Other Graduate Courses | 2026-2027 Graduate Catalog | SIU

(Same as HIST 502) This course examines the origins and development of the Atlantic basin as an intercommunication zone for African, European and American societies from the mid-15th century through the early-19th century. Themes include transformation of environments, forced and voluntary migrations, emergence of distinct Atlantic culture communities, development of Atlantic economics and formulation and implementation of Atlantic revolutionary ideologies. Students who have taken AFR 401, HIST 401, or HIST 502 are ineligible to enroll.

In the seminar, a deep appreciation of the various texts that are the testimonies of the enslaved Africans in the United States help shape the research strategies of students who wish to do focused studies of African American and American culture, by discovering the themes of resistance, persistence and transcendence as these themes were articulated and employed by generations of enslaved Africans in what is now the United States. Students engage in close critical and cultural readings of slave narratives; folklore texts; musical testimonies (folk songs and Spirituals), petitions and other records.

The course deals with issues of human diversity broadly defined to include race, ethnicity, culture, nationality, religion, sexual orientation, gender identity, and ability. It explores the contours of difference and the dynamics of diversity, privilege, and oppression in domestic and global contexts. It also examines authentic cultural voices, understanding these voices, how to interact with them and be able to find individual and group cultural voices in a diverse society and how to apply the knowledge in a larger global sphere.

Same as AFR 403, ANTH 403, & ANTH 503) This course provides students with an anthropological perspective on the foodways of the Black Atlantic. The class will be divided into three sections. The first looks at the history of West African cuisine. The second focuses on how both African culinary practices and structural racism shaped Black foodways in the United States. The third addresses how Black chefs have contributed to national cuisines in the Caribbean and Latin America. Credit hours: 3.

The Spirituals course is designed to provide a background and framework for developing a way of reading African American culture from an aesthetic foundation based on African and African American spirituality. Students will be shown how the artistic and cultural processes at work in this music are the same principles of construction and composition as found in other artistic endeavors of Africana culture, such as poetry and fiction; drama; dance; film. 3 credit hours.

(Same as CMST 516, WGSS 516) Explore the roots, contemporary manifestations, and current embodiments of Black feminist thought. Explore the works of Black women to engage in critical thinking and thoughtful dialogue that positions the valuable knowledge, experiences and perspectives of women of color at the center of inquiry while simultaneously discovering spaces for multicultural alliances. Credit Hours: 3.

Special topics, focused on research needs of students who are regularly enrolled graduate students doing research in Africana related topics in other departments and programs. Tutorial work with an assigned member of the Africana Studies faculty. May be repeated for up to six credit hours. Special approval needed from the director of the AFR program.

(Same as CMST 525) Via intercultural theories and methods, this course explores histories, relationships, interactions and recent events by positioning racial and ethnic perspectives at the center of inquiry. The course critically examines the complexities of race, racism and ethnicity by focusing on how people communicate across racial and ethnic differences in different contexts. Students who have completed AFR 447 or CMST 425 are ineligible to enroll.

A seminar on varying topics, themes, and figures in African, African American, and/or Caribbean Philosophy, e.g., "W.E.B. Du Bois and His Contemporaries," "Pan-Africanism," "Philosophies of Liberation," "Black Feminism," "Contemporary African Philosophy," "Philosophies of the Caribbean.

A comparative study of slavery from antiquity to its abolition in the 19th century with the differing socio-cultural, political and economic contexts; organized chronologically, regionally and thematically. Students who have completed AFR 473 or HIST 473 are ineligible to enroll.

An examination of South African history from 1652 to 1994. Topics to be covered include conflicts and wars, migrations and state formations, the economics of minerals, industrialization, and the Anglo-Boer War, intertwined histories of race relations, the politics of exclusion and apartheid, dissolution of apartheid, and the making of modern South Africa. Students who have completed AFR 478 or HIST 478 are ineligible to enroll.

This course provides an overview of the history of the Civil Rights Movement while engaging major debates in the field of Black Freedom Studies. Central themes will include the impact of the Cold War, the roles of women, and the relationship of civil rights to black power. We will also discuss the difference between popular memory and historical scholarship as well as the meaning of such discussions for contemporary issues of racial and economic justice. Students who have completed AFR 487 or HIST 487 are ineligible to enroll.

Acquaints the student with different teaching environments and styles. Students will be expected to participate in instructing agricultural sciences courses. Special approval needed by the instructor.

Students will develop an understanding of the concepts of reliability, maintainability and failure modes to a level which facilitates fault prediction and the analysis of logistical systems. The topics of logic symbols, fault tree analysis, statistical analysis, fault criticality and engineering for reliability and maintainability will be presented as these relate to the maintenance and logistical management of aerospace hardware. Students who have completed AVT 470 are not eligible to enroll.

This class introduces current and future aerospace manufacturing and maintenance professionals to aviation business and finance. This course covers business and economic theory as it applies to a wide range of aviation businesses. Topics of study include a survey of the aviation industry, the application of economic principles to industry forecasts, business finance, and aviation in a global marketplace. Students who have completed AVT 478 are ineligible to enroll.

This course is an introduction to safety management systems that are becoming prevalent and required in the aviation industry. Topics will include the history of SMS, FAA guidelines pertaining to SMS, development and implementation of an SMS and the documentation and record keeping required. Students that have successfully passed AVM 488 from the School of Aviation at SIU or a similar course from other peer institutes are not eligible to enroll in AVM 588 as the courses cover similar topics to an extent.

Clinical field experiences or apprenticeship conducted in a public school setting for graduate students. Supervision provided by Cooperating Teacher and University Supervisor. Restricted to admission to graduate programs. Special approval needed from the advisor.

A requirement for the Master of Arts in Teaching and Alternative Route to Teacher Certification programs. The student teaching experience is necessary for certification by entitlement. Restricted to admission to the M.A.T. or alternative route to teacher certification programs. Lab fee: $100.

This seminar is required of all new students enrolled in the Ph.D. program in Education, to be taken at or near the beginning of their studies. The seminar serves as an introduction to doctoral studies and doctoral-level scholarship in Education. It will emphasize each student's development as a critically reflective scholar and address the attitudes, assumptions and practices that underlie scholarly inquiry in the Education field.

This seminar is one of two course options required for all students pursuing a doctoral program degree in the College of Education and Human Services. The primary objectives are to aid in the development of the Doctoral student's own nature and reflective theory of education; to help students pursue their scholarly activities in relation to the whole field of education; and to make the student aware of the resources of scholarship in other disciplines which might be said to be foundational to education. Restricted to admission to the Ph.D. program in education.

This seminar is one of two course options for all students pursuing a doctoral degree in Education. The seminar focuses on the critical examination of the psychological basis of pedagogical theory; a review of behavior, cognitive and motivational theories; and a preliminary assessment of empirical research related to psychology of instruction. Restricted to admission to the Ph.D. program in education.

This course focuses on the analysis, application, and synthesis of critical epistemologies and foundational theories in justice, equity, diversity, and inclusion (JEDI). This body of thought originates from multiple disciplines to inquire into and inform conceptions of power, privilege, equity, and justice. The course involves intensive reading, discussion, writing, and synthesis of core theoretical underpinnings and concepts with implications for educators and leaders across social and institutional contexts.

Offered for purposes of testing new and experimental courses and series of courses within the College of Education. Special approval needed from the instructor.

For those graduate students who have not finished their degree programs and who are in the process of working on their dissertation, thesis, or research paper. The student must have completed a minimum of 24 hours of dissertation research, or the minimum thesis, or research hours before being eligible to register for this course. Concurrent enrollment in any other course is not permitted. Restricted to SOE majors or consent of school.

The goal of this course is to develop student skills as consumers of research in education. This course covers standards and practices in multiple traditions of educational research in order to help students critically read, assess, and evaluate research.

This course provides an overview of research methods as applied to education. Students will read, discuss, and analyze various research approaches. This course will also examine differences between various approaches to research and how educators in multiple settings and venues use them to address elements of education such as organizational functions, fiscal management, instruction (general and discipline specific), and learning outcomes. (Previously CI 538 and SPED 500).

This course provides an overview of how to apply research to practice within educational settings and related policy arenas. The research reviewed in this course will focus on an approach to inquiry that strives to improve performance, functions, and outcomes. Students will learn how to use research as a tool to examine elements of their own practice as educators with particular attention to improving student achievement, professional development and performance, administrative leadership, and the overall function of schools, colleges, and universities as organizations. (Previously EAHE 586).

This course offers an introduction to the reading of quantitative research literature and the development of quantitative research methods. This course emphasizes application to Education; however, students can use the content covered in this course to address areas of scholarly inquiry in various academic fields and disciplines. (Previously EDUC 505)

The course emphasizes both the evaluation of individual learner performance and program evaluation in the interest of assessing curriculum and instruction effectiveness. This course emphasizes formal and informal means of formative and summative processes utilizing evaluation diagnostics and instrumentation. Content will include qualitative and quantitative data collection strategies, implementing effective evaluations, and complying with accreditation standards and guidelines. (Previously, CI 587, SPED 585, and WED 564).

This course will concentrate on the development, implementation, and analysis of assessment and evaluation strategies. Course participants will gain hands-on experience by examining the components, design, influence, and outcomes of an educational program, curriculum, or academic unit. Students will learn and practice using assessment and evaluative strategies to improve administrative practice, affect student outcomes, and conduct academic research. Students will have opportunities to consider and devise strategies for sharing evaluation results and using this information to improve instruction, operations, administration, and outcomes. Prerequisite: ERES 530 with a C or better. (Previously EAHE 567).

The course focuses on the evaluation of individual learner performance in schools, the workplace, and other training activities. Topics in this course will include establishing personalized benchmarks, monitoring individual progress, helping learners to identify their own skills and challenges, and application of these tools and approaches in various settings. Prerequisite: ERES 530 with a C or better or consent of instructor.

This course introduces students to qualitative research in education. The course examines the foundations, design, methods and analysis of qualitative research. Course materials include both philosophical texts about the foundations and purposes of qualitative inquiry, and methodological readings about the hands-on application of research techniques. This course allows students to explore multiple approaches and tools used in qualitative methods, while considering how to apply them to research. Restricted to admission to doctoral program or consent of instructor. (Previously EAHE 587).

This course delves into critical perspectives that center voices of different perspectives, cultures, and identities. Critical perspectives examined and applied in this course include feminism, indigenous, critical race theory (CRT), postcolonialism, postmodernism, and queer theory as well as geographic and culturally specific forms of these and other frameworks. This course will promote (re)consideration, deconstruction, reflexivity, and conscious recognition of the ways that social, economic, political, and ethical issues affect research, the populations and communities at the center of a study, and the people conducting this work. Prerequisite: ERES 540 with a C or better or consent of instructor.

This course focuses on various approaches to collecting data in qualitative research. Topics include interviews and focus groups; case study; ethnography; phenomenology; comparative; and narrative forms used in qualitative research. Students will use this course to practice and improve their data collection skills for application on theses, dissertations, and other projects. Prerequisite: ERES 540 with a C or better or consent of instructor.

This doctoral-level seminar in qualitative research concentrates on applying methods and approaches. As part of this course, students will design and implement an independent qualitative research project. This course will include attention to methods and methodology, conceptualization, trustworthiness, and analysis. Prerequisite: ERES 540 and ERES 542 (or concurrent enrollment in ERES 542) with grades of C or better. (Previously EAHE 594).

Seminar designed to explore the literature, methods, and possibilities of historical research in education. (Previously EAHE 530).

An examination of how to combine qualitative and quantitative research methods and to defend such studies with reference to the tenets of the underlying constructivist and post-positivistic research paradigms. The objective of this course is for students to design and defend a mixed methods educational research study. Prerequisite: ERES 520 and ERES 540 with grades of C or better or consent of instructor. (Previously CI 592).

The purpose of this course is to help students learn about and navigate the publication process for educational research and scholarship. This course will discuss and apply current American Psychological Association (APA) guidelines required by the School of Education with specific attention to writing reports, annotated bibliographies, and reviews of literature. The course will also emphasize professional vocabulary, format, and writing style. Assignments for this course may include reviewing and critiquing scholarly research, crafting detailed literature reviews, authoring conference, fellowship, and/or book chapter proposals, etc. (Previously CI 493 and WED 561).

This course seeks to help students prepare, improve, and apply their skills analyzing existing research literature. Students will practice reviewing and analyzing research on a topic of their choice and write a paper synthesizing this body of research. This course will help students enhance their synthesis skills as preparation for preliminary exams, dissertation/capstone, and establishing a research agenda. Prerequisite: ERES 520 or ERES 540 with a C or better. Special approval needed from the instructor. (Previously CI 582).

This course seeks to help students prepare to fulfill their dissertation/capstone requirements. This course emphasizes both independent study and practical application to help students transition from reading educational research to synthesizing existing literature and clearly presenting original scholarship. Students must have approval from their committee chair to enroll in this course. Students should also obtain an approved Program of Study before initiating this course. Graded S/U only. Special approval needed from the instructor. (Previously EAHE 589 and WED 594).

Selection and investigation of a problem: use of relevant sources and techniques; collection and analysis, evaluation, interpretation of data, and the writing of a report of the investigation. Emphasizes independent study or small group investigations that students may use as part of their dissertation, capstone, or some other research project. Special approval needed from the instructor. (Previously WED 598).

Advanced readings in topics related to educational research. Special approval needed from the instructor.

Advanced study and application of research methods on topics related to education and educational research. Graded S/U only. Special approval needed from the instructor.

The internship provides an opportunity for practical experience related to educational research. Each student must obtain prior approval from his/her advisor before registering for or starting an internship/practicum. Additionally, each student must pass all of the assigned internship requirements in order to receive a pass for the course. Graded S/U only. Special approval needed from the instructor.

Advanced seminar class and nine-year historical literature review of issues affecting the hospitality and tourism industry. Sections (A) through (C) may be taken only once each.

Advanced seminar class and nine-year historical literature review of issues affecting the hospitality and tourism industry. Sections (A) through (C) may be taken only once each.

Advanced seminar class and nine-year historical literature review of issues affecting the hospitality and tourism industry. Sections (A) through (C) may be taken only once each.

Theory and practice of managerial accounting techniques in the hospitality industry.

Analysis of marketing processes within hospitality, tourism and related organizations. Focus is on design and implementation of marketing research and analysis, as well as creation of the strategic marketing plan.

Development of sustainable tourism destinations will be examined. Introduction to research methods involved in conducting economic impact studies, feasibility studies and conversion studies.

Responsibilities of destination management organizations from an international perspective will be examined. Primary focus is destination product development and management. Destination competitiveness and marketing, specifically branding and positioning will also be discussed.

Course will provide opportunities in food service facility management to demonstrate leadership, financial management skills, food safety initiatives, contingency planning, and marketing techniques. Topics include sustainable food service practices, human resource management, culinary techniques, HACCP planning and theories. Graduate students will experience a supervisory role while managing undergraduate students at food service facilities.

Covers topics such as motivation, group dynamics, leadership, organization structure, decision making, conflict resolution, and Organizational Development. Focus is on strategic leadership to prepare individuals and organizations to excel within a changing environmental landscape toward delivery of a quality service relationship.

Strategic relationships between meeting planner, client, facility and suppliers will be examined. Focus will be on a practical approach to convention planning and management. Students will be required to participate in planning as well as attending regional meetings.

This course discusses key concepts of cybersecurity, providing a solid foundation to understand security challenges and practical solutions to cybersecurity threats. Topics to be covered include risks and threats, governance and policy, laws, ethics and compliance, strategy and planning, disaster recovery and business continuity.

This course discusses both data security and software security. Topics include basic cryptography concepts, secure communications, data integrity and authentication, information storage security, fundamental design principles including least privilege, open design, and abstraction, security requirements and their role in design, implementation issues, static and dynamic testing, configuring and patching, and ethics, especially in development, testing and vulnerability disclosure.

This course addresses security concerns for cyber physical systems (CPS) and Internet of Things (IoT) devices including industrial control systems and those considered critical infrastructure systems. Topics include industrial networks and control theory, industrial network protocols, hacking and securing industrial control systems, privacy and legal issues in CPS and IoT. Students will complete multiple course projects both exploring security vulnerabilities and developing security solutions for CPS and IoT. Prerequisite: ITEC 501 with a grade of C or better.

This course combines theory and techniques of project management emphasizing information technology applications. The course adheres to the Project Management Body of Knowledge (PMBOK). Course concepts are strengthened by the use of project management software.

Cybersecurity metrics are tools designed to facilitate decision-making and improve performance and accountability. This course defines cybersecurity metrics, describes characteristics of effective metrics, discusses different types of metrics and where they are best used, and provides tips for communicating metrics to executives. Students will learn a collection of measurements to assess security performance based on data collected from various sources. Topics will also include how to measure a cybersecurity program's implementation, effectiveness, and impact, how to enable the assessment of cybersecurity programs and justify improvements to those programs, and how to bring visibility and awareness to the underlying issues of cybersecurity and highlight effective efforts through benchmarking, evaluation, and assessment of quantified data. Prerequisite: ITEC 502 with a grade of C or better.

This course covers cyber forensics investigation and response. Areas of study include concepts and procedures for investigating cyber crimes and methods for collecting, analyzing, preserving and reporting forensic evidence. Multiple courses projects will help students to get familiar with key tools and techniques, perform damage assessments and determine what was compromised, collect and document evidence, and develop incident response tactics and procedures of threat hunting. Prerequisites: ITEC 501 and ITEC 502 each with a grade of C or better.

This course discusses aspects of cybersecurity that broadly impact society as a whole for better or for worse. Cybersecurity law, ethics, policy, privacy and their relation to each other are the key components of this course. Topics will include online communities, crowdsourcing platforms, algorithms for information dissemination, information elicitation, collection methods and techniques, open-source tools and risk analysis, threat taxonomy, decomposition and fusion, case studies in analysis and types of reports. Prerequisite: ITEC 502 with a grade of C or better.

This course provides a survey of various advanced topics in cybersecurity. It allows students to investigate state-of-the-art research and development in the field as well as to apply techniques found in current research. Relevant topics may include data mining and log analysis, machine learning and intrusion prevention, predictive analytics of cloud security, risk management for social computing, and malware analysis tools. Prerequisite: ITEC 504 with a grade of C or better.

This is a guided research project course. Students must seek approval from the Program Director before registering. This course presents an intensive experience during which students build a system they intend to be secure, and then attempt to show that other students' projects are insecure, by finding security flaws and vulnerabilities in them. Special approval needed from the Program Director.

This course is designed to provide students with essential knowledge and pragmatic skills of information system analysis, design, and implementation. Topics include systems development life cycle methodologies, system analysis and modeling methods, technical design specifications development, and information systems integration.

This course is designed to provide students with essential knowledge and pragmatic skills of information system analysis, design, and implementation. Topics include systems development life cycle methodologies, system analysis and modeling methods, technical design specifications development, and information systems integration.

This course will provide students with an understanding of how an organization should prepare for all types of disruptions. Students will learn how to establish a BC/DR program and how to evaluate existing and emerging standards to audit an existing or new BC/DR program.

This course explores fundamentals of management for professionals in high-technology fields. It addresses the challenges of managing technical professionals and technology assets; human resource management; management of services, infrastructure, outsourcing, and vendor relationships; technology governance and strategy; and resource planning.

This course develops students' skills in financial management, budgeting, and procurement. The course teaches how to leverage financial knowledge to improve workplace decision-making and align spending and budgets with strategic initiatives.

This course introduces students to the key concepts and approaches of business process innovation (BPI) such as incremental improvement, process automation, and process redesign. BPI initiatives take place across three levels - the enterprise level, the process level, and the application infrastructure level. The focus of this course is on both understanding and designing business processes within these three levels of concern. This course has both a theoretical and a practical component. Students will learn theoretical process models such as the Business Process Modeling Notation (BPMN) and use them to design process innovations to achieve efficiency, effectiveness, compliance, and agility objectives.

This course will examine the application of industry standard frameworks to the management of information technology infrastructure, development and operations. Frameworks including the Information Technology Infrastructure Library (ITIL), Control Objectives for Information and related Technology (COBIT), and others will be covered. Students will learn to use these frameworks to tailor a set of concepts and policies necessary to manage IT in a specific enterprise.

Developing and executing an effective Information Technology (IT) strategy that enables business strategy is critical for creating business value and gaining competitive advantage. This course presents a framework and methodology for assessing, developing and implementing an effective IT strategy that is aligned with business needs.

This course provides a broad introduction to cryptography. Students will learn how various cryptographic schemes work and explain how they are used in practice. The course focuses on the classical goals of cryptography such as data confidentiality, authenticity and integrity. Students who have completed CTEC 461 are ineligible to enroll. Prerequisites: ITEC 209 and ITEC 280 with grades of C or better.

This course provides a broad introduction of the theories and tools used for secure software design, threat analysis, secure coding, and vulnerability analysis. Students will be exposed to the techniques needed for the practice of effective software security approaches. Students who have completed CTEC 440 are ineligible to enroll. Prerequisite: ITEC 209 with a grade of C or better.

This course focuses on protecting data and applications in cloud-based systems. Areas covered include, but are not limited to, security management strategies, managing user access, securing networks and applications, and vulnerability management. Students who have completed CTEC 418 are ineligible to enroll. Prerequisites: ITEC 216 and ITEC 235 with grades of C or better.

This course focuses on technologies behind web applications and servers, how applications and servers are exploited, and the defense mechanisms, which can be used for server and application hardening. Hands-on labs on vulnerability detection and exploitation will provide practical experience. Students who have completed CTEC 410 are ineligible to enroll. Prerequisites: ITEC 216 and ITEC 236 with grades of C or better.

This course provides a comprehensive overview of wireless communications through an examination of the wireless channel, signal modulation, encoding and transmission techniques, antennae theory and error control. Uses of wireless technologies in local, personal and mobile networks will be examined. An emphasis will be placed on security measures and techniques in wireless communications. Students who have completed CTEC 417 are ineligible to enroll. Prerequisites: ITEC 216 and ITEC 224 with grades of C or better.

This course provides a comprehensive overview of wireless communications through an examination of the wireless channel, signal modulation, encoding and transmission techniques, antennae theory and error control. Uses of wireless technologies in local, personal and mobile networks will be examined. An emphasis will be placed on security measures and techniques in wireless communications. Students who have completed CTEC 465 are ineligible to enroll. Prerequisites: ITEC 209 and ITEC 265 with grades of C or better.

Covers basic descriptive techniques such as central tendency, measures of variability and graphical presentation of data. In addition, hypothesis testing, analysis of variance, nonparametrics and simple linear prediction will be covered.

The general linear model is presented which allows for hypothesis testing including correlational analysis, analysis of variance and analysis of covariance. Non-linear relationships are presented. Emphasis is placed on testing the stated research hypotheses. Prerequisite: QUAN 506 or PSYC 522.

(Same as PSYC 522) Strategies of designing research studies and the analysis of data from studies using linear models are examined. Emphasis will be placed on internal and external validity and factors that affect power in variance designs including completely randomized designs, Latin square, repeated measures and analysis of covariance with each of the above designs. Prerequisite: QUAN 506 or equivalent.

(Same as PSYC 525) Intended to provide theoretical principles of measurement which are applicable to both teaching and research. Part of the course will be devoted to current issues in measurement and to practical applications to these theoretical principles. Prerequisite: QUAN 506 or PSYC 522.

Overview of survey methods covering topics such as the purpose of survey research methods, the process of survey research, ethical considerations in survey research, questionnaire design and administration, sampling designs, data processing, and reporting of survey research. Prerequisite: QUAN 506 or PSYC 522 & QUAN 531 or PSYC 525, or equivalent.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507 with a grade of B- or better.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 531 or PSYC 525.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 508 or PSYC 522.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 531 or PSYC 525.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

A series of advanced seminars on statistics and measurement. Sections A through H may be taken only once each. Section I may be repeated as topics vary. Prerequisite: QUAN 507.

For advanced graduate students. Topics of interest to the individual student are studied under supervision of a department staff member. Special approval needed from the department.

For advanced graduate students in Quantitative Methods. Formulating, investigating and reporting of research problems in the area of Quantitative Methods. Special approval needed from the department.

Methods and procedures to efficiently exploit the scientific literature are discussed. The two-hour class discussion will be supplemented by practical exercises in library usage. Special approval needed from the instructor.

Theory of design of electron microscope, lenses, vacuum systems, alignment, specimen preparation and darkroom.

Practical experience in use of transmission electron microscope and specimen preparation.

Theory of design for scanning electron microscope, lenses, vacuum systems, alignment, specimen preparation for biologists and materials scientists, darkroom. Laboratory fee: $100.

Laboratory practical experience in use of scanning electron microscope and specimen preparation. Laboratory fee: $100.

In-depth studies of selected basic concepts in general science for teachers of upper-level elementary grades. Topics include cells and simple organisms, characteristics of vertebrates, plate tectonics, solar system, nature of matter and magnetism. Prerequisite: currently teaching in an elementary school.

In-depth studies of selected basic concepts in general science for teachers of upper-level elementary grades. Topics include human biology, characteristics of high plants, Earth's building blocks, the atmosphere, forces and simple machines. Prerequisite: currently teaching in an elementary school.

(1 to 3 credits per topic). The course consists of selected basic concepts in general science for practicing teachers. Within a given semester a broad area is selected within either the biological sciences or the physical/earth sciences. Other topics may be added as deemed necessary. This course may not be used for graduate credit by College of Agricultural, Life, and Physical Sciences majors. Prerequisite: currently teaching in an elementary school.

(1 to 3 credits per topic). The course consists of selected basic concepts in general science for practicing teachers. Within a given semester a broad area is selected within either the biological sciences or the physical/earth sciences. Other topics may be added as deemed necessary. This course may not be used for graduate credit by College of Agricultural, Life, and Physical Science majors. Prerequisite: currently teaching in an elementary school.

(1 to 3 credits per topic). The course consists of selected basic concepts in general science for practicing teachers. Within a given semester a broad area is selected within either the biological sciences or the physical/earth sciences. Other topics may be added as deemed necessary. This course may not be used for graduate credit by College of Agricultural, Life, and Physical Sciences majors. Prerequisite: currently teaching in an elementary school.

A topic related to Hispanic cinema, literature, linguistics, or translation. Topic announced in advance.

A comprehensive introduction to the study of various aspects of Spanish such as phonology, morphology, and syntax with a special emphasis on sociolinguistic variation. Theoretical implications of formal and functional linguistics will be discussed in relation to theories of sociolinguistic variation including colonial, post-colonial, and other contact-varieties of Spanish.

This course examines the biological journey of Spanish and Spanish-based languages including topics on how Spanish emerged, and how different varieties of Spanish change, diffuse, and die. It explores models of biodiversity and phylogenetics applied to Spanish linguistics, historical linguistics models and current trends in contact linguistics to explore social dynamics of Spanish language change.

Studies in epic and didactic literature, and lyric poetry, from the origins of Spanish literature to the fifteenth century. Representative works such as the Cantar de M?Cid, Libro de buen amor, Romancero viejo and La Celestina will be studied.

Study and discussion of plays by Lope de Vega, Tirso de Molina, Calder?and other Golden Age playwrights.

Study of Miquel de Cervantes' masterpiece "Don Quixote" and of other Cervantine works.

Appreciation and analysis of the poetry of Garcilaso de la Vega, Fray Luis de Le?G?ra, Quevedo, and of narrative forms such as picaresque fiction, pastoral fiction, and Moorish fiction.

Study of the literature of Latin America before 1825.

Eighteenth and nineteenth century Spanish literature.

Intensive study of a literary movement, trend, genre, or author of the period, as specified by the topic to be announced for each semester.

Late nineteenth century Spanish literature.

The Generations of '98 and '27.

Intensive study of a literary movement, trend, genre, or author of the period, as specified by the topic to be announced for each semester.

The study of important literary, philosophical, and artistic works of the post-war period and beyond, and of the socio historical context in which they were produced.

The cultural patterns and heritage of the Hispanic peoples from earliest times to the present.

For those graduate students who have not finished their degree programs and who are in the process of working on their dissertation, thesis, or research paper. The student must have completed a minimum of 24 hours of dissertation research, or the minimum thesis, or research hours before being eligible to register for this course. Concurrent enrollment in any other course is not permitted. Graded S/U or DEF only.

Deals with methods, materials and instructional management practices common to the instruction and management of student experiencing severe behavioral challenges in the schools and in residential settings.

This course presents theoretical frameworks and current best practices involved in the development, implementation and evaluation of Early Childhood Special Education programs. Content will include discussion of models of teaming, ethical issues, interagency coordination, transition, mentoring and supervision. Prerequisite: SPED 420, SPED 412 and SPED 405.

Advanced study of evidence-based practices related to the development and delivery of effective educational programs for students with mild disabilities. Emphases will include instructional design, instructional strategies and techniques, include the use of technology to meet educational needs of students with mild disabilities.

Advanced study of curriculum and curricular approaches to meeting the educational needs of students with mild disabilities in special education and general education classrooms. Emphasis include academic and functional curriculum for basic skills and content areas, direct instruction and curriculum modifications and adaptations.

This course presents advanced coursework and practical experiences in child and family assessment, selection of curricula, and evaluation in Early Childhood Special Education. Students will review current assessment and curriculum packages, conduct evaluations and write assessment reports. Practical experience will be an integral part of this course. Prerequisites: SPED 420, 405 and 412.

Emphasis upon the functions, underlying principles and cautions to be observed in the organization and administration of special education. The selecting and training of teachers, problems of supervision, special equipment, transportation, cooperating agencies and legal aspects of the problem. Prerequisite: SPED 420. Special approval needed from program coordinator.

Development of skills required of special education administrators and supervisors through the use of simulation materials focusing on developing administrative skills. Prerequisite: SPED 420. Special approval needed from program coordinator.

Designed to provide students with a thorough knowledge and skill base in the collaboration process including problem-solving processes, communication skills and conflict resolution skills. Collaboration-based approaches will be examined as alternative systems and methods of meeting the educational needs of students with disabilities within a continuum of special education services.

Develop practitioner's knowledge and skills to develop and implement standardized and informal assessment systems to guide program planning and instructional decision-making for students with disabilities in regular and special education programs. Furthermore, practitioners will identify, utilize, and implement modifications and accommodations to facilitate students' performance on informal and standardized assessment tools. Prerequisite: SPED 411 or consent of instructor.

Survey and examination of social agencies and models of service delivery contributing to the welfare and care of exceptional children and youth. Emphasis will be given to models, services, and organization of system of care serving youth with disabilities.

This course deals with assessment, implementation, and monitoring procedures involved with the use of behavior change techniques in special education programming. Emphasis will be placed on the actual implementation of behavior change techniques with school aged students with disabilities. Special approval needed from the instructor.

Covers state and federal statutes and regulations including IDEA, Section 504: The Rehabilitation Act of 1973, and No Child Left Behind Act, as well as current legislation and litigation with respect to provision of educational services for children and youth/young adults with disabilities. Prerequisite: SPED 420, or consent of instructor.

Analysis of research, trends, and programs in the education of children with disabilities. Open to graduate students in special education or related field. Prerequisite: SPED 420.

Critical discussion of eight major intervention models used historically and currently with handicapped children in educational settings. Special approval needed from the instructor.

Analysis of organizational principles and practices required for the creation and maintenance of programs to meet the needs of persons who are handicapped and require specialized educational programs within the school setting. Special approval needed from the instructor.

This course is designed to examine major aspects of disability theory and issues in international special and inclusive education. It provides current knowledge on disability models, as well as on special educations systems world-wide; it examines historical patterns, the international human rights law and country legislation, cultural issues and intervention practices related to special education; it reviews major concepts, issues and debates in the international field of special education.

A topical seminar providing for the systematic discussion of current research in the field of special education. Specific content is determined by participating faculty and students, relative to current faculty research and dissertations in progress within the department. Doctoral students will register for a total of four credit hours, one per semester, after which they will audit the course during the pursuit of their dissertation. Master's students admitted with special approval from the adviser and department chair.

Study of a highly specific problem area in the education of exceptional children. Open only to graduate students. Graded S/U only. Prerequisite: SPED 420. Special approval needed from the instructor.

A field study for graduate students. Conducted in a school system where full cooperation is extended. The study will involve selection of a problem, surveying pertinent literature, development of experimental design and procedures, recording results and appropriate interpretations and summaries. Special approval needed from the instructor.

A capstone field-based experience for special educators seeking advanced preparation in the field of special education. Student will select the appropriate practicum experience as appropriate for his/her program of study or Learning Behavior Specialist II certification.

A capstone field-based experience for special educators seeking advanced preparation in the field of special education. Student will select the appropriate practicum experience as appropriate for his/her program of study or Learning Behavior Specialist II certification.

A capstone field-based experience for special educators seeking advanced preparation in the field of special education. Student will select the appropriate practicum experience as appropriate for his/her program of study or Learning Behavior Specialist II certification.

A capstone field-based experience for special educators seeking advanced preparation in the field of special education. Student will select the appropriate practicum experience as appropriate for his/her program of study or Learning Behavior Specialist II certification.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

The doctoral internship is a required experience. Internship hours do not apply to minimum needed for graduation. Each student shall engage in specialized service areas within a school system, university, state office, federal office, or private agency. Interns will participate in regularly scheduled on-campus or on-site seminars with the university and field internship supervisors.

Independent hours to be taken under the supervision of the student's Master's degree chair for the purpose of conducting and writing the Master's thesis. Graded S/U only. Special approval needed from the instructor.

Independent hours to be taken under the supervision of the student's Master degree chair for the purpose of conducting and writing the Master's research paper. Graded S/U only. Special approval needed from the instructor.

Special approval needed from the chair.

Must be a Postdoctoral Fellow. Concurrent enrollment in any other course is not permitted.