Education Studies

Prerequisites: GSTR 110 and criminal records clearance completed prior to registration

Offered: Typically Fall and Spring terms

This course is an introduction to the study of education for prospec?tive teachers and others interested in education. The course will offer students the opportunity to explore the following essential questions: 1) What does it mean to learn? 2) What does it mean to teach well? 3) What are schools for? 4) What knowledge, dis?positions, and skills are needed in order to teach well? 5) How does diversity affect teaching, learning, and schooling? The course will introduce some of the foundational ideas, issues, and beliefs--historical, political, economic, philosophical, sociological, psychological, cultural, and social--that impact the current educational climate. Students will be introduced to the Department's conceptual framework, portfolio requirements, and other academic, experiential, and professional expectations and requirements for those pursuing teacher certification. The course will include both field-based experiences and volunteer/service-learning experiences with school-aged children and/or adolescents. Course Fee: $10.

1 Course

Prerequisites: Determined by instructor

Offered: Typically as student interest and faculty availability allow

A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."

1/2 to 1 Course

Prerequisites: CFS 130 or permission of instructor

Offered: Typically every Spring Term

This course is designed to help students develop a philosophy of teaching and learning for children birth through kindergarten. Current thought and practice will be examined in light of the early childhood profession and its historical, philosophical, and social foundations. Public policy, legal implications, and a code of ethics will be studied. Theoretical perspectives including psychoanalytic theories, social-learning theories, behaviorism, cognitive and developmental theories, the humanistic models, and the normative-descriptive systems will be used to establish a framework for analysis and assessment. Historical and contemporary models of early-childhood education, such as Head Start, High Scope, Montessori, British Infant Schools, Reggio Emilia, enrichment programs, and comprehensive, compensatory, and intervention models will be examined in view of their effects on children, families, and communities. 10 field hours.

1 Course

Prerequisite: EDS 150 (formerly 250); Education Studies P-5 major or permission of instructor

Offered: Typically Fall and Spring terms

This course focuses on human-development and learning theories from infancy through adolescence, with emphasis on the pre-kindergarten through intermediate years. Through reading, discus?sion, and related experiences, students will have the opportunity to develop understanding of significant research describing children's actions, emotions, needs, and learning; the influence of this research on classroom organization, curriculum construction, and lesson planning; and the necessity for drawing on this research in their own lifelong development as teachers. Course activities in?clude individual and group research using both formal and informal methodologies; oral presentations and microteaching; and

1 Course

Prerequisite: EDS 150 (formerly 250) or permission of instructor

Offered: Typically Fall and Spring terms

This course focuses on human-development and learning theories from infancy through adolescence, with emphasis on the middle- and high-school aged child. Through reading, discussion, and related experiences, students will have the opportunity to develop understanding of significant research describing children's and adolescents' actions, emotions, needs, and learning; the influence of this research on classroom organization, curriculum construction, and lesson planning; and the necessity for drawing on this research in their own lifelong development as teachers. Course activities include individual and group research using both formal and informal methodologies; oral presentations and microteaching; and observing and working with children and adolescents in and outside of public schools.

1 Course

Prerequisite: Sophomore standing or above; open to CFS Education Studies majors or permission of instructor

Offered: Typically alternate Fall Terms (next offered Fall 2009)

Methods specific to teaching Family and Consumer Sciences in middle and high schools and in adult education, including Special Topics such as developmentally-appropriate instruction, curriculum development, student organizations, and teaching reading in the content area. Assessment of the relationship between teaching methods and cognitive science. Course Fee: $10.

1 Course

Prerequisites: Determined by instructor

Offered: Typically as student interest and faculty availability allow

A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."

1/2 to 1 Course

Prerequisite: Admission to the Teacher Education Program, or permission of instructor

Offered: Typically as student interest and faculty availability allow

This course introduces students to the structure of the social studies as a secondary school teaching field; provides an opportunity for students to explore various instructional approaches in the field; and enables students to examine the theoretical underpinnings of teaching practice in social-studies education. In cooperation with a local social-studies teacher, students develop and teach a social-studies unit. Additional focus extends to evaluation techniques in social studies, planning for instruction over longer periods of time (term and course-long planning), the role of multicultural education, and appropriate technology for use in the social-studies classroom.

1 Course

Prerequisites: EDS 227 (formerly 327) and Admission to Major; OR permission of instructor

Offered: Typically every Spring Term

This course is designed to engage students in integrating the arts, the humanities, and the natural sciences, and to initiate aspiring teachers into the construction of integrated teaching materials and design of appropriate assessment and teaching strategies. Students will have opportunities to become familiar with different aspects of natural science; i.e., science as a process, science as a body of knowledge, science as a set of values, science as a social phenomenon. They will explore themselves as scientific thinkers as they learn science. Similarly, this course will provide students with opportunities to become familiar with processes and ideas relevant to the arts and humanities. Through construction and reflection, they will find the wellsprings of their own art and stories. Students will practice thinking in community as they investigate questions that drive individual inquiry in the sciences, arts, and humanities. Students will use the understandings they gain through these experiences to articulate some important relationships among the arts, the humanities, and the natural sciences; to explore and construct some integrated teaching materials; and to reflect on teaching practices that best facilitate integrated thinking and learning. Each student will propose and carry out an integrated project with children for a minimum of five hours of experience. Course Fee: $25.

1 Course

Prerequisites: EDS 227 or 228 (formerly 327 or 328) AND Admission to Major

Offered: Typically every Spring Term

This course prepares students to make the instructional and organizational modifications necessary so that children with very different academic, physical, emotional, and social needs can learn in the regular classroom. The focus is on children with a variety of special needs, such as physical and learning exceptionalities (including the gifted); bilingualism; lack of readiness for learning; and violent behaviors. Students also will explore related issues, including the need to develop understanding and skills in counseling and conflict resolution, the nature of family involvement, and school policies and procedures. Field experiences in local schools and other community agencies are an integral part of the course.

1 Course

Prerequisite: EDS 227 or 228 (formerly 327 or 328) AND Admission to Major; or permission of instructor

Offered: Typically every Fall Term

Students will examine the intermediate and middle-grades reading/language arts curricula focusing on reading, writing, and content-area literacy. Students will extend their knowledge and appreciation of children's literature in varied genres and learn to integrate literature in inquiry-based, interdisciplinary units of study. Students will deepen their understanding of English spelling, phonics, grammar, vocabulary, and the reading and writing processes, and learn ways to help children acquire understandings and skills in these areas in meaningful contexts. Students will integrate these understandings with their own vision for the children they teach and with constructivist principles of human development to design rich language experiences for all children. In a weekly field experience, students will design and apply developmentally appropriate literacy experiences for individuals and small groups, taking cues from the children and building on their interests and experiences; creating assessments; and using the findings to plan subsequent learning experiences. The course includes a two-hour weekly field experience. NOTE: Noncredit for students who completed EDS 344.

1 Course

Prerequisite: EDS 346 and Admission to Major; OR permission of instructor

Offered: Typically every Spring Term

Students will examine the early primary reading language arts curriculum focusing on emergent literacy, oral language, reading, writing, and literature in preschool-grade 3. Students will explore the wealth of children's literature appropriate for primary children, both fiction and non-fiction, and examine its role in furthering children's growth as careful, competent, and confident thinkers, speakers, listeners, readers, and writers. Students will draw on and deepen their knowledge of the nature of English, and they will integrate their understandings with principles of human development to select and apply strategies for integrating literature in a balanced curriculum that incorporates phonics, spelling, and handwriting. In a weekly field experience with children in preschool through grade 3, students will learn to design and apply developmentally appropriate literacy experiences, create assessments for individuals and for small groups, and use the findings from those assessments to plan subsequent learning experiences for primary learners. The course includes a two-hour weekly field experience. NOTE: Noncredit for students who completed EDS 343.

1 Course

Prerequisite: EDS 227 or 228 (formerly 327 or 328) and Admission to Major; OR permission of instructor

Offered: Typically Fall and Spring terms

This course serves an important purpose in broadening the context of traditional liberal arts approaches to the study of education by incorporating the field of Cultural Studies as a means to further problematize educational phenomena. A Cultural Studies approach signifies that educational phenomena are a manifestation of all educative aspects of a society and the world in which we live. As such, any attempt to make sense of education in a school context must draw on the multifaceted and discursive nature of how meaning is constructed, which will provide both prospective teachers and students pursuing other careers with the means for democratic reconstruction and transformation. Therefore, in using a Cultural Studies approach, this course will draw on several disciplines such as the arts, history, social sciences, humanities, media studies, science, business, etc., to problematize the nature of meaning-making with regard to culture and education. A conception of culture as texts and performances will emerge, and will thus have crucial implications in regard to the construction of meaning and social reconstruction.

1 Course

Prerequisites: Grade of B- or higher in EDS 349 or the Education Studies Department's approval; intention to pursue teacher certification at Berea; Admission to Major; AND permission of instructor

Offered: Typically every Short Term

In consultation with the instructor, students will design and carry out an experience that places them in settings and with people of cultural and/or ethnic backgrounds different from their own, and who are marginalized by merit of political, social, cultural, economic, physical, or other aspects of their situations. Students are encouraged strongly to undertake experiences in settings that will challenge them sufficiently to see life through the eyes of those with whom they will work. At the conclusion of the course, students will provide evidence of the impact of this experience, and will articulate its value in relation to their commitments, values, beliefs, and understandings about themselves as aspiring teachers.

1 Course

Prerequisite: CFS 130 and CFS/EDS 210 OR permission of instructor

Offered: Typically alternate Spring Terms (next offered Spring 2009)

This course is designed to study the foundations of curriculum, the sequence of learning activities, and the curricular materials used in learning environments for children from infancy through age five. Using research and other resources the student will explore the nature of and the appropriate use for indoor and outdoor equipment, and examine how individually and developmentally appropriate materials and equipment are used to facilitate and encourage the natural or normal sequence of development of the young child and meet the programmatic objectives. Attention will be focused on developing an appreciation for the value of play, learning strategies creating healthy and safe environments, evaluation and assessment, and adapting materials and curricula for multi-ability children in child-care programs, schools, and in the home. 10 field hours. Course Fee: $10.

1 Course

Prerequisite: CFS/EDS 210 and 360 OR permission of instructor

Offered: Typically alternate Fall Terms (next offered Fall 2009)

Consideration of theories, philosophies, principles, curricula, and materials in the teaching-learning process involved with sociodramatic play, art, music, literature, literacy and language, sensory experiences, mathematics, health and nutrition, science, social studies, and activities for large and small muscle development. The student will plan, design, and implement developmentally appropriate activities for multi-ability children in child-care programs, schools, and in home environments, as well as assist in the overall operation of a program for young children and develop best-practices management knowledge and skills in preparation for teaching practicum. 24 field hours. Course Fee: $10.

1 Course

Prerequisite: CFS 130 and CFS/EDS 210 OR permission of instructor

Offered: Typically alternate Spring Terms (next offered Spring 2010)

This course is designed for students preparing to teach children birth through age five, and comprises a comprehensive study of early-childhood special education focusing on historical developments; the impact of technology; local, state, and federal requirements; characteristics of children with disabilities; IEP and IFSP requirements and management; cultural diversity; screening, diagnosis, and assessment of young children who need special services; learning center and home-based service delivery; curriculum and instructional considerations; and, relating to, involving, and supporting families of children with disabilities. 24 field hours. Course Fee: $15.

1 Course

Prerequisites: Determined by instructor

Offered: Typically as student interest and faculty availability allow

A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."

1/2 to 1 Course

Prerequisite: Sophomore or junior standing for 390; senior standing for 490

Offered: Typically as student interest and faculty availability allow

A course initiated, directed, and organized by the student. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Department Chairperson, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 390/490A if approved to meet the Active Learning Experience (ALE) or as 390/490B if approved as non-ALE.

1 Course

Prerequisite: Sophomore or junior standing for 390; senior standing for 490

Offered: Typically as student interest and faculty availability allow

A course initiated, directed, and organized by the student. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Department Chairperson, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 390/490A if approved to meet the Active Learning Experience (ALE) or as 390/490B if approved as non-ALE.

1 Course

Prerequisite: Sophomore, junior, or senior standing

Offered: Typically every term

An experiential learning experience individually designed for students with a special academic interest requiring integration of classroom learning with practical experience. Includes on-campus seminars with academic sponsors, as well as non-classroom experience. One to three course credits in one 14-week term or one course credit in Short Term may be taken in Internships. Requires the approval of two faculty sponsors and the Program assumes the responsibility for determining credit allowance. The Coordinator of Internships gives final approval for Internship proposals. This course may be used to meet the Active Learning Experience (ALE) requirement.

1 to 3 Courses

Prerequisite: Sophomore or junior standing for 397; senior standing for 497

Offered: Typically as student interest and faculty availability allow

A course initiated, directed, and organized by two or more students who have a similar interest in the topic proposed. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Program Director, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 397/497A if approved to meet the Active Learning Experience (ALE) or as 397/497B if approved as non-ALE.

1 Course

Prerequisite: Sophomore or junior standing for 397; senior standing for 497

Offered: Typically as student interest and faculty availability allow

A course initiated, directed, and organized by two or more students who have a similar interest in the topic proposed. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Program Director, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 397/497A if approved to meet the Active Learning Experience (ALE) or as 397/497B if approved as non-ALE.

1 Course

Prerequisites: Will vary, but always will include permission of instructor

Offered: Typically on a limited basis as student interest and faculty availability allow

A course organized and directed by faculty and approved by the Department Chairperson to meet the particular interests and/or needs of specific students.

1 Course

Prerequisite: Admission to the Teacher Education Program

Offered: Typically every Spring Term (first offered Spring 2009)

This course is designed to engage students in constructing age-appropriate curricula integrating the arts, humanities, and the natural sciences, and in the design and execution of assessment tools and teaching strategies appropriate to integrated learning. Students will plan and teach science in ways that account for wondering at the world, for seeking and honoring questions, and for the intensity of pursuing inquiry. They will plan and teach so their students will experience the arts and humanities as a host of languages that can be used and honed in the process of relating with the meaningful in their lives. Through these experiences, students will come to see the content of the arts, humanities, and sciences as perfect complements for making, finding, and sharing meaning, as well as narrative inquiry as a tool for making meaning in any content. Students will draw from the body of works and resources collected during EDS 335 as they engage children in group and individual inquiries. Experiences in this course are designed to help students further articulate the value of integrated learning for vitalizing Kentucky's Core Content for Assessment and Learning Goals, and to refine the alignment between their vision and their work. Taken concurrently with EDS 440, with a shared daily 4-hour practicum in the schools.

2 Courses

Prerequisite: Admission to the Teacher Education Program

Offered: Typically every Spring Term (first offered Spring 2009)

In this course, students will explore the structure of the elementary social studies and investigate ways to integrate rich social-studies content with developmentally appropriate content-area literacy instruction. Through teacher modeling, direct instruction, and cooperative and individual learning activities, students will explore strategies to help P-5 children meaningfully engage key social-studies concepts and ideas while developing competence in reading expository materials. Students will learn to assist children in conducting individual and group research using a variety of resources, including textbooks, supplementary trade books, the Internet, and interviews. Embedded in these experiences will be focused instruction to help children grapple with unfamiliar vocabulary, question what they read, draw inferences, synthesize understandings from multiple sources, and share their findings with others. In the daily practicum, students will integrate their developing knowledge with their own vision for the children they teach and with constructivist principles of human development as they design, teach, and assess a variety of integrated learning experiences, including webquests and interdisciplinary units. Taken concurrently with EDS 435, with a shared daily 4-hour practicum in the schools.

2 Courses

NOTE: The content and designation of this course are under revision.

3 Courses

NOTE: The content and designation of this course are under revision.

1 Course

Prerequisite: EDS 472

Offered: Frequency yet to be determined

NOTE: The content and designation of this course are under revision.

1 Course

Prerequisite: Completion of all required major and education courses for IECE program AND Admission to Student Teaching

Offered: Typically every Fall Term

Students in the Interdisciplinary Early Childhood Education program will spend 12-14 weeks in various approved birth through kindergarten settings under the joint guidance of supervising teachers and the early-childhood-education faculty of the Child and Family Studies Department. Students will develop and implement learning environments and educational experiences for multi-ability and multi-age children and their families in home-based, center-based, and school programs. All students will attend weekly one-hour seminars. By the end of the teaching practicum, students will have completed all Education portfolio requirements.

3 Courses

Prerequisite: EDS 472

Offered: Frequency yet to be determined

NOTE: The content and designation of this course are under revision.

3 Courses

Prerequisite: Admission to the Teacher Education Program

Offered: Typically every Spring Term

This course introduces students to applications of important learning and assessment theory in shaping pedagogical practice. Particular attention will be given to Howard Gardner's theory of multiple intelligences and to the sociocultural theory of Lev Vygotsky. Students will explore the theoretical underpinnings of behaviorist and constructivist traditions in designing instruction; targeting objectives to appropriate levels of a taxonomy of instructional objectives; designing and managing classroom environments conducive to student learning; developing appropriate strategies for implementing instruction; and exploring evaluation theory and applications of both formal and informal assessments. Special attention is directed to preparing performance evidence of addressing New Teacher Standards I-IV. This course is taken as part of the pre-professional block in the Teacher Education Program, which includes a partial-day field assignment in local schools.

1 Course

Prerequisite: Admission to the Teacher Education Program

Offered: Typically every Spring Term

This course prepares prospective teachers to make the instructional and organizational modifications necessary so that students with vastly different academic, physical, emotional, and social needs can learn in the regular secondary-school classroom. The focus is on youngsters with a variety of special needs, such as physical and learning exceptionalities (including the gifted); bilingualism; lack of readiness for learning; and violent behaviors. Working with the students in the classrooms where they are completing their teaching practicum, prospective teachers will address the special classroom-management requirements and the special instructional needs arising with special-needs youngsters. Students also will explore related issues, including the need to develop skills in counseling and conflict resolution and understanding the nature of family involvement and the particular policies and procedures schools follow. This course is taken as part of the pre-professional block in the Teacher Education Program, which includes a partial-day practicum in local schools.

1 Course

Prerequisite: Admission to Student Teaching

Offered: Typically every Fall Term

Emphasis in this course is on the development of appropriate instructional units for the assigned Student Teaching settings. Students work with classroom teachers and College faculty to plan and develop activities and materials focused on the specific subject matter in which the student is seeking certification. Other topics include classroom-management techniques, evaluation and assessment of student learning, and motivational techniques. Student teachers are to reflect the values and commitments undergirding Berea's Teacher Education Program in their work and relationships with children, peers, parents, mentors, and other colleagues, and they are expected to meet Berea's program goals prior to completion of the Professional Year. They will be required to submit a satisfactory exit portfolio addressing the New Teacher Standards established by the Kentucky Education Professional Standards Board. Taken concurrently with EDS 482.

1 Course

Prerequisite: Admission to Student Teaching

Offered: Typically every Fall Term

This course involves observation, participation, teaching, and a wide variety of school-related activities under the guidance of supervising teachers and staff members of the Education Studies Department. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). Students will be expected to complete satisfactory entries for the Eligibility (exit) Portfolio required for initial teacher certification. Taken concurrently with EDS 481. NOTE: Students who entered Berea in or before 2004-2005 should refer to their Catalog. This course will remain as "Teaching Practicum in Secondary Schools (P-12, 5-12, and 8-12)," a 2-credit course, with no change to the description for those cohorts.

3 Courses

Prerequisites: Determined by instructor

Offered: Typically as student interest and faculty availability allow

A course designed to meet the particular interests of student and faculty. Topics vary from year to year. See course description in the "Schedule of Classes."

1/2 to 1 Course

Prerequisite: Admission to Student Teaching

Offered: Typically every Fall Term (first offered Fall 2008)

The Elementary School Student Teaching practicum is a required component of the Professional Year experience for P-5 certification. Student teachers will spend at least twelve (12) weeks, five (5) full days per week, in their assigned placement(s). They will be involved in observing, developing curriculum, and teaching, as well as taking part in a wide variety of school-related activities under the joint guidance of cooperating teachers and faculty in the Education Studies Department. Student teachers are to reflect the values and commitments undergirding Berea's Teacher Education Program in their work and relationships with children, peers, parents, mentors, and other colleagues, and they are expected to meet Berea's program goals prior to completion of the Professional Year. They will be required to submit a satisfactory exit portfolio addressing the New Teacher Standards established by the Kentucky Education Professional Standards Board. Taken concurrently with EDS 488.

3 Courses

Prerequisite: Admission to Student Teaching

Offered: Typically every Fall Term (first offered Fall 2008)

The elementary Student Teaching seminar is a required component of the Professional Year experience. The seminar will support, enhance, and enrich student teachers' professional growth and development by providing multiple opportunities to explore, discuss, and reflect upon their teaching experiences within a community of inquiry. The seminar will help student teachers to articulate and demonstrate the knowledge, teaching skills, and dispositions necessary to meet Berea's program goals and Kentucky's New Teacher Standards. A special emphasis of the seminar will be to support student teachers' development of the required Eligibility (exit) Portfolio. The seminar will meet three hours each week. Taken concurrently with EDS 487.

1 Course

Prerequisite: Sophomore or junior standing for 390; senior standing for 490

Offered: Typically as student interest and faculty availability allow

A course initiated, directed, and organized by the student. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Department Chairperson, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 390/490A if approved to meet the Active Learning Experience (ALE) or as 390/490B if approved as non-ALE.

1 Course

Prerequisite: Sophomore or junior standing for 390; senior standing for 490

Offered: Typically as student interest and faculty availability allow

A course initiated, directed, and organized by the student. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Department Chairperson, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 390/490A if approved to meet the Active Learning Experience (ALE) or as 390/490B if approved as non-ALE.

1 Course

Prerequisite: Sophomore, junior, or senior standing

Offered: Typically every term

An experiential learning experience individually designed for students with a special academic interest requiring integration of classroom learning with practical experience. Includes on-campus seminars with academic sponsors, as well as non-classroom experience. One to three course credits in one 14-week term or one course credit in Short Term may be taken in Internships. Requires the approval of two faculty sponsors and the Program assumes the responsibility for determining credit allowance. The Coordinator of Internships gives final approval for Internship proposals. This course may be used to meet the Active Learning Experience (ALE) requirement.

1 to 3 Courses

Prerequisite: Sophomore or junior standing for 397; senior standing for 497

Offered: Typically as student interest and faculty availability allow

A course initiated, directed, and organized by two or more students who have a similar interest in the topic proposed. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Program Director, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 397/497A if approved to meet the Active Learning Experience (ALE) or as 397/497B if approved as non-ALE.

1 Course

Prerequisite: Sophomore or junior standing for 397; senior standing for 497

Offered: Typically as student interest and faculty availability allow

A course initiated, directed, and organized by two or more students who have a similar interest in the topic proposed. All such courses are to be supported by a faculty sponsor, second reader, academic adviser, Program Director, and possibly others. Course proposals must meet the approval of the Coordinator of Advising (the Academic Program Council liaison). Will be registered by the Office of Academic Services as 397/497A if approved to meet the Active Learning Experience (ALE) or as 397/497B if approved as non-ALE.

1 Course

Prerequisites: Will vary, but always will include permission of instructor

Offered: Typically on a limited basis as student interest and faculty availability allow

A course organized and directed by faculty and approved by the Department Chairperson to meet the particular interests and/or needs of specific students.

1 Course