COURSE DESCRIPTIONS

Number Title Credits Description
BIOLOGY
BIO 516 General Taxonomy 4 A study of the principles of taxonomy and nomenclature and the use of taxonomic keys to identify the various species of the various divisions of the plant kingdom and the phyla of the animal kingdom. The proper identification of species is absolutely necessary in any environmental study.
BIO 540 Biogeography 3 The study of the influence of climate and soils on the worldwide distribution of vegetation and fauna. Classification schemes for biotic regions will be considered along with historical factors, such as continental drift, the ice ages, migrations, barriers and limits to distribution of species. Major emphasis will be placed on biomes, with some consideration of floristic and faunal regions. Offered on demand.
BIO 542 Heredity and Human Biology 3 The study of genes and the phenotypic expression of traits in humans, including normal traits and heredity abnormalities and diseases. Offered on demand.
BIO 544 Ecology of Coastal Ecosystems 4 The study of interrelationships of the various species of plants and animals of the salt marshes, barrier islands, tidal creeks and intertidal zones on the sea and bay side of the Eastern Shore of Virginia. The identification, population dynamics, and niches of various species of organisms are covered using a variety of methods including their relationships to their physical environment such as salinity, temperature and tidal action. Offered on demand.
BIO 565 Independent Research   (hrs. to be arranged) This course allows a student to design and implement a research project under the direction of a biology faculty member. Credit awarded will be dependent on the scope of the project and the time required for its completion and will be decided upon by the Biology faculty. Interested students should see the chair of the Biology department for details. Special fees may apply. Offered on demand.
BIO 571, 572 Community Ecology I, II 4-8 This course will present a comprehensive introduction to the diverse terrestrial, aquatic, wetland, and intertidal communities of coastal Maine. Lectures, field trips, and lab studies will help students to compare and contrast the biota of these communities and to develop a deeper understanding of how environmental factors affect these communities. Community structure, biodiversity, and physiochemical environments of communities will be examined in detail. Biotas will be identified by using taxonomic keys. Environmental factors will be measured by using a variety of equipment and methods.
BIO 580 Biotechnology 3 This course explores the theories, mechanics, applications and problems associated with modern biotechnology. Students will explore the general theories and techniques used in this field, including gaining hands-on experience with general procedures common to genetic manipulation. Students will also discuss applications of this powerful discipline including practical, legal and ethical issues that surround some of these methods. Additional fees apply. Offered on demand.
BIO 581 Cell and Molecular Biology 3 This course offers an in-depth study of the structure and function of the eukaryotic cell. Topics covered will include the use of genetic information, the production of energy, membrane structure, cell transport, cell signaling, cell division, cell movement and cell-cell interaction. Techniques of cell study and current applications of cell biology research will also be discussed. Offered on demand.
EDUCATION
ED 501 Research in Education 3 An introduction to the fundamental methods, procedures, and materials of educational research. Emphasis will be placed on the basic designs, interpretation and recording of the information, and on the critical consumerism of research in education.
ED 502 Adolescent and Child Psychology 3 A study of the basic concepts of the physical, mental, and personality development of the student from early childhood through adolescence. Special attention will be given to the continuous transaction between the child's biological organism and social-physical environment.
ED 504 Philosophy of Education 3 An examination and evaluation of varying philosophies and their influence on education. The student will have the opportunity to clarify his/her position concerning basic philosophical issues in education.
ED 505 Curriculum Development 3 Study of the principles and processes that govern curriculum planning. Students will examine sociological, philosophical, psychological, and research foundations which impact curriculum development. Special emphasis will be given to the role of the professional staff in the process of curriculum development, assessment of students and programs, evaluation. Students working toward teaching licensure in the M.Ed. program will complete a forty-hour Teaching Assistant Practicum in an accredited school. Grade level selections must be commensurate with the student’s chosen area of teaching licensure and completed concurrently with the course.
ED 506 Instruction in Secondary 6-12/PK-12 Education 3 A course designed to develop effective instructional methods and procedures for classroom management appropriate for teaching in grades 6-12 and in certain PK-12 programs. Prerequisite: Admission to degree candidacy.
ED 508 The Exceptional Student 3 This course is designed to provide an overview of the field of special education and the study of theories, characteristics, and needs of exceptional students. Attention is given to the background and legal aspects of special education, general practices for instructional programming, and individual program evaluation. This course is a specialization and core requirement of the graduate degree programs in Education. The course may be taken as an elective.. Fulfills VDOE Special Education General Curriculum K-12 8 VAC 20-542-480, foundations, characteristics, legal foundations, medical aspects, General Curriculum Coursework, characteristics, and study/application of VDOE Professional Studies Requirements, Special Education 8VAC 20-22-130, Human Growth and Development birth through adolescence.
ED 514 Internship/Seminar in Grades PK-6 6 A course designed to fulfill six semester hours of study by providing study and student teaching field experiences in support of VDOE Elementary Education PreK-6 8VAC20-542-110 endorsement competencies for PK-6 Teaching Licensure; VDOE Professional Studies Requirements Special Education 8 VAC 20-22-130: No. 6 Supervised Classroom Experience: VDOE Special Education General Curriculum K-12 8 VAC 20-542-480, Core Coursework, No. 2 Assessments and Management of Instruction and Behavior, 1-5 and b. 1-9.c.1-4,d; VDOE Special Education General Curriculum coursework No.1 Characteristics a-b; No. 2 IEP program implementation a. 1-3, a-i. The student will be placed in an area public school for the directed teaching experience of 7 weeks and supervised by public school personnel and the university supervisor. Internship placements may include secondary, middle or elementary levels and will be facilitated by the Averett Department of Education. In the internship and other practicum experiences, students gain supervised experience for a minimum of 300 clock hours, at least 150 must be in direct instruction. Internships are completed in classroom experiences with students who have disabilities and the general curriculum PK-12. Students participate in weekly seminar concurrently with the Internship in PK-6. This course is a requirement for teaching licensure in Special Education General Curriculum K-12 and culminates in the baccalaureate and graduate degrees.
ED 515 Internship/Seminar in Special Education 6 A course designed to fulfill six semester hours of study by providing study and student teaching field experiences in support of VDOE Professional Studies Requirements Special Education 8 VDOE 20-22-130; No.6 Supervised Classroom Experiences; VDOE Special Education General Curriculum K-12 8 VAC 20-542-480, Core Coursework No. 2 Assessments and Management of Instruction and Behavior A. 1-5 and b.1-9;c. 1-4;d. VDOE Special Education General Curriculum K-12 8 VAC 20-542-480, General Curriculum coursework No. 1 Characteristics a-b;No.2 IEP program implementation a. 1-3, a-i. Students are placed in area public school for special education directed teaching experience 7 weeks and supervised by public school personnel and university supervisor. Internships may include secondary, middle or elementary levels facilitated by the Dept. of Education. Students gain supervised direct teaching experience with students who have disabilities and within the general curriculum K-12. Students participate in weekly seminars concurrently with the internship. This course is a requirement of teaching licensure in special education general curriculum K-12 and a six semester hour internship culminating in the baccalaureate and graduate degrees.
ED 516 Transition Planning and Services 3 This course provides study and field experiences designed to fulfill VDOE Special Education General Curriculum K-12 8 VAC 20-542-480 Core Coursework: Foundations, Characteristics, Legal and Medical Aspects-a-(1-7) b-;Assessments and management of instruction and behavior a. (105), b (1,7,9) c. (1-4); d. Collaboration a.1.(a-f);c,d,e,f;General Curriculum Coursework: 1-Characteristics a. (1-8) and b. (56,8_; 2-Individualized Education Program Implementation 2a. (3d-e_; 3-Transitioning 1-(a-d); 2-6. Students complete field experiences to include observations in K-12 inclusion settings and site-based interviews with general educators and special educators. Placements will be facilitated by the professor. This course fulfills a three-semester hour requirement leading toward endorsement in Special Education General Curriculum PK-12.
ED 532 Language Development 3 This course will involve exploring theories of how children learn language. Special attention will be given to promoting creative thinking and expression when instruction children of all ability levels. Educators will study effective strategies for facilitating the learning of Standard English by speakers of other languages and dialects as well as understanding the unique needs of students with language differences. Practical application of research information in the school setting will be stressed in various assignments and study.
ED 534 Teaching Reading in the Content Areas 3 The course provides for study and application of literacy to teach all content area courses across the curriculum when applying Virginia Standards of Learning. Topics include development of study and independent reading habits, reading comprehension, vocabulary, written expression, motivation, attitude and self-assessment. Classes will include flexible skill groupings of learners including gifted and talented and those with special needs to accelerate or remediate instruction according to student needs. Technology will be addressed in class discussions and various class activities and assignments. A 10-hour field placement will be required for students not currently working in the classroom.
ED 540 Survey of Reading 3 A study of the development and techniques of the major approaches to the teaching of reading. The student will develop planning strategies for reading at any level and will examine skills, methods, and materials which are appropriate for each reading approach.
ED 542 Diagnoses and Prescriptions for Reading and Learning Difficulties 3 This course is designed for a classroom-reading teacher, a reading specialist, or a special education teacher. The course focuses on planning and organizing, according to eligibility screening, pre-referrals and referrals for the administration and interpretation of a battery of assessments. A variety of formal and informal procedures are studied to help the teacher assess students reading and language preparedness. A variety of instructional strategies are studied; strategies that are appropriate for a wide range of learners and those with a variety of language difficulties. Based on assessment results, teachers write IEP’s that include instructional plans for explicit instruction in assessed areas. Field experiences are included for students in the Masters of Education with Teaching Licensure programs to include Reading Specialization, Special Education-General Curriculum and the M.Ed. with PK-6 teaching licensure. Prerequisities: ED540 or ED534.
ED 544 Practicum in Diagnosis and Prescriptions of Reading Difficulties 3 This is an advanced graduate course to be taken in preparation for the reading specialist program. Formal and informal, and formative and summative assessments will be required in reading and language arts. Educators will interpret assessment results, plan and provide appropriate instruction for two age levels of students-elementary (PK-6 grades) and secondary (grades 6-12) including current practices and materials in remedial strategies. Areas of language proficiency such as the oral language, skills of speaking and listening, especially for working with children of other languages and dialects, and learning Standard English are emphasized. Students, while tutoring, will utilize creative writing projects to foster an appreciation of writing system knowledge and an awareness of its benefits in other academic areas. Students conduct in-depth diagnostic and remedial research and provide professional education in conducting a workshop involving parents, teachers, administrators, and community members on the role of the family in literacy development. Prerequisites: ED 540 or ED 534 and ED 542.
ED 546 Organization and Supervision of Reading Program Development 3 Students will be able to analyze and develop their own organization and supervision skills and styles in management for reading programs utilizing current methods, materials and technology in the classrooms, schools, and school systems. Students will develop their abilities to instruct and advise teachers in the skills necessary to differentiate reading instruction for all levels of students. Class assignments will give students opportunities to demonstrate effective skills for communicating with a range of constituents. A practicum/field experience is included in the course assignments. Prerequisites: ED 540, ED 542, and ED 544. (May be taken simultaneously with ED 544.)
ED 552 Evaluation of Instructional Procedures 3 This course is designed to provide an examination of the role of evaluation in teaching and learning in an educational setting. Students will explore current theories, research and practices in both teaching and evaluation and will give special attention to the relationship between teaching and evaluation in providing optimum educational opportunities for students.
ED 555 Models and Theories of Instructional Strategies I 3 An exploration of the theories underlying instructional strategies appropriate for use in the classroom. Students will examine theories of learning and models of teaching that relate to those theories with focus on Language Arts and History/Social Science. Teaching strategies that have proven successful in a variety of disciplines and with students at various grade levels will be studied, with emphasis on language arts and history/social sciences.
ED 556 Models and Theories of Instructional Strategies II 3 A continuation of the topics begun in ED 555. Students will discover ways of implementing appropriate models of teaching strategies at their respective grade levels and in various disciplines with focus on mathematics and science. Special attention will be given to ways of interrelating curriculum areas in the instructional process, with emphasis on mathematics and science.
ED 569 Classroom Management and Positive Behavioral Supports 3 The purpose of this course is to provide study and field experiences designed to fulfill VDOE Professional Studies requirements, Special Education 8 VAC 20-220130 Classroom and behavior management. Study and application of classroom management and behavior management techniques, individual interventions, techniques that promote emotional well-being, teach and maintain behavioral conduct, skills consistent with norms, standards, and rules of educational environments. Diverse approaches based upon behavioral, cognitive, affective, social and ecological theory and practice. Study and application to fulfill VDOE Special Education General Curriculum VAC 20-5420480 Core Coursework: Foundations, Characteristics, Legal and Medical Aspects a-(2-7) b-(1-3_; Collaboration a. 1. (a-f); c.d.e.f,; and General Curriculum Coursework: 1-Characteristics a.(1-8) and b (5,6,8); 2 Individualized
ED 571 Curriculum and Instruction for Students with Learning Disabilities 3 The purpose of this course is to provide study in the development, implementation and evaluation of programs for students with disabilities, with specific attention to the study of students with learning disabilities, intellectual disabilities and emotional/behavioral disabilities. Study will include foundations of special education and legal requirements, identification and characteristics of students with disabilities, assessment, planning curriculum and differentiated instruction, universal design, response to intervention approaches, adapting curriculum, materials, and instruction, effective research-based practice, adaptive technology, communication/collaboration/teaming, creating learning environments, and classroom management. Students will complete a practicum experience to include observations in K-12 inclusion settings, assisting within inclusion settings, site-based direct instruction of students and class fieldtrips. Placements will be coordinated by the professor. The course fulfills VDOE Professional Studies Requirements Special Education 8VAV 20-22-130 and 8VAC20-542-480 Special Education General Curriculum PK-12 requirements.
ED 573 Practicum in Special Education 3 This course is designed to provide a capstone field experience in special education. Students will receive 8 weeks of supervised field experience while working with students with disabilities in an instructional setting. Emphasis is placed upon the role of the teacher when collaborating with school personnel and families, providing instruction, and evaluation of Individualized Education Programs. Students must concurrently enroll in ED 576, Collaboration in General and Special Education. Corequisite: Completion of 27 semester hours.
ED 576 Collaboration in General and Special Education 3 This course is designed to assist teachers and other personnel to develop consultative/collaborative skills to communicate effectively with students, families, and professionals. This course is to be taken concurrently with ED 573, Practicum in Special Education. Corequisite: Completion of 27 semester hours.
ED 579 Assessment of Learning   Study and field experiences designed to fulfill VDOE Special Education General Curriculum K-12 8 VAC 20-542-480 Core coursework: Assessments and management of instruction and behavior, general curriculum coursework, characteristics, IEP implementation, transitioning, student and field experiences to fulfill VDOE Professional Studies requirements, Special Education VAC 20-22-130 Curriculum and Instructional Procedures. Field experiences focus upon assessment of learning and behavior. Prerequisite: A minimum of one course in the Special Education General Curriculum sequence.
ED 575 Secondary 6-12/PK-12 Curriculum 2 A course designed to cover the general structure of the secondary school, curricular design, the process of curricular change, and trends and innovations in the student's intended teaching area. Study of modifications of instruction/curriculum for special student populations, including the gifted and disabled. Evaluation of secondary - Assistant: Secondary Education 6-12/PK-12.
ED 578 Teaching Assistant: Secondary Education 6-12/PK-12 Education 1 A field experience designed to acquaint prospective secondary teachers with the day-to-day realities of teaching as they observe students and their behavior patterns in both structured and non-structured settings, become acquainted with the diverse levels of achievement within the classroom, learn to evaluate curricular materials and resources, and gain practical experience by assuming a variety of teacher roles. The student will gain practice in instructing the total class, the small group, and the individual during the 40-hour placement in a secondary school (6-12). Attention given to observational, audiovisual, and instruction skills needed in the placement. Corequisite: ED 575 Graded on Pass/Fail.
ED 586 Autism Spectrum Disorders: Behavior Modification 3 This course is designed to address the principles and procedures of behavior modification and their use with individuals with Autism. Students learn and practice skills of observing, recording, and graphing behavior and behavior changes. In addition, the factors that influence behavior and the components of behavior analysis (antecedents, behavior, and consequences) will be studied and applied. Students will plan an understanding of how to evaluate the effectiveness of a behavior plan and how such a plan should be implemented. Graduate research component included.
ED 587 Autism Spectrum Disorders: Curriculum and Program Management 3 This course is designed to address curriculum and program development for children with Autism Spectrum Disorder. Students learn and practice administering the PEP-ABLLS-R, and theADOS to students with ASD. Students develop an appropriate program based on information obtained through the previously designated instruments. Students have the opportunity to observe and engage students with ASD in at least two settings. Students demonstrate cumulative skills and knowledge throughout the three courses (ED 597, ED 586, and ED 587) and in the graduate research component.
ED 588 Directed Teaching/Seminar in Grades PK-6 12 This is the culminating student teaching internship for those seeking licensure in grades PK-6. Admission to Directed Teaching includes successfully completing all degree requirements for licensure prior to student teaching. Graduate students must have a cumulative grade point average of 3.0 in all work prior to enrolling in the directed teaching course. Additionally, prior to enrolling in this course the student must have achieved a passing score on all examinations required for teaching licensure by the Virginia Department of Education (currently Praxis I, II, VCLA and, for PK-6 and Special Education, the RVE). For each area of teaching licensure sought, the student will, in the directed teaching experience and/or other practicums, gain supervised experience in two settings for two different school divisions for a minimum of 300 clock hours, at least half of which must be in direct instruction. Weekly seminar sessions are held concurrently as part of the professional semester. Refer to the Student Teaching Handbook for the Department of Education guidelines and requirements for student teachers. Graded on Pass/Fail.
ED 589 Directed Teaching/Seminar in Secondary 6-12/PK-12 Education 12 This is the culminating student teaching internship for those seeking teaching licensure in grades -12 or PK-12. Admission to Directed Teaching includes successfully completing all degree requirements for licensure prior to student teaching. Graduate students must have a cumulative grade point average in all work prior to enrolling in the directed teaching course. Additionally, prior to enrolling the student must have achieved a passing score on all examinations required for teaching licensure by the Virginia Department of Education (currently, Praxis I,II¸VCLA and for Special Education PK-12, the RVE). For each area of teaching licensure being sought, the student will, in the directed teaching experience and/or other practicums, gain supervised experience in two settings for two different school divisions for a minimum of 300 clock hours, at least half of which will be in direct instruction. Secondary 6-12 and PK-12 candidates who wish initial recommendation for licensure in two or more subject areas must undertake directed teaching in eacharea. Seminars are held concurrently with directed teaching and are a part of the student's professionasemester. Graded on Pass/Fail basis. Refer to the Student Teaching Handbook for the Department of Education guidelines and requirements for student teachers. Graded Pass/Fail
ED 590 Independent Study 3 Under very special circumstances and when approved by the Graduate Faculty, this course provides the student with the opportunity to complete a specified course under the guidance of a designated faculty member.
ED 592 Project 3-6 Having chosen the project option for the completion of the degree, the student will, under the direction of a designated faculty member, complete a project which unifies the student's graduate study and practical experience in the schools.
ED 594 Thesis 6 If the thesis is chosen for the completion of the degree, the student will enroll in this course while completing research on the approved thesis topic.
ED 597 Introduction to Autism Spectrum Disorders 3 This introductory course is designed to address the characteristics and diagnosis of Autism Spectrum Disorders (ASD), with a primary emphasis on Autism and Asperger’s Syndrome, the impact of those characteristics on learning, and the appropriate assessment needed to develop an individualized education program. The course will also include study of proactive teaching strategies, accommodations, and modifications that support socialization, communication, and academics for individuals with ASD. Graduate research component included.
ED 599 Special Studies 1-3 A course designed to study specific topics that may not be covered in depth in other graduate courses. These topics will be planned as the need arises.
ED 500 Written Comprehensive Examination 0  
ENGLISH
ENG 501 English Romantic Poetry and Prose 3 A study of the chief Romantic poets--Wordsworth, Coleridge, Byron, Shelley, and Keats--as well as other poets of the period. Romantic critics and essayists such as Coleridge, Hazlitt, DeQuincey. (Fiction is not included.) A consideration of Romantic literary theory, especially as propounded by Wordsworth and Coleridge. The background of the Romantic revolution; the literary scene in the late eighteenth and early nineteenth centuries.
ENG 502 Victorian Poetry and Prose 3 A study of Browning, Tennyson, Arnold; minor and late Victorian poets; writers of non-fiction prose such as Carlyle, Newman, Mill, Ruskin, Arnold, and Huxley. The issues and attitudes of English life and thought in the last two-thirds of the nineteenth century. Alternate years.
ENG 505 Modern Literature 3 A study of major authors, works, and trends in modern British and American literature. Emphasis on Joyce, Fitzgerald, Faulkner, and selected multi-cultural authors among prose writers and Pound, Williams, Auden, Lowell and Plath among poets.
ENG 506 Romantic Movement in American Literature 3 A study of the major literature of the early to mid-nineteenth century in the United States. Emphasis on the influence of English and European romanticism on American writers. Concentration on the major works of Poe, Emerson, Hawthorne, Melville, Thoreau and Whitman. Some background in pre-romantic American writers.
ENG 514 Shakespeare 3 The study of representative comedies, histories, and tragedies, showing Shakespeare's practice in each type, the development of his art and craftsmanship as poet and dramatist, and the progress of his thought and style. Introduction to Shakespeare's world and theatre.
ENG 517 Southern Literature 3 A course which gives students an overview of the rich literature, unique culture and regional traditions of the South. Although students will be introduced to 17th, 18th, and 19th century Southern literature, a major part of the study will be devoted to 20th century writers, including the Fugitive/Agrarian Vanderbilt writers, and more contemporary writers such as William Faulkner, Eudora Welty, Reynolds Price, Zora Neale Hurston, Clyde Edgerton, Lee Smith, and Harry Crews, among others.
ENG 521 Contemporary Literature 3 A study of major authors, works, and trends in contemporary American and British literature. Emphasis on writers of fiction, poetry, and drama from the late 1960s to the present, such as Sexton, Wright, Kinnell, Dove, Updike, Stoppard, and Heaney. Some continental and Latin American writers in translation. Open to graduate students and advanced undergraduates with permission of the instructor.
ENG 522 Literature for Young Adults 3 The study of literature appropriate for adolescents and older children. Emphasis on multi-ethnic literature, realistic fiction, fantasy and science fiction, and poetry. This course does not satisfy the general education requirement in English and cannot be used as an English elective by English majors. Open to graduate students and advanced undergraduates with permission of the instructor.
ENG 528 Teaching the Genres 3 Approaches to teaching poetry, fiction, non-fiction prose, and drama. Some emphasis on major texts used in secondary school settings or appropriate for secondary school students. Extensive practice in leading discussions of poetry and fiction. Open to graduate students and advanced undergraduates with permission of the instructor.
ENG 570 Children’s Literature 3 The study of literature appropriate for children. Emphasis on traditional literature, modern fantasy, contemporary realistic fiction, poetry, and multi-ethnic literature. Requirements include oral/written critical analysis.
HEALTH and PHYSICAL EDUCATON
PE 503 Physical Education Instructional Strategies 3 A course designed to provide the prospective teacher with pertinent subject matter in physical education for students in grades PK-12. Areas to be studied include class organization and lesson plan development, observational techniques, learning theory as it applies to physical education and effective discipline techniques. Special attention will be given to examining state-of-the-art teaching strategies in physical education. Offered on demand.
PE 520 Concepts of Health and Fitness 3 A study of the basic health problems in America. Students will examine the causes and ways of preventing basic health problems. In addition, they will explore the key principles of fitness and how to apply those principles to develop healthy lifestyles. Offered on demand.
PE 565 Advanced Sport Psychology 3 A course designed to provide students with an in-depth understanding of the principles of psychology applied to sport and the direct application of these principles to teaching, coaching and personal performance. Through current research, assessment techniques, intervention strategies and application protocols, students should gain a knowledge base from which they can help themselves and others achieve their potential as athletes, coaches or teachers. Offered on demand.
HISTORY
HIS 505 20th Century Europe, 1914-1945 3 A study of the causes, events, and effects of the two world wars, the rise of communism and fascism, and the era of economic depression.
HIS 506 20th Century Europe, Post War Divisions & Unions 3 A study of the cold war and Soviet domination of eastern Europe, the revolutions of 1989, the reunification of Germany, the collapse of the Soviet Union, and the move toward economic union.
HIS 510 20th Century United States History 3 A contemporary view of the United States. Consideration of American post-industrial society, development of the welfare state, and world problems of a super power.
HIS 523 Early Modern Europe 3 An examination of the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, the French Revolution and the Napoleonic era.
MATHEMATICS
MTH 501 Mathematical Logic and Proofs 3 A study of techniques used in writing mathematical proofs as well as fundamental ideas from logic and set theory used in advanced mathematics. Topics include direct proofs, indirect proofs, mathematical induction, logic operators, quantifiers, operations on sets, relations, functions, equivalence relations, prime number theorems, and number systems.
MTH 512 Fundamentals of Modern Algebra 3 An introduction to the theory of rings and fields. Topics include rings, ideals, quotient rings, polynomial rings, homomorphisms, field extensions, and some Galois theory with emphasis on geometric constructions and impossibility theorems.
MTH 515 Real Variable Theory I 3 A systematic study of the theory of differential calculus. Topics include basic set theory, open and closed sets, compact and connected sets, limits of functions, continuity, uniform continuity, differentiation, and Rolle’s Theorem and the Mean-Value Theorem.
MTH 516 Real Variable Theory II 3 A continuation of MTH 515 that includes a systematic study of the theory of integral calculus. Topics include the Riemann and the Darboux integral, their properties, and their equivalence.
MTH 521 Geometry 3 An introduction to geometry theories from a modern axiomatic viewpoint. Basically concerned with Euclidean geometry with an introduction to non-Euclidean geometries.
MTH 523 Probability and Statistics 3 A study of the theory of probability and statistics based on a knowledge of calculus. Topics include combinatorial analysis, the axioms of probability, expectation, moment generating functions, random variables, sampling, parameter estimation, hypothesis testing, and regression.
MTH 525 Set Theory 3 An introduction to the theory of sets. Topics include the algebra of sets, relations, Peano axioms, ordering and well ordering, Axiom of Choice, Zorn’s Lemma, ordinal and cardinal numbers with their respective arithmetics, Schroder-Bernstein theorem, and the continuum hypothesis.
MTH 532 Technology in Mathematics Education 3 An introduction to the use of technology as a support for teaching and doing mathematics. Technology includes a calculator capable of symbolic manipulation, mathematical computer software, and the Internet.
MTH 535 Topics in Mathematics 3 An advanced study of selected topics of current interests in mathematics.
PHYSICAL SCIENCE
PSC 501 Advanced Physics 4 A course designed to bridge the gap between studies in classical and contemporary physics - kinematics to quantum physics - by using calculus, matrices and vector analysis as tools. This course will focus on understanding the fundamental concepts and scientific methods of learning and discovery. The student will learn graphs, functions, differentiation, integration, and computer skills as a whole.
VISUAL ARTS
ART 505 Non-Western Art 3 A survey of the painting, sculpture and architecture of the Far East, Pre-Columbian South and Central America, and tribal Africa.
ART 530 Advanced Sculpture 3 A detailed study of sculptural processes exploring complicated techniques and greater scale. Six studio hours each week. May be repeated for a maximum of 6 semester hours of credit.
ART 540 Advanced Graphics 3 A detailed study in graphics with a concentration in one specific print medium. Includes presentation of finished work and auditioning of prints. Six studio hours each week.
ART 562 Advanced Pottery 3 A detailed study of pottery production methods, glaze mixing, and kiln and shop management. Six studio hours each week. May be repeated for a maximum of 6 semester hours of credit.
ART 599 Special Studies 1-3 Special Studies will be offered to the student in Drawing, Painting, Crafts, and/or Art Education. Offered on demand.