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Principal Course Distribution Requirement

Principal courses offer introductions to the breadth of disciplines in the College. They acquaint students with the subject matter in an area, with the types of questions that are asked about that subject matter, with the knowledge that has been developed and is now basic to the area, and with the methods and standards by which claims to truth are judged.

Students must complete courses in topical groups in three major divisions (humanities, natural sciences and mathematics, and social sciences). For the B.A., three courses are required from each division, with no more than one course from any topical group. The B.G.S. requires two courses from each division, with no more than one from any topical group. To fulfill the requirement, a course must be designated as a principal course according to the codes listed below.

These are the major divisions, their topical subgroups, and the codes that identify them:

Humanities

  • HT: Historical studies
  • HL: Literature and the arts
  • HR: Philosophy and religion

Natural Sciences and Mathematics

  • NB: Biological sciences
  • NE: Earth sciences
  • NM: Mathematical sciences
  • NP: Physical science

Social Sciences

  • SC: Culture and society
  • SI: Individual behavior
  • SF: Public affairs

No course may fulfill both a principal course distribution requirement and a non-Western culture or second-level mathematics course requirement. Laboratory science courses designated as principal courses may fulfill both the laboratory science requirement and one of the distribution requirements. No free-standing laboratory course may by itself fulfill either the laboratory science requirement or a principal course requirement. Students should begin taking principal courses early in their academic careers. An honors equivalent of a principal course may fulfill a principal course requirement.

View all approved principal course distribution courses »

Non-Western Culture Requirement

A non-Western culture course acquaints students with the culture, society, and values of a non-Western people, for example, from Asia, the Pacific Islands, the Middle East, or Africa. Students must complete one approved non-Western culture course.

One approved non-Western culture course is required. Occasionally courses with varying topics fulfill the non-Western culture course requirement. See the Schedule of Classes for details. These courses are coded NW.

View all approved non-Western culture courses »

Transfer and Earned Credit Course Codes

These codes are used to evaluate transfer credit and to determine which academic requirements a course meets.

  • H: Humanities
  • N: Natural Sciences and Mathematics
  • S: Social Sciences
  • W: World Civilization and Culture
  • U: Undesignated Elective Credit (course does not satisfy distribution requirement)

All Education courses

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Prerequisite: Consent of adviser and instructor. RSH
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Theory and principles of behavioral analysis. Emphasis will be given to observation, measurement, recording, and visual display techniques. Other topics include maintenance and generalization of behavior change. Students will be provided experience in the design and carrying out of research studies related to exceptional children and youth using principles and methods of behavioral analysis. Prerequisite: SPED 425 or SPED 725 and SPED 839. LEC
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This course is designed to provide principles of development, needs assessment, evaluation and dissemination applied to curriculum products. Analysis of organizational and conceptual features of major curriculum development projects for students with disabilities are addressed; participants design curriculum procedures. Prerequisite: Twelve semester hours in special education and a general curriculum course. LEC
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Designed for individuals with responsibilities for the operation of instructional resource centers and educational programs serving exceptional children and youth. Experiences relate to: selection, acquisition, circulation, and management of special education instructional media/materials and the delivery of inservice training specific to their skills. Prerequisite: Professional preparation and/or experience in the Education of Exceptional Children and Youth and C&I 616, Introduction to Educational Communications. LEC
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The organization of this course follows the chronology of an individual's total development from genetic origin through fetal development, perinatal, infancy, childhood, and adolescence. Emphasis is given to etiology and implications of handicapping conditions on development. Attention is given to prevention, treatment, and habilitation or rehabilitation of various conditions. Prerequisite: SPED 725. LEC
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This course is concerned with the relationship between professions and society in a democracy, and specifically, with the ethics and practices associated with the professions of education, special education, and other disability-related fields. Models of professionalism are compared and advantages of civic professionalism for individuals with disabilities and their families, the professions, and society as a whole are explored. Lessons drawn from disagreements over questions such as the nature and social consequences of the professions are used to broaden understanding of what professionalism could and should be in a democracy. Prerequisite: Admission to doctoral program. LEC
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An extensive analysis of the literature and research pertinent to issues in a given disability. Separate sections are organized for various disabilities. Students may enroll in more than one section as a part of a graduate program. Prerequisite: Three courses in special education or permission of instructor. LEC
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This course is designed to prepare administrators and prospective administrators for organizing and administering educational programs for students with disabilities. Major topics include a review of current trends in special education, state and federal guidelines and regulations, legal and financing aspects of special education, program planning, and administration of special services. (Same as ELPS 959.) Prerequisite: Nine hours of education including educational psychology and SPED 725. LEC
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This course is designed to assist first-year special education doctoral students organize and synthesize a conceptual and substantive map of the field of special education and introduce them to corresponding faculty research interests and resources. Emphasis is placed on the academic writing expectations and resources of the field, university, and department, and on building a cohort of students to address common issues and to provide a foundation for peer support throughout the doctoral program. Prerequisite: Admission to special education doctoral program or permission of instructor. LEC
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This capstone seminar is designed to assist advanced doctoral students synthesize and evaluate information on a broad range of current and historically significant special education issues and trends in preparation for comprehensive examinations and future professional roles. Substantively, its primary focus is issues and trends that affect the entire field or cut across several areas of study and practice. Its secondary focus is significant issues and trends that affect particular categorical or functional sub-areas of study and practice within the field. Prerequisite: Completion of nine doctoral courses in special education, including 4 of 6 departmental Core courses. LEC
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This doctoral level course will explore current issues related to characteristics, educational methods and curricula, and questions, problems, concerns and movements connected to the education of children and youth with learning disabilities, emotional/behavioral disorders and autism spectrum disorders. Prerequisite: Doctoral program admission or permission of instructor. LEC
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Advanced development of conceptual and practical field-based skills. Prerequisite: SPED 775. FLD
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This course is designed to provide students an opportunity to engage in an extensive analysis of the literature and research pertinent to critical issues in the field of learning and behavioral exceptionality. Prerequisite: SPED 970 LD/BD Issues I; SPED 972 Trends and Issues in Special Education I. LEC
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A special course of study to meet current needs of education professionals -- primarily for post-master's level students. LEC
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This course is designed to provide students with an overview of seminal leadership and systems change literature. Students analyze and apply the literature at the teacher, family, school building, district, state, and federal levels. Strategies for developing and mobilizing stakeholders to support the process of change will be covered. Prerequisite: Admission to doctoral program. LEC
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This course is designed to give students an introduction and overview of academic life and the roles and responsibilities of an academic career. Its primary purpose is to help develop a realistic perspective of the expectations of academic life and the competencies required for a successful start in an academic career. Organized around the broad themes of understanding the academy, faculty life and work, and academic career paths, course content addresses the roles and responsibilities of faculty life in different types of institutions and the issues faculty face as they pursue their academic careers. The course offers an opportunity for students to critically review their doctoral program in the context of preparing them for a successful start in an academic career and to explore options for academic career choices. Prerequisite: Doctoral program admission. LEC
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This course is designed to teach a broad array of strategies associated with the development of successful proposals that will generate funds to support programmatic work. Among the topics covered in this course are sources of funding, strategies for conceptualizing and writing proposals, collaboration strategies, proposal peer-review process, and integrating proposal development activities into other professional responsibilities. Prerequisite: Admission to doctoral program and PRE 710. LEC
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This is an interprofessional course in public policy and school reform that is concerned with current policy and systems transformations in education and child/family services, including educational, social and health service systems and the movement toward school-linked service integration strategies and family partnerships, called the "community school" movement. Issues connected with comprehensive school reform including the role of special education and mental health in this process will be emphasized. Particular emphasis will be placed on urban, multicultural issues affecting community schools. Prerequisite: Doctoral program admission or permission of instructor. LEC
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This course is designed to develop skills in naturalistic or constructivist research, while situating it theoretically within the broader framework of modern and postmodern social inquiry, and exploring its social, political and ethical implications. The course develops students' skills in using this form of interpretive qualitative research, provides a theoretical framework for selecting inquiry paradigms, compares and contrasts positivist and constructivist inquiry, and reviews social and political implications of constructivist inquiry. Prerequisite: Six hours of statistics, measurement, and/or large or small group research design. LEC
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The course examines the opportunities, challenges, cautions, and demands of web-based instruction in higher education. It explores the policy implications of web-based instruction, development of collaborative teaming skills utilizing telecommunications resources, and the design and technical aspects of online instruction. Particular attention is given to the implications of online instruction for accommodating needs presented by diverse learners through strategies such as universal designs. Prerequisite: Admission to doctoral program or permission of instructor. LEC
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This course provides a detailed examination of research methods for advancing knowledge and validating hypothetically useful treatments in situations in which sufficient sample sizes to conduct formal experiments are lacking, the question of interest is better addressed by multiple observations of treatment effects over time, and/or the question is best addressed by taking a variety of observations of a single unit of interest. Specifically, two small sample research methods will be examined in depth with examples and practical application experience: interrupted time series design for small samples ("single case" design), and Yin's empirical case study method. Prerequisite: Doctoral program admission or permission of instructor. LEC
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This course focuses on analyzing and synthesizing research literature focusing on intermediate outcomes (e.g., family-professional partnerships) and long-term outcomes (e.g., family quality of life) related to families of children, youth, and adults with disabilities. Key family theories are discussed and applied in the development and implementation of interventions that have potential to increase intermediate and long-term family outcomes. Prerequisite: Three courses in special education or permission of instructor. LEC
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This seminar examines research to support evidence-based practices that currently exist in the areas of early intervention and early childhood special education. The primary objective is to learn how to read and critically analyze studies that form the evidence base for several early intervention and early childhood special education practices. Primary goals of the class include the development of skills for evaluating research studies in early intervention and early childhood special education, and increasing knowledge of evidence-based practices in the early intervention literature. Prerequisite: Three courses in special education or permission of instructor. LEC
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Supervised and directed experiences in selected educational settings. Instructors conduct regular observations and conference with students. Written summaries and evaluations of field experiences are prepared independently by the student, a representative of the cooperating agency, and the instructor. Open only to advanced students and field experience credit in any one semester may not exceed five hours, and total credit may not exceed eight hours. FLD
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This course is designed to prepare students for college teaching. Enrolled students shall engage in semester-long, planned, instruction that includes college classroom teaching under supervision. Planning shall be done with a member of the faculty who will supervise the experience. FLD
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Prerequisite: Prior graduate course work in the area of study and consent of instructor. RSH
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