2015-2016 Graduate Academic Catalogue [ARCHIVED CATALOG]
Course Descriptions
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Liberal Studies: Themes in the Modern Experience |
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LS 659 - Violence and Competition in Urban America (3.00 cr.)
The character and origins of ethnic and racial conflict in America's cities: cultural, social, and political factors associated with competition and violence between and within these communities. Among the issues studied are political contest and coalition building, intergroup violence, economic restructuring, drug warfare, welfare and welfare reform, housing opportunities, and school desegregation.
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LS 661 - Exploring Digital Culture (3.00 cr.)
Since the early 1990s, the Internet has emerged as a powerful new platform for communication. Students investigate the social, political, cultural, intellectual, and economic impact of new communication services such as Facebook, Twitter, blogging, Second Life, the World Wide Web, and others. Discussions address such critical issues as privacy, cyber-bullying and civility, identify theft and security, free speech, and more. They also assess the way the Internet and its applications have influenced the way we see ourselves and others, the way we interact, and even the way we think. The class is conducted primarily online. No expertise in the specific internet applications examined or used is required.
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LS 662 - Generosity (3.00 cr.)
An interdisciplinary seminar on generosity interested in giving and sharing as a theme in the humanities, arts, and social sciences. Particular attention is paid to generosity as an expression of divine and human natures. Topics include stewardship, cooperation, stinginess, greed, hoarding, noblesse oblige, the greater good, and nonfinancial aspects of generosity critical to living well such as forgiveness, empathy, and optimism.
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LS 663 - Between the Cracks: Reviving Neglected Texts (3.00 cr.)
The course focuses on works which too often go untaught, unread, unseen, and underappreciated, because they do not readily fit traditional, generic, or disciplinary expectations. Each of the works taken up will challenge received ideas and settled interpretive strategies. Students are encouraged to read against the grain in ways both unsettling and liberating. The reading list varies from semester to semester. May be repeated for credit.
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LS 664 - Work and American Identity (3.00 cr.)
Integrating academic scholarship, personal reflection, fiction, and popular culture, this course traces the transformation of work from unpleasant necessity to vocation or calling, and explores how we as Americans have come to mark our identities by our occupations. In tandem with this theme, participants explore the well-documented erosion of leisure, especially among professionals, and the peculiarly American expressions of alienation that accompany it.
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LS 665 - The Law as a Tool for Social Change (3.00 cr.)
The law (legal theory and practice) serves as a powerful tool of suppression, both maintaining unjust status quos and motivating social legitimacy. The course examines whether law is an appropriate tool of social reform or a harmful distraction reaffirming existing hierarchies. In seeking to refine the possibilities and limitations of this tool, the class examines ancient and current appeals to the law by outsiders, ranging in diversity from Socrates to Martin Luther King, Jr. to Supreme Court decisions from the present term.
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LS 730 - Tragedy, Comedy, and the Human Condition (3.00 cr.)
Too often people tend to think about tragedy and comedy primarily in terms of dramatic structure: do things end poorly or well, in death and destitution or in communion and procreative hope. Instead, what if people thought about tragedy and comedy as modes rather than genres, as tragic and comic ways of seeing and understanding themselves in the world rather than handy descriptors of plot? Nowadays, when comedy and tragedy too often serve as degraded semantic markers (everything's "tragic," everyone's a "comedian") or flatten out into melodrama and farce, is there still value in a genuinely tragic or comic vision of the human condition? Students examine these questions.
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LS 731 - The American Sixties: Transformations in Film and Fiction (3.00 cr.)
Focuses upon the search for an escape from the wasteland in the narratives of a decade of political and social change and instability. Emphasizes film and fiction as products of the culture and as commentators on the culture. Updike, Kesey, Bellow, Roth, Elkin, and others. Films include The Graduate and Easy Rider.
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LS 733 - Philosophy of Culture and the American Dream (3.00 cr.)
The philosophy of culture examines the following questions: what defines culture? Where do we start in thinking about cultural difference? What is the role of the symbolic world-mythic, artistic, religious, linguistic, scientific-in determining a community of humans? How can culture be seen as liberating or as imprisoning? This course examines the difference between human beings and other animals in an attempt to define human being as a cultural or cultured being. It focuses on the notion that human culture is centered on the human capacity for symbolic action, and that human cultures are formed around a common grounding in a set of myths.
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LS 735 - We Are What We Buy: The Culture of Consumption (3.00 cr.)
Understanding the modern world begins with the recognition of capitalism as its most distinctive facet. Drawing from microeconomics, history, philosophy, marketing, and popular culture, this course focuses specifically on how the powerful and ubiquitous forces of capitalism serve to shape, not just culture, but the individual's sense of self. Desire is conditioned by market forces, and the individual forms his or her identity through material consumption. Students use a variety of reflective techniques to come to a deeper understanding of their place in a culture of consumption.
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LS 736 - The Experience of Evil (3.00 cr.)
What is the nature of evil? What are its causes? In what forms or guises has it appeared in human history? How is our understanding of evil influenced and informed by concepts like fate, guilt, freedom, responsibility, providence, God and human nature itself? This course explores such questions by drawing upon a variety of philosophical, religious, and literary sources in an attempt to better understand the all too common experience of evil.
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LS 740 - Bargains with the Devil: The Faust Legend in Literature, Film, and Popular Culture (3.00 cr.)
Narratives of a pact with the devil have served as a metaphor for the desire to surpass the limits of human knowledge and power at any cost. Starting with the sixteenth-century Faust Book and featuring recent cinematic, musical, and literary versions of the devil's pact, this course explores our enduring fascination with the forbidden: evil, devil worship, witchcraft, magic, and sexuality.
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LS 741 - Stories of the South (3.00 cr.)
Southern writers in the past century exhibited a stylistic, philosophical, social, and regional individuality. Some of them are just plain quirky. Their writings look at the future from the perspective of an illusion of the past order, often presenting themselves as the last spokespersons for an order which is needed in modern experience. At the same time, they saw that order as decadent and based on ideals that were hardly realized in actual experience. Finally, many of these writers felt the need to impose a theological perspective they found lacking in mainstream American literature. Participants study the modern myth of the south as revealed by its foremost writers: William Faulkner, Flannery O'Connor, Walker Percy, John Crowe Ransom, Robert Penn Warren, Tennessee Williams, Bobby Ann Mason, and others. Poems by Ransom, Warren, Donald Davidson, and Allen Tate are included, as well as analysis of film versions of this myth in such features as Birth of a Nation, Gone with the Wind, In the Heat of the Night, The Liberation of L. B. Jones, To Kill a Mockingbird, and Driving Miss Daisy.
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LS 742 - Shades of Black: Film Noir and Post-War America (3.00 cr.)
The darkest genre in American cinema, with tales of crime, corruption, and anti-heroism. Film noir has its origins in German expressionist film, but as it developed, it reflected and shaped post-World War II cultural anxieties about gender, race, power, and violence. Students view films, read source novels, and consider important critical writings about the genre.
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LS 743 - We Are What We Eat: Food and the American Identity (3.00 cr.)
Although most Americans will consume well over 75 tons of food in their lifetimes, food has remained on the margins of academic scholarship. This course brings cooking and eating from the margins using food as the focal point for an examination of culture, class, gender, and finally, the self. The preliminary thesis is that how we gather, prepare, and eat food reveals, and even establishes who we are. Intentionally and unintentionally, we express who we are by what we eat.
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LS 744 - American Manhood in the Making (3.00 cr.)
With the dawn of the American democratic experiment came new opportunities for identity and gender construction. Men and women from all over the world poured into America and brought with them their own notions of what it meant to be men and women. Although manhood is often viewed as stable and fixed-rooted in biological truths-history and literature tell a story of gendered contingency and uncertainty, often paired with intense anxiety. Students look at the way manhood has changed in America by reading the historical and literary documents that influenced Americans' perceptions of themselves and their individual and collective manhood.
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LS 745 - After King: Civil Rights and the Black Freedom Movement, 1968-1985 (3.00 cr.)
An investigation of the changing parameters of the struggle for African American civil rights in the United States from 1968 to 1985. This study begins with the pivotal year of 1968, a year which saw the splintering of the Civil Rights Movement in the aftermath of the deaths of Martin Luther King, Jr., and Robert Kennedy and the siphoning off of many of its most important activists into other movements. The study continues into the critical years of the 1970s with the variety of efforts at integration and equality related to housing, education, and employment. The study concludes with the middle years of the Reagan administration and the shifting sands of public and governmental opinion regarding Affirmative Action.
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LS 747 - New Myths on the American Landscape: Writing (and) the American Dream (3.00 cr.)
Classic and contemporary presentations of the American Dream's promise and challenge. Students explore the ways writers from many differing communities define the American Dream, where these dreams come together, and where they diverge. Readings include works by F. Scott Fitzgerald, Arthur Miller, William Faulkner, Martin Luther King, Jr., Toni Morrison, and Louise Erdrich.
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LS 748 - The Psychoanalysis of Culture (3.00 cr.)
The wager posed by this course is that Freud, even almost 70 years after his death, is still a uniquely potent resource for understanding the current historical and cultural situation. Participants examine late capitalist society with an eye to the continuing relevance of key Freudian concepts, with the general aim of defining and exploring the shift from a traditional ethic of sacrifice toward a postmodern ethic of satisfaction. Readings from Freud are liberally augmented by others in the psychoanalytic tradition (Lacan, Lefort, Zizek, McGowan) and a number outside it (Marx, Berger, Arendt, and others).
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LS 750 - Studies in Catholic Autobiography (3.00 cr.)
Some literary theorists propose that Christianity may fairly be credited with creating the genre of autobiography. Under the influence of Augustine, modern writers, whether religious or secular, continue to explore and expand the relationship between private life and public confession. This course puzzles with questions of conversion, calling, and commitment along with the value and limits of autobiography as a method of theological reflection.
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LS 751 - Holy Land: Freedom and Truth in a Violent World (3.00 cr.)
Jews, Christians, and Muslims have long debated and fought among themselves and between each other over "the holy land." Why? This question is pursued by reading, talking, and writing about traditional Jewish, Christian, and Islamic scriptures, as well as competing contemporary accounts-including competing accounts urging religious views of the whole planet as holy, as well as nonreligious views of land as not holy at all.
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LS 752 - Sex and Modernity (3.00 cr.)
Human beings have always been interested in sex, but modern civilization is downright obsessed with it. Indeed, revolutions in both sexual behavior and attitudes toward love and sex are central to the phenomenon called "modernity." Questions of sexuality now preoccupy political struggles, religious debates, social movements, and psychological theories, to say nothing of the role played by sex in the emergence of a commodity culture. Sexuality is the central metaphor, the privileged myth of modern world. Students examine the nature and function of sexuality in modern life through readings from psychological and political theorists and from literature. In doing so, they consider questions about the history of conceptions of love and sex, a history that takes them back to the ancient world. Students are also required to absorb some key lessons from some of greatest thinkers of the modern period, including Foucault, Freud, de Beauvoir, and Arendt. Literary works by Fauset, Wedekind, Nabokov, and others. Taught from a feminist perspective.
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LS 753 - Philosophy of Peace (3.00 cr.)
Key issues in peace studies are approached from a philosophical perspective. The primary focus is on thinkers who conceive of peace as a realizable option for humanity, and not merely as the incidental absence of war. Readings are drawn from major figures in the history of the Western philosophical tradition-from Thucydides to Tolstoy, Russell and beyond-as well as some twentieth- and twenty-first-century voices in the Eastern world, such as Gandhi and Thich Nhat Hahn. Classroom philosophical discussions of peace are placed in a contemporary context through readings of current journalism which provide political and philosophical analyses of the current world situation.
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LS 755 - The Dynamic of the City (3.00 cr.)
An exploration of modern discourses on and of the city. For centuries the city has captivated the mind and the spirit of human beings in numerous ways. As a locale, the city has frequently inspired the imagination. It has often been the site of avant-garde experimentation and the testing ground for new theories. As an environment, the city has been home to burgeoning technology and often the embodiment of social order as well as disorder. A cross-sectional examination of the modern city is undertaken from the vantage point of a variety of disciplines. The city under scrutiny varies from semester to semester.
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LS 756 - Service and Meaningful Work (3.00 cr.)
What is service? Why is it so important to the human spirit and community? What are the problems and pitfalls one encounters as one tries to serve others? How can one integrate other-directed service with one's own need for financial stability and personal fulfillment? How can one's work in the world be meaningful and satisfying? These are not merely theoretical questions; each life is an expression of the answers formulated by the individual. Still, philosophers and spiritual texts, both Western and Eastern, can do much to help students think through these crucial issues. Throughout the course, theoretical understandings and personal experience are woven together. Students have the opportunity to reflect upon their own lives, and to be challenged and illuminated by a variety of rich texts.
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LS 757 - The American Short Story (3.00 cr.)
Traces the development of American short fiction from the late nineteenth century to present times. Works by Hemingway, Fitzgerald, O'Connor, and Cheever, as well as contemporary practitioners including Latin American and European writers whose work has been influential in the United States.
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LS 758 - How to Read the World: First Signifiers (3.00 cr.)
This course focuses on three "first signifiers": geography, tattoo, and the human face. Land and sea formations precede human signification. Writers who present the first scripts created by landscapes and seascapes and who consider the way humans inhabit and reshape those scripts using borders, boundaries, and maps are investigated. Students then analyze tattoo, which Jacques Lacan proclaims to be the first signifier and which writers use to consider how people make meaning and mark belonging. Tattoo may indicate variously and sometimes simultaneously the profane and sacred, the extravagant and essential, the personal and public. Finally, depictions of the human face are examined. According to Emmanuel Lévinas, the human face creates discourse and ethics: students use that insight to read graphic novelists who use word and image to consider the human face (and who see at once joy and love, repression and genocide). All three first signifiers ask us to consider how to interpret the scripts we are given and how to create new ways of reading the world.
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LS 759 - That Shakespearean Cinema (3.00 cr.)
A study of selected Shakespeare plays in their Renaissance theatre context and in their evolution as texts for film. Special attention is given to the conditions of theatre production in Elizabethan and Jacobean England, and intense focus is placed on the cultural, economic, and creative reasons for the renaissance of Shakespeare as a film source during the 1980s and 1990s. Analytical and performance projects. No previous acting or directing skill required.
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Literacy |
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RE 510 - Foundations of Reading Instruction (3.00 cr.)
Students analyze and explore topics including various theories, processes, and models of reading; definitions of literacy; knowledge of language and cueing systems, metacognition, vocabulary, and comprehension; formal and informal assessment; and multiple instructional strategies adapted to the specific needs and interests of literacy learners K-12.
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RE 523 - Emergent Literacy Development (3.00 cr.)
Explores the major theories of language development, phonological processing, cognition, and learning as related to emergent literacy learners. A field experience including both instruction and assessment of an emergent literacy learner is a central part of the course.
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RE 524 - Assessments in Bilingual and Second Language Education (3.00 cr.)
Designed to give students a deep understanding of issues related to the testing and assessment of language minority students and offers practical suggestions for using assessment to inform student learning. Course content includes the study and evaluation of the means of assessing language and content proficiency, the consideration of relationships between second language proficiency and academic achievement, and sociocultural dimensions of testing and assessment. Teachers evaluate the outcomes of their curricular and instructional changes on English language learners' literacy and language proficiency. The final course in the TELL program.
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RE 531 - Youth and Adolescent Literacy (3.00 cr.)
Investigates the situated and multi-layered conceptualizing of adolescent literacy with an eye toward practical implications for teaching and learning inside and outside the classroom contexts.
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RE 601 - Media Literacy Education (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 . Introduces media literacy education, its curriculum and pedagogy. Media literacy education is the ability to access, analyze, evaluate, and communicate media in a variety of forms. It expands notions of "reading" beyond traditional print texts to acknowledge various twenty-first century multiple literacies and consider perspective and difference. It can be integrated into a variety of subjects.
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RE 602 - Second Language Development: Theory and Practice (3.00 cr.)
Focuses on facilitating understanding of language and language use, especially as it pertains to learning and teaching with emerging bilingual K-12 students. It introduces linguistic topics such as phonetics, phonology, morphology, syntax, and semantics, as well as the interdisciplinary areas of psycholinguistics and sociolinguistics.
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RE 603 - Language, Literacy, and Culture (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 . Explores various social, cultural, and political aspects of language and language use, such as ideology; identity; language change, variations, and dialects; and classroom discourse. Students examine philosophies and theories of bilingual education policy, practice, and research. Topics include second language acquisition, English-only mandates, testing practices, and curricular programs.
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RE 604 - Methods for Teaching English to Speakers of Other Languages (3.00 cr.)
Focuses on the theories and methods of second language teaching and learning, and develops skills in applying those methods to classroom practice through lesson plan development and demonstration. Students explore the techniques, strategies, and materials for delivering ESOL-focused instruction across the content areas. Students develop appropriate, research-based teaching strategies for application across language proficiency levels and grade spans.
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RE 609 - Content Area Literacy (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 . Introduces the research and application that addresses literacy as a tool for learning content area material. Students explore a wide range of strategies related to reading, writing, speaking, listening, and viewing. Particular attention is given to vocabulary, comprehension, study skills, and writing strategies for all learners, including struggling readers and English language learners.
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RE 622 - Children's and Adolescent Literature (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 . Explores the world of children's and adolescent literature and its effective use across the curriculum. It examines various genres-embedding literature across the curriculum-and illustrates how to evaluate and design literacy curriculum materials.
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RE 670 - Teacher Research and Inquiry (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 . Investigates aspects of action research including choosing a topic to study, examining ethical issues, planning and implementing methodologies, conducting a literature review, becoming a reflective practitioner, and analyzing data.
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RE 725 - Literature for the Adolescent (3.00 cr.)
An overview of current literature published for the adolescent. Emphasis on teaching the novel, short story, poetry, and drama. Discussions center on such topics as bibliotherapy, multicultural literature, class readings.
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RE 733 - Teaching Reading in the Content Area I (3.00 cr.)
Introduces a wide variety of strategies which use reading, writing, speaking, listening, and viewing to support content learning. Particular attention is given to the development of vocabulary, comprehension, study skills, and writing strategies for all learners including struggling readers and English Language Learners. The Maryland State Department of Education has approved this course for the required Reading in the Content Area I course.
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RE 737 - Literacy Assessments in Group Contexts (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 , RE 601 , RE 609 , RE 622 , RE 670 . Focuses on group assessment measures of literacy. Emphasis is placed on the reading specialist's role in understanding, using, and interpreting standardized tests and their scores in reading. Strategies for standardized test preparation reflecting a variety of formats compatible with best practices in literacy instruction are examined.
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RE 739 - Literacy Assessments of Individuals (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 , RE 601 , RE 609 , RE 622 , RE 670 . Focuses on a variety of reading assessment techniques, processes and instruments to collect data and how to use that data to make instructional decisions and effectively communicate with parents and others. Specifically examines the sensitive and accurate assessment of the often idiosyncratic literacy development of the struggling reader.
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RE 740 - Role of the Reading Specialist (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 , RE 601 , RE 609 , RE 622 , RE 670 . Examines the role of the reading specialist as a literacy leader as it relates to students, parents, staff, and other stakeholders. Analyzes current trends as they affect the role of the reading specialist.
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RE 744 - Teaching Reading in the Content Area II (3.00 cr.)
Prerequisite: RE 733 . The second of two courses relating to the research and application that addresses literacy as a tool for negotiating and comprehending content area material. Students revisit and add to a wide range of strategies related to reading, writing, speaking, listening, and viewing in the content areas. Particular attention is given to the instruction/assessment cycle, uses of technology, and supporting diverse learners. A 20-hour field experience in a school setting is included. The Maryland State Department of Education has approved this course for the required Reading in the Content Area II course.
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RE 756 - School Year Practicum in Literacy I (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 , RE 601 , RE 609 , RE 622 , RE 670 , RE 737 , RE 739 . The culminating experience of the reading specialist program. Participants assess and instruct two "school-year scholars" (K-12 students) in all aspects of literacy. Reading and writing strategy work is a major focus. RE756 and RE 757 constitute the full internship required.
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RE 757 - School Year Practicum in Literacy II (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 , RE 601 , RE 609 , RE 622 , RE 670 , RE 737 , RE 739 , RE 756 . The culminating experience of the reading specialist program. Participants assess and instruct two "school-year scholars" (K-12 students) in all aspects of literacy. Reading and writing strategy work is a major focus. RE 756 and RE757 constitute the full internship required.
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RE 758 - Summer Practicum in Literacy (3-6.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 , RE 601 , RE 609 , RE 622 , RE 670 , RE 737 , RE 739 . The culminating experience of the reading specialist program. Participants assess and instruct two "summer scholars" (K-12 students) in all aspects of literacy. Reading and writing strategy work is a major focus.
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RE 760 - Processes and Acquisition of Literacy (3.00 cr.)
Assists students in understanding the reading acquisition process. Course content is organized around current, accepted, research-based theoretical models that account for individual differences in reading. The Maryland State Department of Education has approved this course for the Processes and Acquisition requirement.
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RE 761 - Materials for Teaching Reading (3.00 cr.)
Prerequisite: RE 760 . Addresses selection and evaluation of print and electronic texts and identification of strategies used when teaching reading at children's instructional and developmental levels. The Maryland State Department of Education has approved this course for the Materials for Teaching Reading requirement.
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RE 762 - Assessment and Instruction in Reading I (3.00 cr.)
Prerequisite: RE 760 , RE 761 . Students learn a comprehensive array of instructional and assessment techniques and strategies for emergent and developing readers. A 20-hour field experience in a school setting is included. The Maryland State Department of Education has approved this course for the required Instruction of Reading course.
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RE 763 - Assessment and Instruction in Reading II (3.00 cr.)
Prerequisite: RE 760 , RE 761 , RE 762 . Students learn a comprehensive array of instructional and assessment techniques and strategies for independent readers. The Maryland State Department of Education has approved this course for the required Assessment of Reading course.
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RE 770 - Literacy Education Seminar (3.00 cr.)
Prerequisite: RE 510 , RE 523 , RE 531 , RE 601 , RE 609 , RE 622 , RE 670 . Students explore current issues in literacy education using a seminar approach and complete individual action research projects initiated in RE 670 . Emphasizes effective written and oral communication skills and the ability to collect, interpret, organize, and report research.
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Media |
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ME 601 - Exploring Digital Culture (3.00 cr.)
Students investigate the social, political, cultural, intellectual, and economic impact of new communication services such as Facebook, Twitter, blogging, the World Wide Web, and others. Students assess the way the Internet and its applications have influenced the way we see ourselves and others; the way we interact and govern ourselves formally and informally; the ways we do business; and even the way we think. Critical issues such as privacy, cyber-bullying and civility, identify theft and security, and free speech are addressed. Must be taken in the first semester of enrollment.
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ME 602 - Content Creation Seminar (3.00 cr.)
Prerequisite: ME 601 . A workshop in the skills--both writing and visual--needed to develop content for social media platforms. Basic concepts associated with search engine optimization and marketing are explored. Students work toward certification in social media planning and assessment as Host Suite professionals. A one-week course which must be taken on a Loyola campus. (Summer only)
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ME 701 - Ethics and Social Media Policy Seminar (3.00 cr.)
Prerequisite: ME 601 . Ethical issues are examined, from the use of new media for sourcing in journalism to product and brand promotion. Students engage in discussions about their ethical beliefs as they relate to our ever-changing, technologically-based society. Students examine social media policies of corporations, government, and nonprofit organizations. A one week course which must be taken on a Loyola campus. (Summer only)
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ME 710 - Media Innovation (3.00 cr.)
The most important characteristic of emerging media is that it is new. Baseline concepts such as where good ideas come from, how innovation moves through society, and the relationship of emerging media to existing media are explored. Students develop a set of tools that enable them to assess the potential use and impact of emerging media.
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ME 715 - Emerging Media in Strategic Communication (3.00 cr.)
Students learn how new media technologies are being integrated as part of emerging advertising and public relations campaigns, as well as how they are being used to deliver traditional messages in novel times and spaces. In an increasingly competitive and diversifying media space, communicators are finding new ways to reach their intended audiences. This course fosters an understanding of the roles and limitations of new media for delivering messages and engaging with key audiences, publics, and markets, while allowing students to critically analyze how to best utilize new media to connect with consumers.
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ME 720 - The User Experience (3.00 cr.)
Reviews the latest theories and research methods developed to better understand how and why people use new media technologies. Students cover a diverse range of perspectives on how users come to identify and make meaning from media, individual motivations and behavior, and the role of user communities. Students then review and apply the latest qualitative methods used by scholars and media companies to better understand target user groups, including usability studies, focus groups, interviews, and web-based surveys.
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ME 725 - Emerging Media Applications (3.00 cr.)
Best practices in the use of the most current new communications tools and platforms are explored. Topics include how to set up appropriate accounts, use the latest technology in applied settings, assess and measure new media viability, and strategically integrate social media to the advantage of the organization.
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ME 730 - Social, Political, and Cultural Impact of New and Emerging Media (3.00 cr.)
Students analyze and interpret the ways that race, class, gender, and ethnicity impact the access to, use of, and knowledge of technology, information, and communication. By looking at both in- and out-of-country usage, students also discuss the technological divide between countries, communities, neighborhoods, and people.
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ME 735 - Emerging Media Law and Regulation (3.00 cr.)
Emerging media frequently test the existing legal and regulatory framework for speech. Key legal and regulatory issues raised by new media are explored, including copyright and piracy, net neutrality, free speech, privacy, and democratic governance.
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ME 740 - Global Communication and Social Media: Policy and Trends (3.00 cr.)
Recommended Prerequisite: ME 601 . New and emerging media are changing the ways in which people around the world communicate. However, access to new media is subject to local laws, regulations, and customs. Therefore, it is important for communication professionals to think globally, but act locally. Students research the political economy, media ownership, regulations, and laws of some of the fastest growing economies in the world. Students also review social media policies and gain an understanding of new and emerging media strategies that are utilized by global organizations and brands.
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ME 796 - Emerging Media Capstone Project I (3.00 cr.)
Working under the tutelage of an instructor/practitioner in the department, students have the option to engage in original research on a subject relevant to new and emerging media, then present their findings in a format of their choosing; or, to develop a project in which they demonstrate their proficiency using new and emerging media. By arrangement with the faculty advisor.
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ME 797 - Emerging Media Capstone Project II (3.00 cr.)
Prerequisite: ME 796 . A continuation of ME 796 . By arrangement with the faculty advisor.
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ME 798 - Emerging Media Capstone Project I and II (6.00 cr.)
Working under the tutelage of an instructor/practitioner in the department, students have the option to engage in original research on a subject relevant to new and emerging media, then present their findings in a format of their choosing; or, to develop a project in which they demonstrate their proficiency using new and emerging media. By arrangement with the faculty advisor.
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ME 799 - Capstone Continuation Guidance (0.00 cr.)
Prerequisite: ME 798 . Students work with their advisor toward the completion of their capstone project. By arrangement with faculty advisor. A guidance fee is charged. Pass/Fail
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Montessori Education |
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MO 599 - Montessori Elementary Preparatory Course (3.00 cr.)
The prerequisite course gives the prospective elementary student an overview of the content of the primary course. Montessori's theory of human development during the first six years of life is given extensive treatment. All basic elements of the activities offered to the child in a primary class are touched upon but are not fully developed. A fee is charged. Pass/Fail
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MO 624 - Practicum I (3.00 cr.)
Provides guided observation of children aged birth to three years in select settings, with emphasis on developing skills of observation and assessment.
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MO 625 - Practicum II (3.00 cr.)
Provides guided observation of children aged birth to three years in select settings, with emphasis on developing skills of observation and assessment. Students demonstrate their ability to implement developmentally appropriate practices with infants and toddlers.
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MO 626 - Practicum I (3.00 cr.)
Students develop the skill of scientific observation through guided observational exercises and the observation of young children in a Montessori prepared environment.
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MO 628 - Practicum II (3.00 cr.)
To practice the various professional and personal skills which a Montessori teacher uses, working with a group of children under the supervision of a qualified Montessori teacher.
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MO 630 - Human Relations and Self-Awareness among Young Children (3.00 cr.)
To show by demonstration and lecture a group of activities known in Montessori education as the practical life exercises. These exercises are designed to enable independent functioning, social grace, and self-esteem among children of three to six years of age. Content includes development of coordinated movement, health, safety in both indoor and outdoor environments, and play (spontaneous, free choice of activities).
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MO 631 - Language Arts/Reading Curriculum and Instruction (3.00 cr.)
To provide information about the development of spoken and written language in the areas of daily life, story-telling, composition, literature, geography, history, biology, science, music, art, as well as the functional aspects of grammar, syntax, and reading analysis.
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MO 632 - Mathematics and Science Curriculum and Instruction (3.00 cr.)
To show by demonstration and lecture the exercises of mathematics and science which give sensorial foundations for counting, arithmetic, geometry, algebra, and fractions of whole numbers, as well as for biological and physical science experiences appropriate for young children.
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MO 633 - Creative Activities (Music, Art, Movement, and Drama) (3.00 cr.)
To focus on developing potentialities as the basis for designing learning experiences in art, music, movement, drama, and literature. Students will research, design, and demonstrate appropriate materials and activities in each of these areas.
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MO 634 - Foundation of the Montessori Method (3.00 cr.)
To give a survey of the development of the young child in accordance with the psychology of Maria Montessori and the philosophy of the Montessori Method. Particular emphasis is given to children three to six years old.
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MO 635 - Perceptual-Motor Development (3.00 cr.)
To show by demonstration and lecture a group of activities known in Montessori education as Exercises for the Education of the Senses that are designed to lead the child to an intelligent and imaginative exploration of the world. Content includes identification of a child's process of classifying his/her world, problem solving, and critical thinking.
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MO 636 - Teaching Strategies and Social Development (3.00 cr.)
To research teacher-learner interaction, analyze planning techniques and learning environments, general classroom management, interpersonal relationships.
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MO 637 - Psychology and Philosophy of the Montessori Method (2.00 cr.)
Provides a study of child psychology and child development from a Montessori perspective, including an historical overview of Dr. Montessori's work which led to the development of Montessori pedagogy.
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MO 638 - Child Growth and Development I (3.00 cr.)
Focuses on the psychological, physical, social, and cognitive development of children from conception through one year.
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MO 639 - Child Growth and Development II (3.00 cr.)
Focuses on the psychological, physical, social, and cognitive development of children from one to three years of age.
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MO 640 - Creating Healthy, Safe Environments for Infants (3.00 cr.)
Focuses on how to assist caregivers in creating environments which support optimal development in infants.
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MO 641 - Creating Healthy, Safe Environments for Toddlers (3.00 cr.)
Focuses on how to assist caregivers in creating environments which support optimal development in toddlers.
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MO 642 - Developmentally Appropriate Practices for Infants (3.00 cr.)
Students learn the rationale for application of Montessori-based developmental materials for children from birth to one year.
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MO 643 - Developmentally Appropriate Practices for Toddlers (3.00 cr.)
Students learn the rationale for application of Montessori-based developmental materials for children from one to three years.
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MO 644 - Working with Parents and Families of Young Children (1.00 cr.)
Students are given guidelines for the implementation of effective parent education. They create and present sample programs for peer review.
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MO 646 - Foundations of the Montessori Method (3.00 cr.)
To give a survey of the development of the young child in accordance with the psychology of the child proposed by Dr. Maria Montessori. To give an overview of the principles underlying Montessori pedagogy. Particular emphasis is directed to children six to twelve years of age.
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MO 647 - Montessori Classroom Methods (3.00 cr.)
To communicate the principles of classroom management for six- to twelve-year-old children that are derived from the philosophical and pedagogical ideas of Dr. Montessori.
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MO 648 - Laboratory: Using Montessori Materials (2.00 cr.)
Provides the opportunity for the individual student to practice with the developmental and didactic materials. Students develop skill in handling the materials and in giving presentations and work through individual difficulties in technique and understanding.
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MO 649 - Language Curriculum and Instruction for the Elementary Years (2.00 cr.)
To show by demonstration and lecture the presentations for the development of spoken and written language, as well as the important functional aspects of grammar that are appropriate for children from six to twelve years of age.
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MO 650 - Art Curriculum and Instruction for the Elementary Years (1.00 cr.)
To show by demonstration and lecture the scope of expression opportunities through art appropriate for children between the ages of six to twelve.
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MO 651 - Mathematics Curriculum and Instruction for the Elementary Years I (3.00 cr.)
To show by demonstration and lecture presentations of arithmetic and geometry which provide the child with understanding of and proficiency with key ideas in mathematics.
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MO 652 - Physical and Biological Science Curriculum and Instruction for the Elementary Years (2.00 cr.)
This is a two-part course. Part I will show by demonstration and lecture the presentations of biology which are designed to give an understanding of the life on earth. Part II will show by demonstration and lecture the presentations of physical and political geography which are designed to give an understanding of the interdependencies of the earth and life upon it.
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MO 653 - Social Studies Curriculum and Instruction for the Elementary Years (2.00 cr.)
To show by demonstration and lecture the presentations of social studies, which give an understanding of the origins and development of the universe and of the human being's relationships to this development.
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MO 654 - Music/Art Curriculum and Instruction for the Elementary Years (2.00 cr.)
This is a two-part course. Part I will show by demonstration and lecture the scope of expression opportunities in music appropriate to children between the ages of six to twelve. Part II will show by demonstration and lecture the scope and importance of movement, nutrition, and physical exercise for the development of mind and body health of children between the ages of six to twelve.
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MO 655 - Practicum I (3.00 cr.)
To develop the skill of scientific observation through guided observational exercise and the observation of young children in a Montessori prepared environment.
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MO 656 - Practicum II (3.00 cr.)
To practice the various professional and personal skills which a Montessori teacher uses, working with a group of children under the supervision of a qualified Montessori teacher.
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MO 657 - Mathematics Curriculum and Instruction for the Elementary Years II (2.00 cr.)
Explores the links between arithmetic and geometry, and stresses the importance of problem solving. The use of computers is introduced as a support mechanism for the child's exploration of mathematics.
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Pastoral Counseling |
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PC 608 - Theological Anthropology (3.00 cr.)
Overarching and universal themes in religious experience and conversation are considered. Some of these themes are sin, suffering, freedom, conversion, salvation, and grace. The students' objective is to discover the relevance of these themes in their personal experience and the experiences of those with whom they work. Questions are explored that originate in the process of becoming a more fully aware and healthy person; for example: What is the nature of our theological experience? How does theology shape us as individuals? Does theology promote or inhibit human development and well-being? How do we reconcile our theology with the experience of suffering? The course content is designed to promote theological insight and challenges for theological discernment in the existential situation.
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