and TCFL 602. (Required, Previous). | TCFL 604 and TCFL 605 (Required, Concurrent).
Credits: 4 cr
|
| |
-
TCFL 604 - Teaching Chinese for Specific Purposes
Focuses on the teaching, learning and use of Chinese for academic and occupational purposes, with special attention paid to business and education. Chinese is now one of the most widely used languages for international communication in the areas of business and education. Consequently many TCFL teachers are required to teach Chinese to adults either preparing for university study or work-related purposes. This course targets key topics in this area such as needs analysis, materials design and evaluation, genre analysis, and academic writing.
Requisites: TCFL 501, TCFL 502, TCFL 503, TCFL 504, TCFL 505, TCFL 506, TCFL 601 and TCFL 602. (Required, Previous). | TCFL 603 and TCFL 605 (Required, Concurrent).
Credits: 3 cr
|
| |
-
TCFL 605 - Chinese Language Instructional Design and Technology
Offers a general introduction to the diverse uses and applications of media and available materials for the teaching of Chinese to foreign learners. Provides a systematic overview of contemporary media, which can provide authentic language, history, literary and cultural materials, and illustrations for efficient instruction. Emphasizes electronic media, television, radio, internet and their useful content, as they relate to the teaching of Chinese pronunciation, writing system, listening comprehension, writing, grammar, and culture.
Requisites: TCFL 501, TCFL 502, TCFL 503, TCFL 504, TCFL 505, TCFL 506, TCFL 601 and TCFL 602. (Required, Previous). | TCFL 603 and TCFL 604 (Required, Concurrent).
Credits: 3 cr
|
| |
-
TCFL 606 - Workplace Language Practicum
As a culminating/ capstone course, students will teach Chinese to U.S. volunteers in various settings. Students will meet with their faculty supervisor on a regular basis. Students will review teaching methodology with the instructor, who will conduct on-site evaluation visits. Self-, client-, and faculty advisor-evaluations will be central to the overall evaluation of the student.
Requisites: TCFL 501, TCFL 502, TCFL 503 TCFL 504, TCFL 505, TCFL 506, TCFL 601, TCFL 602, TCFL 603, TCFL 604 and TCFL 605. (Required, Previous).
Credits: 3 cr
|
| |
-
TE 311 - Developmental Reading K-8
This course is designed to facilitate the teacher candidate’s ability to demonstrate and apply the knowledge, skills, and dispositions necessary to help all K-8 students learn to read. The focus is on the teaching of developmental reading. During this course, teacher candidates are introduced to informal assessment techniques, and a variety of strategies for meeting the needs of diverse learners. There is both a theoretical and practical application to this class.
Requisites: Admitted to the Teacher Education Program (Required, Previous).
Credits: 4 cr
Notes: This course is for special education candidates only.
Fieldwork required.
|
| |
-
TE 430 - Introduction to Special Education
This course is a foundation course for all special education endorsement programs and it focuses on understanding different disabilities, as well as individuals identified as gifted. Family involvement, theoretical approaches to special education, special education law, procedures for assessment and identification of disabilities, and the Individualized Educational Program (IEP) process are also addressed. The course examines the various systems for delivering educational services that may include inclusion and continuum of services to meet the unique needs of each youth.
Note: Fieldwork required.
Credits: 3 cr
|
| |
-
TE 431 - Intro to Emotional/Behavioral Impairment
This course provides a basis for understanding the theoretical, legal and historical perspectives of emotional/behavioral impairments. The contributing factors, characteristics and intervention and instructional strategies are examined in light of these perspectives. Fieldwork required.
Requisites: TE 430 or instructor permission. (Required, Previous).
Credits: 3 cr
|
| |
-
TE 432 - Introduction to Learning Disabilities
This course provides an examination of the history, definition and etiology of learning disabilities. It will address the characteristics of students who have learning disabilities, methods of identification, instruction, programming and current issues related to each of these topics. Fieldwork required.
Requisites: TE 430 or instructor permission. (Required, Previous).
Credits: 3 cr
|
| |
-
TE 433 - Introduction to Cognitive Impairments
Throughout this course candidates will have the opportunity to become knowledgeable about working with students who are considered to have a cognitive impairment. The course will examine the history, definitions, and etiology of cognitive impairments. Characteristics associated with cognitive impairments, methods of identification, instruction, programming and current issues related to each of these areas will be addressed.
Requisites: TE 430 or instructor permission. (Required, Previous).
Credits: 3 cr
Notes: Fieldwork required.
|
| |
-
TE 434 - Introduction to Autism Spectrum Disorder
This course provides a basis for understanding the theoretical, legal and historical perspectives of ASD. It addresses the characteristics of ASD students, methods of identification, instruction, programming, and current issues related to these topics. Fieldwork required.
Requisites: TE 430 or instructor permission. (Required, Previous).
Credits: 3 cr
|
| |
-
TE 445 - Seminar Special Education
A seminar related to the students’ directed teaching experience in the Special Education classroom. Designed to enhance skills and abilities in classroom management, instruction, curriculum, and teaching style. Emphasis will be given to student advocacy, responsibility, and ethical professional behavior. Provides a discussion forum for experiences during the student teaching experience.
NOTE: This seminar is for an initial special education endorsement.
Requisites: Completion of all other professional studies courses, and instructor permission (Required, Previous). | TE 460 (Required, Concurrent).
Credits: 2 cr
|
| |
-
TE 460 - Student Teaching - Special Education
Student Teaching and the Seminar are integrated and blocked together in order to combine the practice of teaching with frequent opportunities to reflect critically and analytically on teaching and learning. Specifically, Student Teaching and the Practicum involve full-time teaching and involvement in a classroom gaining experience with the curricular and extra-curricular programs of the school. The Seminar is directly related to the candidates’ classroom experiences and is designed to further practical understanding and knowledge about content, learners, and context; to help refine strategies for effective classroom management and curriculum design; and to support the continuous development of the candidates’ own teaching style through deliberate reflection about teaching and learning in the context of the school.
NOTE: This course is for an initial special education endorsement.
Requisites: Completion of all other professional studies courses, and instructor permission. (Required, Previous). | TE 445 (Required, Concurrent).
Credits: 6 cr
|
| |
-
TE 501 - The Teaching Relationship
Thoughts and techniques from existential, humanistic and reality theories will be discussed and practiced. Special attention will be given to the use of these theories to upgrade the teacher-student interaction.
Credits: 3 cr
|
| |
-
TE 503 - Educ Implications of Behavioral & PDD
This course will address the unique characteristics, etiology, development, relationship to normal development, and medical and familial issues related to behavioral and pervasive developmental disorders and the educational implications of these unique conditions.
Requisites: TE 430. (Required, Previous).
Credits: 3 cr
|
| |
-
TE 505 - Educational Learning Theory
An overview of the major theories and principles of human learning. Implications of these theories and principles to curriculum planning, teaching and learning strategies and the design of the learning environment are emphasized.
Credits: 3 cr
|
| |
-
TE 508 - Special Methods in Content Area
An advanced course in the methodology of various academic disciplines. The specific content area will be indicated in the course title as included in the class schedule and will change from semester to semester. The course will concentrate on the relationship between the ways in which knowledge is generated and organized in a subject and the appropriate methodology for teaching the subject.
Credits: 3 cr
|
| |
-
TE 509 - Special Topics in Teacher Education
Check current course schedule for specific course titles.
Credits: 1-6 cr
|
| |
-
TE 510 - Methods in Elementary Reading Instruction
This course surveys the components of a developmental reading and writing program with some attention paid to content area instruction. Current practices and problems also are addressed as well as informal assessment technique materials.
Note: This course is for certified teachers only.
Note: No fieldwork required.
Credits: 3 cr
|
| |
-
TE 511 - Advanced Study in Children’s Literature
For experienced teachers. Discussion and evaluation of current research related to children’s literature and juvenile books. An in-depth study in one area is required.
Credits: 3 cr
|
| |
-
TE 516 - Classroom Management Techniques for Effective Instruction
This course focuses on the varied components of effective classroom management including understanding the basic psychological needs of P-12+ students and relationships (e.g., teacher-student, peer-peers, teacher-parent). Engaging instructional techniques and their proactive implementation in creating a safe and secure learning environment are emphasized. Group arrangements, grouping for instruction and special whole and small group discussion techniques are examined. In addition, application of management theories will be discussed as applicable to all curriculum content areas. Group discussion forums involve suggestions for dealing with disruptive behavior and the development of individual behavior plans. Special education language is presented throughout the course, specifically dealing with the Individuals with Disabilities Act (IDEA) requirements, examination of School-Wide Positive Behavior Intervention & Supports, Response to Intervention, and Functional Behavior Assessments.
Note: No fieldwork required.
Requisites: Admission to the teacher education program or graduate status. (Required, Previous or concurrent).
Credits: 3 cr
|
| |
-
TE 518 - Teaching Lang Arts in Elementary School
An overview of language acquisition including writing, speaking, listening, viewing, visually, representing, spelling and handwriting. The influence that human growth and development have on these communication skills is also explored.
Credits: 3 cr
|
| |
-
TE 519 - Meeting Individual Needs in Reading
This course is primarily designed to focus on the methods of individualizing instruction to meet the diverse needs of readers and writers with in the social context of the classroom. Students will have opportunities to reflect upon the current research and theories regarding effective literacy instruction. Utilizing this knowledge, they then will make decisions which will allow them to develop plans, materials, and activities that will best fit the interactive needs of their students and themselves.
Credits: 3 cr
|
| |
-
TE 524 - Teaching Writing
A study of teaching writing in the K-12 classroom setting. Students explore developmental trends in writing; techniques for assessment; organizational frameworks for instruction; critical features of varied genres; and processes and strategies involved in composing, revising, and editing using varied modalities and technologies.
Credits: 3 cr
|
| |
-
TE 525 - Leadership in Literacy
This course focuses on literacy leadership and its applications for teachers and reading specialists. Students examine theories and research related to school improvement; coaching pedagogy; tools and resources for promoting effective literacy instruction at the school, district, and state levels; and techniques for assessing, monitoring, and supporting school/program/district progress in literacy.
Requisites: TE 510 (Required, Previous).
Credits: 3 cr
|
| |
-
TE 527 - Storytelling in the Reading Program
Focus is on how to tell stories, how to select stories for telling, how to evaluate stories and how to evaluate a story- teller’s performance. Students will practice their storytelling in field experiences. Also focused on how storytelling can be used to teach and promote reading.
Credits: 3 cr
|
| |
-
TE 528 - Historical Fiction/Biography/Non-Fiction
This course focuses on the tenets of social studies education in relation to the exploration of historical fiction/biography/non-fiction. Specific study of literature units and literary responses as they relate to classroom practices in the field of social studies will be the major emphasis. Current research and literature will be examined.
Credits: 3 cr
|
| |
-
TE 529 - New Directions in Mathematics
Teachers examine the relationships between appropriate methods for teaching mathematics and the ways in which mathematical knowledge is generated and organized. An emphasis will be placed on current research in mathematics education with attention to national and state standards related to curriculum, pedagogy and assessment.
Credits: 3 cr
|
| |
-
TE 530 - New Directions in Science
Focuses on the current international, national and state research in science education. Teachers will study the curriculum activities across the nation and develop a conceptual change and integrated unit using misconceptions, conceptual maps, and central questions.
Credits: 3 cr
|
| |
-
TE 531 - Elementary Math Curricula
Teachers will examine the influence of a number of factors. These factors will include the nature of mathematical tasks, the teacher’s role, the social culture of the classroom, mathematical tools for learning, equity and accessibility in mathematics, curriculum activities and materials in light of current international and national research in mathematics education.
Credits: 3 cr
|
| |
-
TE 532 - Assessment & Planning in Special Education
This foundation course is designed to assist candidates in all special education endorsement programs by further developing the knowledge and skills necessary to: participate in educational-related evaluations; select and use appropriate assessments; accurately interpret assessment results; and develop instructional plans that address individual student needs. Candidates will have hands-on experiences with multiple methods of formal and informal assessments and data sources to inform educational decisions. Learner development and differences, general and specialized curricula, test bias and limitations, and collaboration will be explored.
Requisites: TE 430 and TE 432, or TE 430 and TE 433, or TE 430 and TE 434 . (Required, Previous).
Credits: 3 cr
|
| |
-
TE 535 - Collaboration and Consultation in Education
This course stresses the knowledge and skills necessary for special education educators to: become effective advocates for students who have disabilities; consult with parents, family members and professionals; and become an effective team member in planning and implementing effective educational programming. Building upon knowledge and skills acquired in previous special education preparation courses, further development of the candidates’ communicative, consultative, interactive and problem-solving skills are emphasized. Self-reflection and continued professional development strategies are also addressed.
Note: No fieldwork required.
Requisites: TE 430 , TE 516 , TE 532 , TE 541 and TE 432 or TE 433 or TE 434
Credits: 3 cr
|
| |
-
TE 536 - Adv Theory & Meth: Emotionally Impaired
Following TE 431, this course focuses on instructional and behavior management skills required to meet the unique needs of students with emotional impairments. In addition, teachers will study practical application of theoretical, concepts, including interagency collaboration, function assessment and planning, and components of an appropriate continuum of services. Field experience is required.
Requisites: TE 430, TE 516, TE 532, TE 541 and TE 431 or TE 432. (Required, Previous).
Credits: 3 cr
|
| |
-
TE 537 - Adv Theory & Prac: Learning Disabilities
Teachers will explore instructional strategies, compensatory methods and accommodations appropriate for learning disabled students in different program options. Appropriate curriculum and materials will be presented.
Requisites: TE 430, TE 432, TE 516, TE 532, TE 541 (Required, Previous).
Credits: 3 cr
Notes: Fieldwork required.
|
| |
-
TE 540 - Teachng Community & State Hist
An introduction to learning strategies appropriate to teaching Michigan and Saginaw Valley history at the elementary and secondary levels. Includes: family history and genealogy, oral history, photo-history, the use of artifacts, the newspaper as a resource, demography and geography, museums and field trips and appropriate literature, music and art.
Credits: 3 cr
|
| |
-
TE 541 - Teaching Students with Mild to Moderate Disabilities: K-12+
With the intent of including youth with disabilities into the general education classroom, curriculum, and community, this course emphasizes the use of assessment results and evidence-based instruction at the elementary through secondary+ levels. In addition, the following areas are addressed: functional academics; life skills; language/communication; and self-determination/social competence. The use of general education and specialized curricula, as well as assistive technology is emphasized.
Requisites: TE 430, TE 516, and TE 432 or TE 433 or TE 434. (Required, Previous). | TE 532 (Required, Previous or concurrent).
Credits: 3 cr
Notes: Fieldwork required.
|
| |
-
TE 542 - Methods Teaching Elem Social Studies
Advanced methods study for graduate students. Traditional organization of social studies curriculum and methods are examined and compared with current local, national and state standards. Traditional and technological classroom resources are gathered. Classroom projects with a social studies focus are developed and presented.
Credits: 3 cr
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
|
Print this Page