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EDIS 543 - Teaching Composition K-12
Students study, practice, and evaluate theories and methods of writing and teaching writing. They prepare a personal writing project, criticize a writing program, or create a writing program for students. (Y-SS)
Credits: 3
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EDIS 545 - Teaching Secondary School Mathematics
Considers objectives, subject matter, teaching materials, classroom instructional procedures, pupil experiences, and evaluation procedures in mathematics classes. Emphasizes organization of courses and programs in mathematics education. (Y-SS)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 547 - ESL Assessment and Curriculum Design
The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work. (Y)
Credits: 3
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EDIS 548 - Second Language Acquisition and Modern Language Teaching Methods: PreK-12
Considers theory and research in second language acquisition; classroom instructional procedures that follow the National Standards, which incorporate interpersonal, interpretive, and presentational modes and foster successful communication in foreign languages and selection of appropriate materials, visuals, and media for instructional purposes. (Y)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 549 - Planning Foreign Language Instruction
Considers specific objectives; setting long and short-term goals, planning and outcomes, assessment and testing, grading, record keeping, and communication with parents. (Y)
Prerequisites & Notes
Prerequisite: EDIS 548.
Credits: 2
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EDIS 550 - Teaching Secondary School Science
Considers objectives, subject matter, materials, classroom instructional procedures, pupil experiences, and evaluative procedures for science classes. Emphasizes organization of courses and programs in science education. (Y-SS)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 4
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EDIS 555 - Models of Instruction
Focuses on instructional design and delivery. A range of instructional models are introduced, most emphasizing cognition and the processing of information. Students practice planning and implementing instruction using several selected models. (Y)
Credits: 3
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EDIS 558 - Positioning, Handling, and Self-Care Skills
Designed for special education teachers, related services personnel, and other professionals who teach young students with disabilities or school age students with severe disabilities. Because of the interdisciplinary nature of this course content, instructors include a special educator, occupational, physical, and speech therapists, and a registered nurse. Course content addresses high and low muscle tone and related movement disabilities; gross and fine motor skills including mobility, walking, transfers and the carrying and positioning of students for instruction and leisure; understanding and use of basic adaptive equipment; instruction of self care skills (eating, toileting, grooming); and collaborative teaming to plan, monitor, and evaluate instruction. Students a) are involved in role play as well as supervised use of lifting, positioning, and other therapeutic methods, and b) design, implement, and evaluate an individual teaching program. (E)
Prerequisites & Notes
Prerequisite: EDIS 500; corequisite: EDIS 715.
Credits: 3
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EDIS 560 - Teaching Secondary School Social Studies
Considers objectives, subject matter, materials, classroom instructional procedures, pupil experiences, and evaluative procedures for social studies classes. Discusses organization of courses and programs in social studies education. (Y)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 563 - Economics for Teachers
Examines essential concepts of micro- and macro-economics, emphasizing the incorporation of these concepts in elementary and secondary schools. (IR)
Credits: 3
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EDIS 564 - Physical Geography
Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity. (IR)
Credits: 3
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EDIS 565 - Cultural Geography
Emphasizes concepts of cultural patterns and their influence on political and regional patterns of the world. (IR)
Credits: 3
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EDIS 571 - Reading and Writing in the Content Areas
This course focuses on the uses of writing and reading as ways to learn across the curriculum. Educators interested in elementary through high school instruction, in all subject areas, will learn about ways to set up a classroom for maximum learning, and about reading and writing strategies they may teach their students to use. Teachers learn how to use quality literature and other sources of information, and to meet the various achievement levels of their students. (Y)
Credits: 3
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EDIS 573 - Diagnostics in Reading
An introductory course focusing on classroom-based reading assessments. Students learn to match assessment to instruction and to use assessment information to organize flexible reading groups for school-age children. Participants develop expertise in the use of formal and informal assessments that measure a variety of literacy skill from emerging concepts of print and alphabet knowledge to word recognition, decoding, oral reading fluency, and comprehension. (Y-SS)
Credits: 3
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EDIS 574 - Remedial Techniques in Reading
This course focuses on intervention techniques for accelerating the reading ability of struggling readers. Instructional methods are presented in four categories of literacy development: oral reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Assignments are practicum based. Students learn how to match instructional techniques to assessed areas of literacy needs and how to differentiate instruction for varying levels of reading achievement. (Y-SS)
Credits: 3
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EDIS 587 - Seminar: Teaching Methods
Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-communication relations. (Y)
Prerequisites & Notes
Corequisite: EDIS 588.
Credits: 3
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EDIS 588 - Teaching Associateship
A required student teaching internship for potential teachers. Supervised by clinical instructors from public schools, in cooperation with University supervisors.
Section 1: Elementary (PreK-6)
Section 2: Special Ed. - Behavior Disorders (PreK-12)
Section 3: Special Ed. - Learning Disability (PreK-12)
Section 4: Special Ed. - Mental Retardation (PreK-12)
Section 5: English (6-12)
Section 6: Foreign Language (PreK-12)
Section 7: Mathematics (6-12)
Section 8: Science (6-12)
Section 9: Social Studies (6-12)
Section 10: Early Childhood and Developmental Risk (Y)
Prerequisites & Notes
Prerequisite: Admission to the Teacher Education Program; permission of advisor and the Director of Teacher Education.
Credits: 6 to 12
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EDIS 589 - Selected Topics
These are designed as pilot courses to meet new program area degree requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated. (S)
Credits: 1 to 6
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EDIS 590 - Workshop
Special topics, offered as needed. (Y)
Credits: 1 to 3
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EDIS 591 - Internship
A special assignment, agreed to by the student and his or her assigned advisor, providing a unique experience in an educational setting that is consistent with the student’s professional objectives and program focus. Conducted under the guidance of an experienced teacher or University faculty.
Section 1: Elementary Education
Section 2: Early Childhood Education (Y)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 1 to 6
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EDIS 708 - Advanced Techniques of Teaching the Exceptional Individual
Analyzes instructional approaches, strategies, and materials for advanced-level consultant and resource teachers in special education. Emphasizes the development of interactive skills among professionals in order to facilitate collaboration with general education. (Y-SS)
Prerequisites & Notes
Prerequisite: EDIS 408 or instructor permission.
Credits: 3
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EDIS 711 - Vocal and Non-Vocal Communication
Designed for teachers, therapists, and other professionals who implement communication programs for persons with moderate to severe disabilities or for preschoolers with disabilities. Current research and teaching practices are addressed, focusing on appropriate assessment strategies and tools; non-symbolic communication; augmentative and alternative communication systems; functional assessment; naturalistic teaching approaches; and collaborative teaming between teachers, parents, and speech, occupational, and physical therapists. Students design, implement, and evaluate an individual teaching program. (E)
Prerequisites & Notes
Prerequisite: EDIS 500, 705; corequisite: EDIS 715.
Credits: 3
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EDIS 713 - Secondary, Vocational and Transition Skills
EDIS 713 is offered twice a year with an emphasis on different groups of students. The fall offering emphasizes the areas of assessment and instruction related specifically to students with disabilities: functional academics; vocational skills, models of employment, and employment; independent living and use of the community; and post-secondary training in education. The summer offering has a similar content focus, but with an emphasis on students with moderate and severe disabilities. (Y)
Prerequisites & Notes
Prerequisite: EDIS 500 (for fall) or EDIS 500 and 513 (for summer).
Credits: 3
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EDIS 715 - Positive Behavior Support
This course is designed specifically for teachers and other professionals working with individuals who have moderate to severe disabilities or with young children who have disabilities. The primary focus is upon the concepts and skills needed a) to design, implement, and evaluate behavior support programs which derive from functional assessment, b) to use effective teaching strategies to build relevant replacement skills and facilitate skill generalization and maintenance, d) to apply functional communication training, e) to incorporate prevention strategies, f) to improve the aspects of the student’s environment that relate to the problem behavior, and g) to incorporate, as appropriate, individually designed crisis intervention procedures. (O)
Prerequisites & Notes
Prerequisite: EDIS 500, 705.
Credits: 3
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EDIS 721 - Advanced Language Development
Focuses on language acquisition and development. Emphasizes the development of syntax, semantics, pragmatics, and phonology. Factors influencing language acquisition and development, such as the role of primary caretaker, the active participation of the child, social-economic conditions, and sensitivity to non-verbal cues are explored. Reading and research in language development highlight current issues in language requisition. (Y)
Prerequisites & Notes
Prerequisite: EDIS 521 or equivalent.
Credits: 3
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EDIS 730 - Language Arts: Elementary School
Designed for the graduate student whose primary interest is in methods and materials in the teaching of language arts in the elementary classroom. Emphasizes instructional strategies, activities, materials, and techniques to stimulate the acquisitions of oral, aural, and written language skills. (IR)
Credits: 3
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EDIS 732 - Integrated Science in the Elementary School
Emphasizes understanding basic principles, processes, and conceptual schemes of the integrated life and physical sciences from the perspective of curricular requirements and societal expectations for elementary science teaching. In reviewing the history of science education, curriculum improvement studies, and current trends in science teaching, students examine instructional options for K-8 science teaching. Provides experience translating science content into activity/inquiry based, hands-on science lessons compatible with applicable curriculum standards and instructional objectives. Methods of interdisciplinary instruction involve mathematics, art, music, writing, reading, social studies, environmental education, and health and physical education. Credit may not be earned for both EDIS 432 and 732. (Y)
Credits: 3
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EDIS 733 - Social Studies in Elementary Schools
Studies curriculum materials, teaching methods, and problems in social studies education for elementary school children. (SI)
Credits: 3
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EDIS 739 - Academic Uses of the World Wide Web
Investigates, evaluates, and develops online resources that can be used in teaching or other educational endeavors. Emphasizes meaningful content, sound principles of web design, and use of appropriate current and developing technologies. (Y)
Credits: 3
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EDIS 740 - Problems and Issues in English Education
Critique of major issues in current instructional practice and curricula for secondary English. Students conduct inquiry directed toward posting solutions to identified problems. (SI)
Credits: 3
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EDIS 745 - Problems and Issues in Mathematics Education
Studies major curriculum and instructional problems and issues in mathematics education from historical and present-day perspectives. (SI)
Prerequisites & Notes
Prerequisite: instructor permission.
Credits: 3
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EDIS 750 - Problems and Issues in Science Education
Studies major curriculum and instructional problems and issues in science education from both historical and present day perspectives. (SI)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 753 - Science Supervision Internship
Supervisory experience under the direction of the University, in cooperation with local school divisions. (SI)
Credits: 3 to 6
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EDIS 760 - Problems and Issues in Social Studies Education
Discussion of the major curriculum and instructional problems and issues in social studies education. (SI)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 770 - Foundations of Reading Instruction
The foundations of reading and reading development are the focus of this survey course. Topics covered include: children’s basic language development as a precursor to reading and as a medium for instruction, methods for assessing and instructing the emergent reader, the beginning reader, and the instructional reader, and reading disability. (Y)
Credits: 3
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EDIS 772 - Word Study: Language Structures and Phonics
Explores a combination of theoretical and practical issues surrounding the most fundamental skill in reading—access to word in print. Assumes a basic knowledge of the reading process, such as familiarity with the alphabetic principle and prerequisites for learning to read. Provides hands-on opportunities to make conceptually-based word study tasks for developmental needs in phonics, spelling, and vocabulary acquisition. (Y)
Prerequisites & Notes
Prerequisite: EDIS 770.
Credits: 3
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EDIS 773 - Practicum in Reading Diagnosis
Introduction to basic and advanced testing procedures used to diagnose reading difficulties of elementary and secondary students and adults. Examines clinical and classroom diagnostic methods, explores theoretical foundations for these practices, and discusses practical applications to the classroom. (SS)
Prerequisites & Notes
Prerequisite: EDIS 573.
Credits: 3
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EDIS 774 - Practicum in Remedial Reading
Acquaints students with a variety of techniques to support and instruct remedial readers. These techniques address reading, writing, comprehension, and word study across the developmental stages. As a practicum, this class entails teaching either in the McGuffey Reading Clinic or in one of the local schools under close supervision. Emphasizes learning and developing appropriate and practical techniques that will meet the needs of specific individuals with specific reading problems. (SS)
Prerequisites & Notes
Prerequisite: EDIS 574.
Credits: 3
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EDIS 775 - Effective Reading Programs
Examines the organization and supervision of effective reading programs in the nested contexts of the classroom, the school, the school district, and beyond. The issue of organizational plans are discussed in relation to students’ needs in literacy acquisition. Participants critically examine “in place” reading programs and design their own plan for a reading program. (Y)
Prerequisites & Notes
Prerequisite: EDIS 770.
Credits: 3
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EDIS 780 - Curriculum: Fundamentals
Introduces basic concepts and issues related to curriculum design, development, change, and evaluation. (Y-SS)
Credits: 3
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EDIS 781 - Curriculum: Middle and High School
Studies the curriculum of both middle and high schools, including significant curriculum issues and movements of the past and present. Specific attention is given to objectives, sequence, standards, and developments in each subject area, as well as exploring interdisciplinary curricula. (S)
Credits: 3
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EDIS 782 - Curriculum: Elementary School
Introduces issues, concepts, trends, and major orientations to early childhood and elementary curricula. Examples of currently used curriculum materials are also presented. (Y)
Credits: 3
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EDIS 785 - Seminar
Section 1: Special Education: Advanced study of various problems in special education. Areas of emphasis are: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; severely handicapped; preschool handicapped. Prerequisite: master’s level students with 12 graduate credits.
Section 2: Elementary Childhood: Study of the major problems in elementary education today as they influence curriculum development.
Section 3: Early Childhood: Study of the major problems in early childhood education today as they influence curriculum development.
Section 4: English Education: Study of selected topics in theory and development of curriculum and instructional methods in English education.
Section 5: Science Teaching: Study of the major problems in science teaching today, emphasizing historical and philosophical contributions to the formulation of objectives and methods in modern science.
Section 6: Science Education: Study of recent curriculum developments in science and in-depth consideration of selected topics, themes, and areas of content for the major of curriculum studies in elementary and secondary schools.
Section 7: Social Studies Education: Study of selected topics in theory and development of curriculum and instructional methods in social studies education.
Section 8: Curriculum: Consideration of selected problems, issues, programs, reports of research, and elements of theory pertaining to evaluation of elementary and secondary school curricula.
Section 9: Seminar: Curriculum, Instruction, and Special Education
Section 10: Instructional Research and Evaluation: Focus on development of research projects directed toward the resolution of problems in teaching and teacher education.
Section 11: Literacy Acquisition: Designed to stimulate critical evaluation and thinking about current theories of literacy acquisition. The central question is: How do we ensure that all children are reading at grade level at the end of third grade? Topics include research on the process of learning to read and how that knowledge informs the national agenda; the additional research that needs to be done to fully understand and promote literacy; the tasks and processes involved in reading acquisition and the factors that affect it.
Section 12: Reading Research: Basic seminar in models and processes of reading. The widest possible range of reading models are considered, from those that emphasize processes of word recognition to those that encompass reader-response theory and postmodern perspectives. Each model is evaluated in turn, with the goal of synthesizing multiple perspectives in a final paper that reconciles conflicting views and focuses on instructional implications.
Section 13: Comprehension of Text: Explores what it means to comprehend a text and how that ability develops in children and adolescents. Examines comprehension theories from the perspectives of psychology, education, linguistics, and literary theory. Participants also study the research on teaching reading comprehension to determine if schools can improve how students think and learn with texts.
Section 14: Reading Disabilities: Explores the research on reading disabilities from various perspectives. Phonological awareness, attention, language processing abilities, neuropsychological deficits, heritable syndromes, and motivational-emotional issues are examined from existing research and case studies. Dyslexia, hyperlexia, and other labels applied to reading disabilities are examined in light of this research. Seminar discussions focus on behavioral manifestations, etiology, and instruction.
Credits: 3
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EDIS 788 - Field Project
A field-based, action research project, designed to explore a contemporary educational problem. (Y)
Credits: 3
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EDIS 789 - Practicum: Special Education
Supervised experiences under the direction of Clinical Instructors and University Supervisors. . Experiences are designed to prepare students to manage and instruct individual children/adolescents and groups of children/adolescents representative of their respective area of emphasis. The experiences addressed are:
Section 1: Early Childhood Developmental Risk
Section 2: Severe Disabilities
Section 3: Behavioral Disorders
Section 4: Learning Disabilities
Section 5: Mental Retardation (SI)
Credits: 1 to 6
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EDIS 790 - Teaching and Learning with Web-Based Cases
Students concentrate on interdisciplinary teaching and learning in elementary, middle, and secondary schools across the U.S. Course content is delivered in a case-based format via the Internet. Purposes of the course are to develop and refine the ability to recognize, analyze, and address professional problems through the use of case studies; promote collaboration and group problem-solving among professional educators; model the use of instructional technology to support student-centered learning; and provide opportunities to develop technical skills. (Y)
Credits: 3
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EDIS 793 - Independent Study
Course permits students to work, under close faculty guidance, on an individual research project. Research done in this course may not be considered a part of thesis or dissertation work. Enrollment in this course should be limited to two three-credit registrations (six credits) at the doctorate level. Exceptions to this regulation should have the approval of the advisory committee and the dean of the School of Education. (S-SS)
Credits: 1 to 6
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EDIS 801 - Administration and Supervision of Special Education Programs
Analyzes the administration, organization, and supervision of special education programs. Staffing, physical facilities, budgeting, equipment, community agencies, legal basis, and methods of school survey and program evaluation are considered. (IR)
Prerequisites & Notes
Prerequisite: EDLF 776 and 15 graduate credits in special education.
Credits: 3
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EDIS 802 - Readings and Research in Education of Exceptional Children
Individual reading or research program for students majoring in the education of exceptional children. Areas of emphasis: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; and special education administration and supervision. (S)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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EDIS 804 - Problems in Special Education
Analyzes contemporary research on exceptional children. Areas of emphasis: behavior disordered (emotionally disturbed); learning disabled; mentally retarded; general special education; and special education administration and supervision. No more than three credits may be taken in each subsection. (S)
Credits: 3
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EDIS 809 - Special Education Doctoral Internship
Practical experience for doctoral students in methods, theories, and practices of various governmental and private agencies. The following appropriate and selected experiences will be provided in special education: higher education teaching; administration, supervision, and/or research in public schools; state departments of education; the United States Office of Education; state institutions; and private residential facilities for exceptional children. (S)
Credits: 1 to 12
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EDIS 840 - Studies and Research in English Education
Students learn to analyze significant studies and research in English education; and to present and criticize selected studies from the students’ review of research for their dissertations. (Y)
Credits: 3
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EDIS 851 - Curry Forum on Educational Issues
School-wide interdisciplinary course on key issues in education. Curry School faculty and nationally recognized scholars introduce selected issues and topics. Small discussion groups explore these subjects in greater detail. Sponsored by all four departments and open to all master’s and doctoral students. (Y)
Credits: 1 to 3
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EDIS 880 - Curriculum: Design and Evaluation
Laboratory course for students beginning to work on the development of curriculum and instructional programs. Application of curriculum design and evaluation principles to the development of a particular curriculum identified by the student. (E)
Prerequisites & Notes
Prerequisite: EDIS 780.
Credits: 3
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EDIS 882 - Curriculum: Advanced Seminar
Study of the most significant recent developments in curricular concepts and patterns directed toward a deeper understanding of the theoretic base underlying them. (Y)
Credits: 3
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EDIS 885A - Current Research on Teaching and Teacher Education
Examines the emerging knowledge base on effective teaching and effective teachers. This literature includes studies of teachers, teaching and learning, and the contexts in which teaching occurs. Considers procedures and results of both quantitative and qualitative research and looks at contributions of major researchers in the field. (Y)
Credits: 3
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EDIS 885B - Policy Issues in Teaching and Teacher Education
This seminar engages graduate students in an intensive exploration of (1) the context for teaching and teacher education policy, (2) the diverse roles of various stakeholder groups and agencies, (3) the specific dimensions of policy on teaching and teacher education, and (4) current issues in teaching and teacher education policy. Specific sections may focus on particular topics in teacher education. (SI)
Credits: 3 to 6
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EDIS 891 - Field Project
Field based and/or action research project designed to explore an issue or line of inquiry chosen by the student and his or her assigned advisor. (SI)
Credits: 3 to 6
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EDIS 897 - Master’s Thesis
A thesis project conducted under the guidance of the master’s advisor or others approved by the departmental chair. A formal plan should be filed in the Office of Student Affairs, and the final project must be approved by at least two Curry faculty members. (SI)
Credits: 1 to 6
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EDIS 920 - Readings and Research in Early Childhood Education
Survey of current issues and trends in early childhood research. Focuses on readings in current literature and explores topics and issues determined by class participants and the instructor. (Y)
Credits: 3
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EDIS 925 - Readings and Research in Elementary Education (K-8
Applies empirical, theoretical, and practical knowledge to classroom teaching problems. (Y)
Credits: 3
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EDIS 940 - Seminar in English Education
Students develop a comprehensive and annotated bibliography of research, along with a rationale and procedures for carrying out a study that will contribute to research, theory, and practice in English education. (Y)
Credits: 3
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EDIS 945 - Research in Mathematics Education
Analysis of significant studies and research in mathematics education. Consideration is also given to implications for needed research. (IR)
Credits: 3
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EDIS 955 - Readings and Research in Science Education
Analysis of significant studies and research in science education. Consideration is also given to implications for needed research. (IR)
Credits: 3
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EDIS 965 - Readings and Research in Social Studies Education
Credits: 3
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EDIS 970 - Reading Research Seminar
Credits: 3
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EDIS 974 - Internship in College Teaching or Supervision
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities arranged by the students with assistance of the sponsoring faculty member. (IR)
Credits: 1 to 6
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EDIS 993 - Independent Study
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student’s permanent file in the Office of Student Affairs. (SI)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 1 to 6
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EDIS 995 - Supervised Research
Permits students to work jointly with faculty or other students in cooperatively designing and executing research projects. The nature and scope of such projects are advanced beyond the master’s level, and a plan of research should be signed and filed in the student’s permanent file. (SI)
Prerequisites & Notes
Prerequisite: Advisor permission.
Credits: 1 to 6
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EDIS 996 - Independent Research
Independent work supervised by a Curry faculty member. A research plan should be signed by the faculty member and filed in the student’s permanent file in the Office of Student Affairs. (SI)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 1 to 6
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EDIS 997 - Internship: Ed.D. or Ph.D.
Section 1: Designed for doctoral students to gain experience in the profession of education, this supervised internship must be completed after admission to the doctoral program and under the direct supervision of a Curry faculty member.
Section 2: Enables doctoral students to gain experience in methods, theories, and practices of governmental and private agencies with functions related to science education. Possibilities include teaching science in higher education institutions; administration, supervision, and research in state departments of education, the U.S. Office of Education, the National Science Foundation, the American Association for the Advancement of Science, and businesses and industries in science-related fields.
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 1 to 6
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EDIS 999 - Doctoral Dissertation
Credits: 3 to 12
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Darden Graduate School of Business Administration |
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GBUS 834 - The Cultural Context of International Business: East Asia
Credits: 1.5
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Departmental Seminars |
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PLAD 709 - Research Methods and Design in Political Science
Studies the theoretical formulation of questions for political science research and examination of the design and execution of empirical research. Includes consideration of developing hypotheses for research, strategies for data collection (survey research, observational methods, content analysis), managing research projects, and ethical considerations related to the conduct of research. (Y)
Credits: 3
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PLAD 710 - Political Research with Quantitative Methods
Studies descriptive and inferential statistics in examining research questions in political science and public administration, including consideration of probability, hypothesis testing, correlation and regression analysis, statistical significance, and use of the SPSS computer package for quantitative analysis. (Y)
Credits: 3
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PLAD 712 - Qualitative Methods
Examines strategies for establishing correlation and causation when a small number of cases precludes use of statistical methods. Procedures for employing case studies to develop and test theories. Surveys the major procedures for analyzing small numbers of cases and explores how different research designs can be used to produce valid conclusions. (Y)
Credits: 3
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PLAD 831 - Advanced Quantitative Applications in Political Science
Considers the use of selected techniques of behavioral research in the study of government and foreign affairs. Emphasizes the assumptions, procedures, and applications of the techniques rather than substantive findings. (IR)
Prerequisites & Notes
Prerequisite: PLAD 709, 710, or equivalents.
Credits: 3
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PLAD 832 - Advanced Topics in Multivariate Analysis
A survey and application of multivariate modeling techniques. (IR)
Prerequisites & Notes
Prerequisite: PLAD 709, 710, or equivalents.
Credits: 3
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PLAD 890 - Departmental Pro-Seminar
For advanced graduate students who have completed core courses in the relevant departmental subfields. Allows students to read, criticize, and discuss with authors a variety of works-in-progress presented by visiting scholars, departmental faculty, and their peers. (Y)
Credits: 3
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Drama |
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DRAM 504 - Early American Theatre and Drama
A study of nineteenth-century theatre and dramatic literature in relation to the central cultural developments of the century. An examination, through the reading of nineteenth-century comedies and melodramas as social documents, of the complex and ever-changing role(s) the theatre played in nineteenth-century American life. (O)
Prerequisites & Notes
Prerequisite: Graduate standing or instructor permission.
Credits: 3
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DRAM 506 - Modernism in the Theatre
Studies the theory, literature and mise-en-scene of the theatre during the modern era. (IR)
Prerequisites & Notes
Prerequisite: DRAM 305, 306 or equivalent.
Credits: 3
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DRAM 507 - History of American Popular Entertainment: From Minstrelsy to Madonna
This course traces the development of popular entertainment forms from British and European roots through late modern and post-modern examples like Elvis, Madonna and Disneyland. Particular attention will be paid to popular culture and broad cultural trends. (IR)
Credits: 3
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DRAM 508 - Performance in the Postmodernism Era
Through detailed research and the “reconstruction” of performance(s), students examine the work of contemporary theatre artists and the nature of the shift from a modern position/perspective/aesthetic to what many historians and critics regard as a post-modern one. (IR)
Prerequisites & Notes
Prerequisite: Graduate standing or instructor permission.
Credits: 3
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DRAM 555 - Performing Arts Management
Examines the principles and practices of managing the not-for-profit performing arts organization. Using the theatre as a model, the course focuses on the responsibilities of the top manager within the organization, and the relationship to the artistic staff and the board of trustees. (Y)
Prerequisites & Notes
Prerequisite: graduate standing; 12 credits in drama and/or business related courses; or instructor permission.
Credits: 3
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DRAM 571 - Playwriting V
Introduces the craft of playwriting and examination of exemplary works. Weekly problem exercises emphasize the development of a way of working. (Y)
Prerequisites & Notes
Prerequisite: nine credits of drama courses or instructor permission.
Credits: 3
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DRAM 572 - Playwriting VI
Analyzes the craft of playwriting. Continued study of exemplary plays and problem exercises, and increased emphasis on reading and discussion of student work. (Y)
Prerequisites & Notes
Prerequisite: DRAM 571 and instructor permission.
Credits: 3
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DRAM 702 - Theatre Makeup
Research and studio practice in the design and application of theatre makeup. Emphasizes observation and mastery of basic techniques and materials employed in facial analysis and the creation of juvenile, lead, character, and aged makeup. (IR)
Prerequisites & Notes
Prerequisite: graduate standing M.F.A. Program.
Credits: 3
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DRAM 703 - Independent Study
Independent study conducted under the supervision of a specific instructor. (S)
Credits: 1 to 12
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DRAM 707 - Script Analysis
This course will survey dramatic literature, classical to the contemporary, with an eye toward reading scripts for the stage. We will practice methods of analysis that will enrich our understandings of the textural clues for production and of the openings and ambiguities in scripts that exciting stage interpretations can play with. Beginning with Aristotle and Sophocles, we will sample major dramatic forms, looking at both “intensive” and “extensive” plays, and, finally, at the interesting combinations of the intensive and extensive in modern theatre. We will consider poetic dramas, comedy, some political theatre, several classics, and very contemporary plays. (IR)
Credits: 3
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DRAM 708 - Performance: From the Modern to the Post Modern
Traces the development of the modern theatre from its inception to its reputed decline and absorption into post modern performance. Special attention is paid to those individuals or theatre companies that shaped the modern/post-modern theatre worlds. (IR)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3
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DRAM 709 - Script Analysis: Dramatic Structure and Theatrical Production
Analysis of representative play scripts to discover how structure and language support conceptual and stylistic choices in production. (SI)
Credits: 3
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DRAM 710 - Graphics for the Theatre
Studies basic design communication skills which serve as the foundation for costume, scenic, lighting designers, and technical directors in collaboration with directors, designers, actors, and shop personnel. Includes basic elements of design in line, color, texture, visual research methodology, and media techniques in drawing, painting, model making. (IR)
Prerequisites & Notes
Prerequisite: graduate standing M.F.A. program.
Credits: 3
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DRAM 713 - Production Laboratory: Lighting
Participation in the production program, crediting work in the preparation and performance of lighting design. (IR)
Prerequisites & Notes
Prerequisite: graduate standing M.F.A. program.
Credits: 2
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DRAM 714 - Production Laboratory: Lighting
Participation in the production program, crediting work in the preparation and performance of lighting design. (IR)
Prerequisites & Notes
Prerequisite: graduate standing M.F.A. program.
Credits: 2
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DRAM 716 - Lighting Design I: Elements of Design
Studies the elements of theatrical lighting design essential to the stage designer. Areas of study include script interpretation, lighting composition, color, instrumentation, graphic notation, and presentation techniques. (IR)
Prerequisites & Notes
Prerequisite: DRAM 710, 717 or instructor permission; corequisite: DRAM 718, 714.
Credits: 3
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DRAM 717 - Principles of Technology
Study of drafting techniques and computer aided drafting and drawing software that prepares the designer or technician to identify and communicate methods and materials relative to executing the design. Covers standards for theatrical drafting, preparation of ground plans, sections, and design elevations including both pictorial and orthographic drawings. (IR)
Prerequisites & Notes
Prerequisite: graduate standing M.F.A. program.
Credits: 3
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DRAM 718 - Digital Media for Design
Studies a variety of graphic software programs and computer-aided design techniques which prepares the lighting designer, scenic designer, costume designer, and technical director to identify and communicate methods and materials relative to the execution of their respective designs. Taught completely on-line with all course materials and project submissions made electronically. (IR)
Prerequisites & Notes
Prerequisite: DRAM 717 or instructor permission.
Credits: 3
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DRAM 719 - Mentored Study: Lighting
A guided study which gives students the opportunity to explore with a
faculty member areas of lighting design and/or technology which are not
contained in the established curriculum. (Y)
Prerequisites & Notes
Prerequisite: Instructor permission.
Credits: 3 to 9
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DRAM 723 - Production Laboratory: Scenery
Participation in the production program, crediting work in the preparation and performance of scenic designs. (IR)
Prerequisites & Notes
Prerequisite: graduate standing M.F.A. program.
Credits: 2
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DRAM 724 - Production Laboratory: Scenery
Participation in the production program, crediting work in the preparation and performance of scenic designs. (IR)
Prerequisites & Notes
Prerequisite: graduate standing M.F.A. program.
Credits: 2
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