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EDR 407 - Theories of Development, Education History, and Philosophy of Learning 2 credits
Working within their teaching learning team and within their school-based professional learning community, candidates will be able to discuss in detail critical developments in educational theory, educational philosophies, and the history of education. Candidates will be able to discuss how such theories and history impact current viewpoints or professional dispositions.
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EDR 408 - Parent and Community Engagement Proficiency 1 credit
Having met and supported families and other members of the community throughout the preparation program, candidates will be able to discuss those aspects of parent and community engagement that the candidates found to be effective in supporting student growth.
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EDR 409 - Fitness and Wellness, Art and Music 2 credits
Having been introduced to general aspects of student fitness, wellness, art, and music, candidates will further develop knowledge and skills in each of these areas. Candidates will be able to demonstrate application of such knowledge and skills with individual and small group of learners.
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EDR 410W - Math and Science Proficiency 4 credits
Candidates will demonstrate mastery of the content and pedagogy associated with math and science instruction in K-8 environments. This mastery will include proficient behaviors in assessment, goal setting (annual, semi-annual, monthly, weekly, and daily), effective instructional design, delivery, and accountability. The ability to work successfully with high risk student populations.
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EDR 411 - Special Education Issues and Practices 4 credits
Candidates will demonstrate that they have acquired all the knowledge and application skills necessary to serve effectively as member of an IEP team, work cooperatively with colleagues serving learners with special needs, and demonstrate proficiency at effectively serving learners with special needs in the regular classroom. Candidates will demonstrate, at proficient level, knowledge of laws that support and foster the education of children with disabilities.
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EDR 412 - English as a Second Language 2 credits
Candidates will demonstrate that they can work effectively with students for whom English is a second language. This work will ensure that such students are not disadvantaged as a result of language skills.
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EDR 413 - Professional Growth Plan and Student Transition 0-3 credits
Candidates must update the professional growth plan while transitioning the learners to a new teaching learning team member.
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EDR 430 - Professional Competencies III 5
This is the third in a series of 4 courses focused on candidate competencies that must be achieved. The table below specifies the professional competencies expected of each candidate during their four semesters in HU105. Competencies required in EDRB 430 are highlighted. (The complete PCAI is available in the program office where specific rubrics for each competency can be found). Candidates are expected to communicate on a weekly basis with their Teaching-Learning-Team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies. Candidates are expected to achieve a Level 3 or 4 (distinguished) on all 1st and 2nd semester competencies and a minimum of 3 on all 3rd semester competencies.
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EDR 431 - Professional Behaviors, PGP and Dispositions III 1
This course is the third in a series of 4 courses focused on a candidate’s professional dispositions and goals. (The entire Professional Behaviors and Disposition Form is available in the College of Education, Residency Program). Candidates are assessed on their behaviors, using the Disposition Form throughout the semester. If disposition problems are noted, an intervention plan is designed to address the issue. This plan is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are expected to have consistently demonstrated proficiency on all expectations. Candidates not meeting the requirements of this course may be advised to withdraw from the program.
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EDR 432W - K-8 subject matter content III 5
This is the second in a series of four courses focused on K-8 content, including Common Core and Washington State standards. Candidates are expected to pass knowledge and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary areas of study and which are secondary. EDRB 432W includes additional writing samples followed by feedback Subject matter exams are designed and corrected by content faculty or content faculty specialists working for the residency program.
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EDR 435 - Student growth III 3
All residency candidates are required to collect individual, small group and whole class pupil growth data during the third semester in the areas of literacy, mathematics, one other content area and classroom management. Data sets should include summative, formative and diagnostic assessment tools. The requirements for this semester may vary, based on experience, classroom complexity (middle school v. elementary school) and other factors. While candidates are expected to show pupil growth, if no growth is evidenced, candidates are expected to provide the rationale for why pupils did not make progress. Candidates are expected to communicate weekly with their Core Teacher and Site Advocate about pupil progress issues. Student growth evidences take many forms. Candidates should consult with project faculty to determine which data collection methods are most appropriate for their specific classroom and pupils
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EDR 436 - Professional Readings and Research III 1
During semester two of the residency program, candidates are assigned to read, review and provide analysis of the information and research provided in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings for 2nd semester expectations and the due date for submitting content analysis. Periodically, faculty requests that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
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EDR 437 - Professional Growth Plans II 0-3
Candidates are expected to submit a Professional Growth Plan (PGP) each semester using the template designed by the Professional Educators Standards Board (PESB). Student can register for 0 -3 credits based on credit need.
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EDR 440 - Professional Competencies IV 5
This is the final set of competencies in a series of 4 courses focused on candidate competencies that must be achieved. The table below specifies the professional competencies expected of each candidate during their four semesters in HU105. Competencies required in EDRB 414 are highlighted. (The complete PCAI is available in the program office where specific rubrics for each competency can be found). Candidates are expected to communicate on a weekly basis with their Teaching-Learning-Team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies. Candidates are expected to achieve a Level 3 of 4 (distinguished) on all 1st 2nd and 3rd semester competencies. Candidates are expected to achieve a level of 3 or 4 on all 4th semester competencies.
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EDR 441 - Professional Behaviors, PGP and Dispositions IV 1
This course is the fourth and final in a series of 4 courses focused on a candidate’s professional disposition. (The entire Professional Behaviors and Disposition Form is available in the College of Education, Residency Program. Candidates are assessed on their behaviors, using the Disposition Form early in the term, at mid-term and at the end of the semester. If disposition problems are noted, an intervention plan is designed to address the issue. This plan is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are expected to have achieved a ranking of distinguished on all competencies and on the development of their Professional Growth Plan (PGP).
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EDR 442W - K-8 subject matter content IV 5
This is the third in a series of four courses focused on K-8 content, including Common Core and Washington State standards. Candidates are expected to pass knowledge and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary areas of study and which are secondary. Subject matter exams are designed and corrected by content faculty or content faculty specialists working for the residency program.
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EDR 445 - Student growth IV 3
All residency candidates are required to collect individual, small group and whole class pupil growth data in the 4th semester in the areas of literacy, mathematics, one other content area and classroom management. Additionally, candidates are expected to complete a series of case studies done in collaboration with other members of the cohort. The requirements for the 4th semester may vary, based on experience, classroom complexity (middle school v. elementary school) and other factors. . Data sets should include summative, formative and diagnostic assessment tools. While candidates are expected to show pupil growth, if no growth is evidenced, candidates are expected to provide the rationale for why pupils did not make progress. Candidates are expected to communicate weekly with their Core Teacher and Site Advocate about pupil progress issues. Student growth evidences take many forms. Candidates should consult with project faculty to determine which data collection methods are most appropriate for their specific classroom and pupils.
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EDR 446 - Professional Readings and Research IV 1
During semester two of the residency program, candidates are assigned to read, review and provide analysis of the information and research provided in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings for 2nd semester expectations and the due date for submitting content analysis. Periodically, faculty requests that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
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EDR 447 - Professional Growth Plans II 0-3
Candidates are expected to submit a Professional Growth Plan (PGP) each semester using the template designed by the Professional Educators Standards Board (PESB). Student can register for 0 -3 credits based on credit need.
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EDR 470 - Advanced Studies in Special Education 0-2
The 64 hours of content an additional 168 residency hours with special needs pupil, focus on competencies unique to special education teachers. Content includes advanced study in developing, adapting or adopting assessment instrument for pupils with intellectual, behavior and/or physical disabilities, legal, ethical and medical aspects of serving pupils with disabilities and their families, the acquisition and use of adaptive technologies for learning, mobility, communication and future academic or work experience. Content knowledge will address K-12 special education needs and support tactics for transition of pupil endeavors after high school.
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EDR 500 - Instructional Planning: Types, Individualization, and Accountability 2 credits
Candidates will learn and be able to apply knowledge and skills related to individualized and small group instructional planning. Planning for instruction and delivering instruction successfully will be at the core of this group of competencies. Candidates must demonstrate competencies in reading and mathematics at the acquisition level and must be able to design plans and deliver instruction successfully to learners for whom English is a second language.
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EDR 501 - Reading Instruction: State Standards, Planning, Delivery, and Accountability 2 credits
Candidates will be introduced to K-8 state standard for reading and will learn a basic framework for the teaching of reading beginning with assessment and continuing through setting appropriate individual goals with targets that are yearly, semi-annual, monthly, weekly and daily for each student. Candidates will acquire and be able to apply knowledge about the major components of reading instruction and reading interventions.
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EDR 502 - Assessment 2 credits
Candidates will be introduced to and be able to apply acquisition-level knowledge to the complex task of student assessment in the areas of reading, writing, and mathematics. Diagnostic, formative, and summative assessment knowledge and skills will be acquired and demonstrated.
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EDR 504 - Math Acquisition: State Standards, Planning, Delivery, and Accountability 2 credits
Candidates will acquire the knowledge and practices related to the state standards for K-8 mathematics and be able to plan for, design, and delivery of math instruction with success. Candidates must be able to develop, use, and assess the impact of student progress monitoring strategies that indicate when a K-8 student is or not learning at a pace necessary to achieve desired outcomes.
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EDR 505 - Classroom Management 2 credits
Candidates will acquire and be able to implement classroom management strategies which result in well organized classroom environments which foster student growth. Students will be able to successfully apply school-wide and classroom-based protocols as well as be able to individualize management strategies when necessary or desired.
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EDR 506 - Language and Culture: Impact on Learning 2 credits
Candidtaes will be introduced to the factors influencing successful learning by K-8 students for whom English is a second language. Candidates will acquire initial competencies in how to design instruction which is most powerful for second language learners.
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EDR 507 - Professional Issues: Ethics, Responsibilities and Professional Growth Plan 1 credit
Candidates will acquire and share knowledge related to professional ethics and professional responsibilities (including professional growth plan). Candidates will be able to articulate a code of professional conduct and professional expectations.
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EDR 508 - Social Studies, Art, Music, and Wellness Proficiency 2 credits
Candidates will be introduced to social studies, general aspects of student fitness, art, and music. Candidates will demonstrate application of such knowledge and skills with individuals and small groups of learners.
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EDR 509 - Classroom Management and Planning–Advanced Acquisition 2 credits
Having acquired basic protocols for classroom management and planning, candidates will be introduced to more complex student needs and will learn and demonstrate how to plan effectively for individuals and groups of students while creating and energizing classroom environment.
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EDR 510 - Reading–Advanced Acquisition 2 credits
Having acquired acquisition-level knowledge and skills in reading, candidates will acquire and demonstrate the ability to teach effectively to more complex student needs in reading while boosting student performance.
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EDR 511 - Math and Science Acquistion 2 credits
Candidates will continue to acquire competencies in K-8 mathematics instruction and will begin to acquire the knowledge and skills necessary for successful instruction in K-8 science. Candidates will be able to demonstrate strategies that promote effective student learning in both math and science and that will lead to powerful student learning.
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EDR 512 - Special Education: Issues and Practices 2 credits
Candidates will demonstrate that they have acquired all the knowledge and application skills necessary to serve effectively as a member of an IEP team, work cooperatively with colleagues serving learners with special needs, and demonstrate proficiency at effectively serving learners with special needs in the regular classroom. Candidates will demonstrate, at a proficient level, knowledge of laws that support and foster the education of children with disabilities.
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EDR 513 - Theories of Development, Educational History, Philosophy of Learning, and Parent and Community Issues 1 credit
Working through teaching learning teams and school-based professional learning communities, candidates will be able to discuss and debate those events and developments in educational history, theory, or philosophy that have shaped their own disposition. Candidates will be able to identify those theories, philosophies, and historical events that helped and hindered student learning. Having met and supported families and other members of the community throughout the preparation program, candidates will be able to discuss those aspects of parent and community engagement that were found to be effective in supporting student growth.
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EDR 515 - Assessment Strategies 3 credits
Candidates will demonstrate proficiency on the selection, use, and analysis of diagnostic, formative, and summative assessments in all academic areas.
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EDR 516 - Instructional Planning with Emphasis on Role of Language and Culture 2 credits
Candidates will be able to demonstrate they can plan and deliver instruction successfully to learners for whom English is a second Language.
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EDR 517 - Math, Science, and Reading Proficiency 3 credits
Candidates will demonstrate proficiency in science, math, and reading competencies in grades K-8.
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EDR 518 - Classroom Management Proficiency 2 credits
Candidates will demonstrate proficiency of classroom management protocols that are found to be especially effective with high-risk-students(high mobility, multiple languages, emotional needs, etc.).
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EDR 519 - Technology for Planning, Instruction, and Accountability 2 credits
Candidates will be able to use technology to manage student records. Candidates will also use technology to track communications among team members, families, and colleagues. Candidates will also demonstrate that they can incorporate the use of technology into at least 35 percent of all prepared and delivered lessons.
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EDR 520 - Professional Growth Plan and Student Transition 0 credits
Candidates will update professional growth plan while transitioning the learners in their care to a new teaching learning team member.
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EDR 527 - Professional Competencies – I 4
The first in a series of three courses dedicated to professional competencies in K-8 education and is inclusive of ELL and special education competencies. The table below specifies the professional competencies expected of each candidate during their first semester in HU105. Candidates are expected to perform at a level 3 or 4 on the rubric identified for each competency. Candidates are expected to communicate on a weekly basis with their team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies.
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EDR 531 - Professional Behaviors, Goals (PGP) & Disposition- I 2
Candidates are assessed on their behaviors, using the form early in the term and at mid-term. If problems are noted, an intervention plan is designed to address the issue is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are also expected to complete a Professional Growth Plan which specifies short and long-term professional goals. Candidates are expected to achieve a level of “some concerns” on no more than 3 competencies and “no concerns” on all other items.
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EDR 532 - Subject Matter Content- I 4
The first in a sequence of 3 courses dedicated to K-8 content, inclusive of ELL and Special Education content. Candidates are expected to pass content knowledge, knowledge of relevant assessment tools and protocols, and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary focus areas of study for the semester and which are secondary foci.
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EDR 537 - Professional Competencies– II 4
The second in a series of three courses dedicated to professional competencies in K-8 education and is inclusive of ELL and special education competencies. The table below specifies the professional competencies expected of each candidate during their second semesters in HU105. Candidates are expected to perform at a level 3 or 4 on the rubric identified for each competency. Candidates are expected to communicate on a weekly basis with their team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies.
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EDR 541 - Professional Behaviors, Goals (PGP) & Disposition-II 1
Candidates are assessed on their behaviors, using the form early in the term and at mid-term. If problems are noted, an intervention plan is designed to address the issue is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are also expected to complete a Professional Growth Plan which specifies short and long-term professional goals. Candidates are expected to achieve a level of “no concerns” on all items.
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EDR 542 - Subject Matter Content– II 4
The second in a sequence of 3 courses dedicated to K-8 content, inclusive of ELL and Special Education content. Candidates are expected to pass content knowledge, knowledge of relevant assessment tools and protocols, and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary focus areas of study for the semester and which are secondary foci.
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EDR 545 - Student Growth– II 2
All candidates are required to collect individual and small group pupil growth data each semester in the areas of literacy and mathematics. The requirement for the second semester is to select, collect, analyze and reflect on formative and summative pupil data in the areas of literacy, mathematics and one other subject area. Expectations during this semester may vary, based on experience, classroom complexity (middle school v. elementary school) and other factors. Candidates are expected to show a pupil growth at a rate that is consistent with meeting district standards-based targets. In the event that little or no growth is evidenced, candidates are expected to provide the rationale for why pupils did not make progress and the measure they took to address a pupil growth issue. Candidates are expected to communicate weekly with their Core Teacher and Site Advocate about pupil progress issues.
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EDR 546 - Professional Readings & Research– I 1
Each semester, candidates are assigned to read, review and provide analysis of the information and research provided in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings each semester and the due date for submitting content analysis. Periodically, faculty request that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
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EDR 547 - Professional Competencies– III 4
The third in a series of three courses dedicated to professional competencies in K-8 education and is inclusive of ELL and special education competencies. The table below specifies the professional competencies expected of each candidate during their third semester in HU105. Candidates are expected to perform at a level 3 or 4 on the rubric identified for each competency. Candidates are expected to communicate on a weekly basis with their team members, Core Teacher and Site Advocate about their PCAI weekly priorities and progress toward competencies.
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EDR 551 - Professional Behaviors, Goals (PGP) & Disposition –III 1
Candidates are assessed on their behaviors, using the form early in the term and at mid-term. If problems are noted, an intervention plan is designed to address the issue is developed and implemented by the faculty, candidate and Core Teacher. The instrument covers four major areas of professional behavior with a total of nineteen competencies. Candidates are also expected to complete a Professional Growth Plan which specifies short and long-term professional goals. The PGP becomes an element in the candidates’ professional folio developed prior to graduation. Candidates are expected to achieve a level of “no concerns” on all items.
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EDR 552 - Subject Matter Content – III 4
The third in a sequence of 3 courses dedicated to K-8 content, inclusive of ELL and Special Education content. Candidates are expected to pass knowledge content knowledge, knowledge of relevant assessment tools and protocols and application exams in content areas relevant to the following areas: 1) K-8 Mathematics, 2), K-8 Literacy, 3) K-8 Science, 4) K-8 writing and communication skills, 5) Fitness and wellness/PE, 6) Fine arts (art/music and when possible, theatre), 7) Social Studies, 8) ESL and 9) Special Education. These eight areas reflect the knowledge and competencies required by the Professional Education Standards Board, Standard V. Candidates will be instructed each semester which areas are primary focus areas of study for the semester and which are secondary foci.
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EDR 555 - Student Growth – III 2
All candidates are required to collect individual, small group, and whole classroom pupil growth data during the 3rd semester in the areas of literacy, mathematics, one other content area and classroom management. The 4th semester requirement may vary, based on experience, classroom complexity (middle school v. elementary school) and other factors. Candidates are expected to show pupil growth that exceeds district expectations. However, if no growth is evidenced, candidates are expected to provide the rationale for why pupils did not make progress and the interventions they initiated to help the pupil. Candidates are expected to communicate weekly with their Core Teacher and Site Advocate about pupil progress issues. Student growth evidences take many forms. Please consult with project faculty to determine which data collection method is most appropriate for your classroom and pupils.
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EDR 556 - Professional Readings & Research – II 1
Each semester, candidates are assigned to read, review and provide analysis of the information and research provided in in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings each semester and the due date for submitting content analysis. Periodically, faculty request that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
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EDR 566 - Professional Readings & Research– III 1
Each semester, candidates are assigned to read, review and provide analysis of the information and research provided in in the text book adopted for the semester. Candidates will be provided with a table of expectations of readings each semester and the due date for submitting content analysis. Periodically, faculty request that candidates purchase an additional text to support learning in specific content areas. Please see faculty each semester for expectations.
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EDR 570 - Advanced Studies in Special Education 0-2
The 64 hours of content an additional 168 residency hours with special needs pupil, focus on competencies unique to special education teachers. Content includes advanced study in developing, adapting or adopting assessment instrument for pupils with intellectual, behavior and/or physical disabilities, legal, ethical and medical aspects of serving pupils with disabilities and their families, the acquisition and use of adaptive technologies for learning, mobility, communication and future academic or work experience. Content knowledge will address K-12 special education needs and support tactics for transition of pupil endeavors after high school.
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MTED 500 - Reasoning with Numbers and Operations 3 credits
In-depth study of research of children’s understanding of counting and cardinality, number and operations in base ten, number and operations with fractions and decimals, and multiple representations of these concepts. Topics include integration of the CCSS-M Standards for Mathematical Practice and current research of learning progressions and common misconceptions to provide candidates with the ability to better address these concepts with K-5 students and educators.
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MTED 501 - Data Analysis and Probability 2 credits
In-depth study of data analysis and probability using technology. Topics include integration of the CCSS-M Standards for Mathematical Practice and current research of learning progressions and common misconceptions related to univariate and bivariate data collection and representation, and probability. Along with being able to teach students and educators these concepts, candidates will be expected to show how they would use data analysis as they work with other educators to analyze and interpret classroom, school wide, and district wide assessment data.
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MTED 502 - Proportional Reasoning and Algebraic Thinking 3 credits
In-depth study of research of fundamental concepts, processes and misconceptions about proportional reasoning and algebraic thinking. Topics include variables, equality, pattern recognition, modeling, and basic functions (linear functions, exponential functions and quadratic functions). Coursework addresses the integration of technology, multiple representations, learning progressions, and the CCSS-M Standards for Mathematical Practice into the K-8 classroom and educator professional development.
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MTED 504 - Analyzing Calculus Models 2 credits
Survey of modeling advanced functions and fundamental calculus concepts using technology. Topics include application of limits and modeling with logarithmic, rational and trigonometric functions.
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MTED 505 - Measurement and Geometric Thinking 3 credits
In-depth study of research of children’s understanding of measurement, Euclidean geometry, transformations, congruence, similarity, Van Hiele levels, and role of proofs in the middle school classroom. Topics include integration of the CCSS-M Standards for Mathematical Practice and current research of learning progressions and common misconceptions to provide candidates with the ability to better address these concepts with K-8 students and educators.
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MTED 510 - Initial Practicum 1 credit
Building a bridge between teaching children and teaching educators, candidates will be expected to
- choose a problem of practice for research conducted in the fall
- practice working with other educators in professional development or coaching settings with the assistance of supervising professor
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MTED 515 - Advanced Practicum 2 credits
In tandem with school administration and department chair, candidate will design strategies to positively impact student learning of mathematics. Candidates will be expected to improve or expand the knowledge of colleagues through
- developing a professional development module for educators which targets the problem of practice from their research
- applying research-based pedagogical content knowledge to improve the teaching and learning of mathematics in their building
- becoming increasingly autonomous as they work with other educators in professional development or coaching settings
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Engineering |
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ENGR 120 - Innovation in Design 2 credits
Introduction to engineering disciplines, problem solving, design teamwork and ethics.
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ENGR 200 - Internship 0-5 credits
The student will perform an internship lasting at least three weeks related to an engineering project at a local business. The project must include some aspects of the engineering discipline that the student is taking (namely, mechanical, civil, or electrical pre-engineering path) .
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ENGR 211 - Statics 3 credits
Engineering mechanics concepts; force systems; static equilibrium; centroids, centers of gravity; shear and moment diagrams; friction; moments of inertia. Prerequisite(s): MATH 212 or concurrrent enrollment; PHYS 211 or concurrent enrollment.
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ENGR 212 - Dynamics 3 credits
Kinermatics and kinetics of particles and rigid bodies; introduction to mechanical vibration. Prerequisite(s): MATH 212 with a grade of C or better; ENGR 211 with a grade C or better.
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ENGR 214 - Design of Logic Circuits 4 credits
design and application of combinational logic circuits with exposure to modern methods and design tolls; introduction to sequential logic circuits. Recommended preparation: Prior programming class.
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ENGR 215 - Mechanics of Materials 3 credits
Concepts of stress, strain , and their relationships; axial loads torsion and bending; combined stress; properties of materials; columns, repeated loadings. Prerequisite(s): ENGR 211 with a C or better.
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ENGR 234 - Microprocessor Systems 4 credits
Microprocessor system architecture, instruction sets, and interfacing; assembly language programming. Prerequisite(s): CPSC 105 with a C or better; ENGR 214 with a C or better.
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ENGR 261 - Electrical Circuits I 3 credits
Application of fundamental concepts of electrical science in linear circuit analysis; mathematical models of electric components and circuits. Prerequisite(s): MATH 335 with a C or better or concurrent enrollment; PHYS 212 with a C or better.
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ENGR 262 - Electrical Circuits Laboratory I 1-3
Electrical Instruments; laboratory applications of electric laws; transient and steady- state responses of electrical circuits. Prerequisite(s): ENGR 261 with a C or better or concurrent enrollment.
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English |
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ENG 095 - Academic Eng Lang Prof Writing 4 credits (maximum 8 credits)
(For ESL students placed at the 95 level on the Heritage University Assessment Test) Focuses on grammar and academic vocabulary needs of nonnative speakers and prepares them to either enter the ENG 099A /ENG 099B sequence or, perferably, test into ENG 101 . Writing assignments and tasks parallel those in the ENG 099A / ENG 099B sequence: the skills needed to compose various types of coherent paragraphs and short essays, including practice in reading, paraphrasing, and summarizing expository essays. May be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring Semester.
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ENG 097 - Academic Eng Lang Prof Reading 4 credits (maximum 8 credits)
Intended for students whose first language is not English. Small group, individualized and/or computer-assisted instruction with emphasis on the comprehension and critical reading of academic texts, improvement of reading speed and flexibility, and especially strengthening of vocabulary skills. Students read, analyze, discuss and paraphrase typical university-level texts in order to prepare themselves to be effective participants in future classes. May be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring semester.
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ENG 098 - College Reading 3 credits
Small-group, and/or computer-assisted instruction, with emphasis on the critical reading of academic texts, improvement of reading speed and flexibility, and strengthening of vocabulary skills. Students read, analyze, and paraphrase typical university-level texts in order to prepare themselves to be effective participants in future classes. may be repeated for a maximum of two semesters. Not applicable to degree programs. Offered Fall and Spring semesters.
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ENG 099A - Pre-College Writing Skills I 4 credits
Emphasizes the skills needed to compose various types of coherent paragraphs. Basic grammar, punctuation, and usage will be reviewed. Also includes practice in reading, summarizing, and responding to short academic texts. Prerequisite(s): Heritage University Assessment Test.
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ENG 099B - Pre-College Writing Skills II 4 credits (maximum 396 credits)
Emphasizes the skills needed to compose short essays employing a variety of expository writing strategies and techniques. Basic grammar, punctuation, and usage will be reviewed as necessary. Also includes practice in locating, reading, paraphrasing, summarizing, and responding to short academic texts. Prerequisite(s): Heritage University Assessment Test.
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ENG 101 - English Composition I 3 credits
An intensive introduction to critical reading and expository writing as encountered in the academic setting. Includes practice in reading, paraphrasing, summarizing, responding to, and synthesizing academic prose and introduces library and documentation techniques. Emphasizes the use of correct, coherent English prose, orderly development of ideas, and precise exposition through explanations and examples. Offered Fall and Spring semesters. Prerequisite(s): Heritage University Assessment Test or successful completion of ENG 099B or an equivalent course.
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ENG 102 - English Composition II 3 credits
Extensive practice in the skills of academic reading, writing, and research across the disciplines: writing summaries, paraphrases, syntheses, and critiques; critically reading academic prose; using library resources effectively; properly documenting papers using MLA/APA parenthetical reference styles as well as the documentation techniques appropriate to a student’s discipline. Offered Fall and Spring semesters. Prerequisite(s): ENG 101 .
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ENG 199A - Composition Review: Grammar & Mechanics 1 credit
Review of composition skills including developing a thesis, organizing and structuring university essays, handling and synthesizing source materials, with a special emphasis on grammar and mechanics. Ideal for students who have completed ENG 102 (or transfer equivalent) but need skills review. Advisors should recommend this course for students whose transfer assessment or writing-intensive course results indicate these specific needs. Offered Fall, Spring, and Summer semesters.
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ENG 199B - Composition Review: Documentation 1 credit
Review of composition skills including developing a thesis, organizing and structuring university essays, handling and synthesizing source materials, with a special emphasis on documentation. Ideal for students who have completed ENG 102 (or transfer equivalent) but need skills review. Advisors should recommend this course for students whose transfer assessment or writing-intensive course results indicate these specific needs. Offered Fall, Spring, and Summer semesters.
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ENG 203 - Special Topic 1-3 credits
Study of specialized subject matter in English. Topics vary depending upon current interests and needs. May be repeated for credit with a new topic. Offered TBA. Prerequisite(s): Varies with level and subject matter.
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ENG 206A - Play Production 3 credits
Students will learn the techniques and skills needed for mounting a play, including analysis of a script for production, directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Will emphasize drama for children. Offered Fall semesters.
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ENG 206B - Play Production 3 credits
Students will learn the techniques and skills needed for mounting a play, including analysis of a script for production, directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Will emphasize drama for adults and young adults. Offered Spring semesters.
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ENG 221W - Comparative World Literature 3 credits
Survey of works of lasting appeal in world literature. Introduction to and comparison of literature from various ages, languages, and cultures (Western and non-Western) by writers of major literary and historical significance. Includes introduction to literary research and academic writing about literature. Offered Spring semesters. Prerequisite(s): ENG 101 .
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ENG 303 - Special Topic 0-3 credits
Study of specialized subject matter in English. Topics vary depending upon current interests and needs. May be repeated for credit with a new topic. Offered TBA. Prerequisite(s):
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ENG 305 - Multicultural Dramatic Literature 3 credits
Studies in the literature and history of drama from various societies and cultures around the globe. Includes theater from 1500 CE to the present. Offered Fall, Spring and Summer semesters. Prerequisite(s): ENG 101 .
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ENG 306 - Advanced Play Production 3 credits
Additional study of play production, including directing, costuming and makeup, stagecraft, acting, and theater business practices. The final project will involve the actual production of a theatrical performance. Offered Fall and Spring semesters. Prerequisite(s): ENG 206A or ENG 206B or permission of Program Chair.
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ENG 307 - Language Acquisition 3 credits
Exploration of current approaches, processes, and materials used to promote first and second language acquisition. Introduction of relationships among psychological, social, cultural, and educational factors influencing learning and language fluency. Particular emphasis on generative models of syntax: analysis of important syntactic structures of English, exploration of the acquisition and internalization of those structures in first and second language learners through field observations of L1 and L2 English Language Learners, and hands-on experience of teaching methods (such as sentence combining) and assessment based on those conclusions. Offered Spring semesters. Prerequisite(s): or permission of Program Chair.
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ENG 310 - Poetry 3 credits
Study of the art of poetry through reading and discussion of selected poems from different periods and countries along with workshops on writing poetry. Offered Fall, Spring, and Summer semesters. Prerequisite(s): ENG 102 .
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ENG 311 - Applied Drama 1 credit
Participation in the rehearsal and performance of a university drama production. Graded as P/NP. May not be used to meet GUCR’s. Offered Fall and Spring semesters.
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ENG 315AW - British Literature I: Origins to Romanticism 3 credits
Survey of works by representative writers from the major literary periods from the Celtic and Anglo-Saxon periods to 19th century Romanticism. Includes introduction to literary research using electronic and print professional journals. Offered Spring semesters. Prerequisite(s): . Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 315BW - British Literature II: Victorian to Present 3 credits
Survey of works by representative writers from the majority literary periods from the 19th century Victorian Era to the present, including Realism, Modernism, and Post-Modernism. Includes introduction to literary research using electronic and print professional journals. Offered Spring semesters. Prerequisite(s): . Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 315W - Survey of British Literature 3 credits
Survey of works by representative writers from the major literary periods. Includes introduction to literary research using electronic and print professional journals. Offered Spring semesters. Prerequisite(s): ENG 102 . Recommended: Lower-level literature or introduction to literature class, or permission of Program Chair.
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ENG 323W - Advanced Composition: Rhetorical Modes 3 credits
This course develops students’ ability to write persuasively in different writing situations. Depending on the needs of the students, it covers a range of rhetorical modes and genres such as comparison/contrast, process analysis, narrative, biography/autobiography, journal, review, reflective essay, proposal, report, types of letters, etc. Includes examination of texts written for a variety of audiences and formats along with intensive study of academic vocabulary. Offered Fall, Spring, and Summer semesters. Prerequisite(s): ENG 102 .
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ENG 324W - Advanced Composition: Writing in the Health Sciences 3 credits
This course develops students’ ability to write persuasively in the forms and genres critical to the health sciences. Covers a range of writing tasks such as process analysis, proposal, report, types of letters, resumes, etc. Includes examination of texts written in various formats for the health sciences along with intensive study of scientific vocabulary. Offered Fall, Sping, and Summer semesters. Prerequisite(s): ENG 102 .
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ENG 325W - American Literature I: Origins to Realism 3 credits
Advanced study of American literature from the Pre-Colonial period to the Rise of Realism in the late 19th Century, emphasizing research with primary and secondary sources and teaching the full diversity of American literature. Offered Fall semesters. Prerequisite(s): Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 326W - American Literature II: Modernism to the Present 3 credits
Advanced study of American literature from the Modernist movement in the late 19th Century to the present, emphasizing research with primary and secondary sources and teaching the full diversity of American literature. Offered Spring semesters. Prerequisite(s): ENG 102 . Recommended: Lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 330 - Introduction to Language Studies 3 credits
A broad interdisciplinary survey of language emphasizing the practical applications of language theory. Because this course is intended to provide a foundation for further studies, subjects explored will include the nature of language and its role in society; the fundamentals of phonology, morphology, and syntax; and the application of those concepts to issues in education, sociology, and other fields. Includes introduction to linguistic field research and linguistic research using electronic and print professional journals. Offered Fall, Spring, and Summer semesters. Prerequisite(s): ENG 101 .
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ENG 340W - Literature by Women 3 credits
Study of selected short stories, poetry and novels by women writers both classical and modern. Special attention will be given to women writers’ problems and opportunities. Offered Fall semester. Prerequisite(s): ENG 102 . Recommended lower-level literature or introduction to literature class or permission of Program Chair.
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ENG 341W - Hispanic-Latino/Chicano/Literature 3 credits
Study of the development of the poetry, drama, and fiction of Mexican-Americans. Includes the literature of the Hispanic Southwest, Mexican-American folklore and the literature of the contemporary Chicano/Chicana movement. Offered Spring semester. Prerequisite(s): ENG 102 . Recommended lower-level literature or introduction to literature or permission of Program Chair.
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