| |
Economics |
| |
-
ECN-234 Urban Economics
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
Survey of economic analysis in its application to urban problems, development patterns, land markets, and labor markets. Causal factors creating urban dilemmas and the policy alternatives available for improving the quality of urban life are considered. Exploration of the effects of environmental, social and political forces on the urban economy and urban life. 4 credits.
|
| |
-
ECN-235 Population, Economy and Society
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111 or SOC-101 or 102
Same as SOC-221 . Same as SOC-221 (35). Explores the trends and determinants of vital events such as fertility, mortality, marriage, divorce, and migration from sociological and economic perspectives. Presents a brief history of world population change and explores current trends and the theories that are used to understand them. A student cannot receive credit for both ECN-235 (35) or SOC-221 (35) and SOC-222 (46). A student cannot receive credit for both ECN-235 and SOC-222 . 4 credits.
|
| |
-
ECN-236 Economics of the Environment
GER: HB (Empirical Study of Human Behavior) and NE (Humans & the Natural Environment)
Prerequisite: ECN-111
Developing the economic tools that are needed to understand the economic basis of environmental problems and evaluate the policies that are intended to reduce environmental degradation. 4 credits.
|
| |
-
ECN-237 Economics of Poverty and Inequality
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
Examination of the issues of income inequality and economic poverty in modern America. Topics include: theories of poverty and income distribution; statistical measurement of poverty and inequality; poverty trends among important racial and demographic groups; public policy initiatives. 4 credits.
|
| |
-
ECN-238 Public Finance
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
Microeconomic analysis of government expenditure and tax policies, with attention to social security, national health insurance, welfare programs, individual income tax and other current topics. 4 credits.
|
| |
-
ECN-241 Money and Banking
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
Institutional and historical study of the nation’s monetary system, including definition of money, an overview of the financial markets, activities of the banking system, non-bank intermediaries, and central banking. Analysis of effects of money and finance on output, prices, and economic growth. 4 credits.
|
| |
-
ECN-242 Health Economics
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
Using tools of economics to examine the health services industry. Influences of government on supply and demand for services and development of private and public insurance products are examined, as are interactions among medical technology, demand, and insurance. Additional topics include: managed care, international comparisons, and current reform proposals. 4 credits.
|
| |
-
ECN-244 Behavioral Economics
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
Behavioral economics studies how psychological, social, cognitive, and emotional factors affect decision making. Topics may include: prospect theory, biases, self-control, and mental accounting with implications for savings, fairness, altruism, and public goods. 4 credits.
|
| |
-
ECN-245 Development Economics
Human Behavior (HB) Global Awareness: World Cultures (WC)
ECN 111
This course will introduce economic theories and issues that apply specifically to less developed countries. The topics addressed include Poverty and Income Distribution, the balance between Agriculture and Industry, the Role of Financial Markets, and the relationships between Development and the Environment. 4
|
| |
-
ECN-246 Economic Growth
Human Behavior (HB)
ECN 111
Modern theories of economic growth, with attention to examination and experiences of variation in the rates of growth in both developed and developing nations. Analysis of the factors that contribute to economic growth, including labor, physical and human capital, technology, role of government, income inequality, and geography. 4
|
| |
-
ECN-247 History of Economic Thought
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
Development of economic thought from pre-classical writers through Adam Smith, the classical economists, socialist, marginalist, neoclassical and institutional writers to the present. 4 credits.
|
| |
-
ECN-248 Government and Business
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
Evolution of governmental involvement in the U.S. economy. Special emphasis on the relationship between government and the business community; the structure, behavior and performance of the business community which have induced government response; the interpretation and application of antitrust law; and a brief survey of public utilities and transportation economics. 4 credits.
|
| |
-
ECN-249 Asian Economics
GER: HB (Empirical Study of Human Behavior) and WC (World Cultures)
Prerequisite: ECN-111
Examination of the development records of Asian economies, notably Japan, South Korea, Taiwan, Hong Kong and Singapore. Some attention directed to the newly emerging economies of Malaysia, Thailand, Indonesia, China and India. A broad economic perspective and simple economic models are used to examine institutional changes, industrial policies and the role of government and the private sector in these economies. 4 credits.
|
| |
-
ECN-250 Labor Economics
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
The study of labor markets from both the firms’ and workers’ perspectives. Trends and relationships pertaining to the gender, race, age and educational composition of the workforce are discussed, as are worker mobility training and productivity. Major policies that affect labor markets (e.g., minimum wage, social security) are also examined. 4 credits.
|
| |
-
ECN-251 Economics of China
GER: HB (Empirical Study of Human Behavior) and WC (World Cultures)
Prerequisite: ECN-111
Examining the causes and effects of economic development and structural reforms of the fastest-growing and largest developing country: China. Emphasis on a political economy approach due to the state dominance in the Chinese economy. 4 credits.
|
| |
-
ECN-252 International Trade Theory and Policy
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
Introduction to international trade theory and policy. A microeconomic perspective of trade models detailing causes and benefits of trade between nations. Consideration of relationship between trade and economic growth and development. Discussion and examination of the effects of exchange rates in trade, roles of trade institutions and the political economy of trade agreements. 4 credits.
|
| |
-
ECN-253 International Macroeconomic Theory and Policy
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
An introduction to international macroeconomic theory and policy. Topics covered include exchange rates, balance of payments, and interest rates. Stabilization policy in the open economy, currency crises, and monetary integration will also be explored. 4 credits.
|
| |
-
ECN-256 Economics of Strategy
GER: HB (Empirical Study of Human Behavior)
Prerequisite: ECN-111
A study of economic forces that shape companies and the industries and markets in which corporations (or lines of businesses) operate. Topics include: understanding the origins of competitive advantage and how to sustain it; assessing entry and exit conditions of a market; conducting industry and competitive analyses; determining the boundaries of the corporation; and assessing how these boundaries are changed under conditions of advancing technology. 4 credits.
|
| |
-
ECN-263 African Economic Development
GER: HB (Empirical Study of Human Behavior) and WC (World Cultures)
Prerequisite: ECN-111
Examination of issues in development economics as they relate to Sub-Saharan Africa. Topics will include macroeconomic issues (e.g. macroeconomic determinants of growth, saving and investment) and microeconomic issues (e.g. human capital, land tenure rights), domestic issues (eg. governance, inequality) and international issues (e.g. international trade, international finance, international organizations). 4 credits.
|
| |
-
ECN-331 Empirical Methods in Economics
WR (Writing-Research Intensive)
Prerequisite: any first year writing seminar, ECN-111 , MTH-145 or MTH-150 , and ECN-225 or MTH-120 or MTH-340
Introduction to the methods of preparing and analyzing data for economic research. Students become familiar with the basic empirical methods used by economists, particularly regression analysis. Computer software packages used extensively. 4 credits.
|
| |
-
ECN-345 Intermediate Macroeconomics Analysis
Prerequisite: ECN-111 , MTH-145 or MTH-150 , and any other economics course numbered 201 or greater, excluding ECN-225 and ECN-503
Focuses on short and long run macroeconomic models. Analysis of monetary and fiscal policies and their effectiveness in targeting aggregate measures of unemployment and inflation under closed and open economy regimes. 4 credits.
|
| |
-
ECN-346 Intermediate Microeconomic Analysis
Prerequisite: ECN-111 , MTH-145 or MTH-150 , and any other economics course numbered 201 or greater, excluding ECN-225 and ECN-503
Operation of the price system and its role in understanding the behavior of individual economic units: consumers, producers, and suppliers of resources. Applications of price theory to contemporary microeconomic problems. 4 credits.
|
| |
-
ECN-356 Managerial Economics
Extension of economic theory to applications in managerial economics and economic forecasting. Decision optimization techniques; the economic analysis of risk; techniques of demand, cost and production estimation; analysis of pricing and non-price-competitive practices; and forecasting of demand, cost and production variables. 4 credits.
|
| |
-
ECN-357 Quantitative Methods for Business and Economics
Prerequisite: ECN-111 and MTH-145 or MTH-150
Mathematical operations and methodology within the context of market models, models of the firm, national income models, and models of economic growth; introduction to mathematical economics, static analysis, comparative statistics, optimization problems, dynamic analysis, and linear programming and game theory. 4 credits.
|
| |
-
ECN-371 Economic and Political Analysis of the European Union
Prerequisite: ECN-111
Same as PSC-240. An examination of the formation, implementation and operation of the European Union, with special emphasis on political and economic issues. Taught as part of the Furman program in Europe. Students may not receive credit for both ECN-371 and PSC-240. 4 credits.
|
| |
-
ECN-475 Senior Seminar in Economics
Prerequisite: ECN-331 , ECN-345 and ECN-346
Capstone course for economics majors. Reading and analysis of selected topics. Research, data analysis and writing of selected topics. Presentation of student research in oral forum. Students will present their research in class. 4 credits.
|
| |
-
ECN-501 Independent Study
Variable credit.
|
| |
-
ECN-503 Individualized Internship
Prerequisite: ECN-111 , one additional course in economics numbered 201 or greater, excluding ECN-225 , and instructor permission.
In consultation with an economics faculty sponsor, students develop internships, identify objectives, read literature, complete a writing assignments related to their internship, and submit reflective summaries of their activities. This course MUST be enrolled pass-fail and will not contribute to the economics or mathematics-economics major. This course MUST be enrolled pass-no pass and will not contribute to the economics or mathematics-economics major. Variable credit.
|
Education |
| |
-
EDU-001 Education Laboratory I
Must be enrolled with EDU-111 .
For students and prospective teachers exploring education as a career possibility. Observations in different school settings for the purpose of becoming acquainted with the school and with the classroom. 0 credit.
|
| |
-
EDU-111 Perspectives on American Education
GER: HB (Empirical Study of Human Behavior)
Introduction to teachers and teaching, the American school in an increasingly diverse society, and the historical, sociological and philosophical foundations of education. Off-campus fieldwork required. 4 credits.
|
| |
-
EDU-115 Depiction of Schools on Film
Investigation of documentary films as social and political texts in order to identify historical and contemporary views on schools and the purpose(s) of education. May Experience ONLY. 2 credits.
|
| |
-
EDU-120 Human Development
GER: HB (Empirical Study of Human Behavior)
Physical, cognitive, social and emotional aspects of development, from conception through older adulthood, with applications for parenting and teacher education. Off-campus fieldwork required. 4 credits.
|
| |
-
EDU-210 K-12 Curriculum through Service Learning
Prerequisite: Admission to the teacher education program.
An introduction to service learning, with a focus on infusing this instructional strategy into the classroom curriculum. Begin developing a service learning plan to be implemented during their internship or later in their own classrooms. 1 credit.
|
| |
-
EDU-211 Discipline and Classroom Management
Develop knowledge and application of skills necessary for designing a classroom ecology that facilitates effective teaching and learning. Topics include problem solving in the classroom, motivational strategies for acceptance of responsibility, positive instructional approaches, and foundations for better understanding of children and youth. 1 credit.
|
| |
-
EDU-221 Students with Exceptionalities
Prerequisite: EDU-111 and EDU-120
Characteristics of persons with exceptionalities, implications for teaching and learning, and applications of special education procedures and services. Extensive field experiences are incorporated. Twenty hours of off-campus fieldwork at a local public school required. 4 credits.
|
| |
-
EDU-222 Nature of Learning Disabilities
Prerequisite: EDU-221
Designed to teach students the history of the field of learning disabilities, related educational theories, available educational services, and appropriate strategies for working with individuals with learning disabilities. Field-based experiences are incorporated. Twenty hours of off-campus fieldwork at a local public school required. 4 credits.
|
| |
-
EDU-223 Nature of Emotional and Behavioral Disorders
Prerequisite: EDU-221
Study of individuals with emotional/behavioral disorders, major theoretical perspectives, and current issues and research. Factors which interrelate with emotional/behavioral disorders (community, school, family) are considered, and appropriate intervention strategies are studied. Field-based experiences are incorporated. Twenty hours of off-campus fieldwork at a local public school required. 4 credits.
|
| |
-
EDU-225 Teaching and Learning: Early Primary Years
Prerequisite: EDU-111 , EDU-120 and EDU-330
Introduction to the field of early childhood education. Focus on the development of children ages 5-8 and the design of learning environments, including curriculum and instruction, that foster optimal growth and development. Students are expected to participate in field work in a kindergarten classroom. 4 credits.
|
| |
-
EDU-233 Science Inquiry Skills for Grades K-8
A laboratory course designed to develop inquiry skills such as observation, measurement, communication, and investigation design. May Experience ONLY. 2 credits.
|
| |
-
EDU-234 Intergenerational Learning
Issues in aging and adult development are examined through study and intergenerational dialogue. Includes daily readings and interactions with senior citizens and includes engagement with professionals and agencies in the Greenville community whose products and services directly serve those of aging and older adults. May Experience ONLY. 2 credits.
|
| |
-
EDU-235 Comparative International Education
EDU-111
Explore the relationship between education, culture, and society in a global context using comparative study. Research, analyze, and examine assumptions surrounding facets of societies that impact educational systems including historical, sociological, economic, political, and ethnic forces. 4
|
| |
-
EDU-250 Scholarly Reading and Writing in Education
GER: TA (Critical, Analytical Interpretation of Texts) and WR (Writing-Research Intensive)
any first year writing seminar
For students interested in education as well as understanding how to read, interpret, and present research, this course invites students to investigate educational research and how that research is typically explained in the popular media. 4 credits.
|
| |
-
EDU-260 What Makes a Great Teacher
An examination of teachers in challenging work conditions with a focus on what factors make a teacher “great.” Particular attention will be paid to teachers working with students living in poverty. May Experience ONLY. 2 credits. May Experience ONLY. 2 credits.
|
| |
-
EDU-265 International Perspectives on Public Education
In-depth focus on the issues, philosophy, history, and cultural differences of public education from an international perspective. Comparison of the educational system in the United States with other nations, focusing on the country visited. May be repeated once with change of country. May be repeated once with change of country. May Experience ONLY. 2 credits.
|
| |
-
EDU-305 Arts Integration in Elementary Grades
Prerequisite: EDU-111 or EDU-120
Knowledge and understanding of visual and performing arts connected within and across the arts disciplines and other disciplines to allow teachers to engage elementary students in using the arts as tools for communication, inquiry, and assessment. Theories pertaining to the ways in which children learn each of the arts, active practice of each of the arts, and corresponding strategies for teaching children the skills and concepts related to performance and integration of the arts into elementary classrooms and curricula. Off-campus fieldwork required. 4 credits.
|
| |
-
EDU-330 Literacy Foundations and Instruction in Grades PK-3
Prerequisite: EDU-111 and EDU-120
Study of early literacy reading and writing instruction and the role of the teacher as a decision-maker. Content will focus on integrating reading, writing, speaking, and listening processes across the curriculum. Major emphasis will be placed on children’s literature and its effective presentation in the classroom. Twenty hours of off-campus fieldwork at a local public school required. 4 credits.
|
| |
-
EDU-331 Literacy Processes and Instruction in Grades 2-6
Prerequisite: EDU-111 and EDU-120
Reading and writing instruction in the elementary grades emphasizing the development of critical thinking and metacognitive skills. Content will focus on integrating communication processes in the content areas; children’s literature and its effective presentation in the classroom; and the role of the teacher as a reflective practitioner. Twenty hours of off-campus fieldwork at a local public school required. 4 credits.
|
| |
-
EDU-332 Social Studies in Grades PK-6
Prerequisite: EDU-111 and EDU-120
Knowledge of the elementary and middle school social studies curriculum, teaching strategies and materials, and field-based application in area schools. 4 credits.
|
| |
-
EDU-333 Science in Grades PK-6
Prerequisite: EDU-111 and EDU-120
Knowledge of the elementary and middle school science curriculum, teaching strategies and materials, and field-based application in area schools. 4 credits.
|
| |
-
EDU-335 Organization and Curriculum in Middle Schools
Prerequisite: EDU-221
Developmental tasks of middle school students; organization and sequence of the instructional program; staff characteristics, patterns, services, home-school-community relations; management and evaluation of middle schools. Twenty hours of off-campus fieldwork at a local public school required. 4 credits.
|
| |
-
EDU-336 Teaching Reading in Content Areas
Prerequisite: EDU-221
Designed for prospective and practicing school teachers, with practical suggestions for the reading specialist and the content teacher. Twenty hours of off-campus fieldwork at a local public school required. 4 credits.
|
| |
-
EDU-338 Reading and Responding to Children’s Literature
Exploration of a wide variety of genres of children’s literature to become more knowledgeable in the ability to select, read, and respond to children’s literature. Development of expertise in using children’s literature for aesthetic, personal, social, and critical purposes, and examination of the ways readers interact with texts and each other to make meaning while reading and discussing texts. May Experience ONLY. 2 credits.
|
| |
-
EDU-350 Curriculum and Methods for Teaching Grades 9-12
Prerequisite: EDU-221
Various ways of organizing the curriculum in the secondary school, a comparison of traditional and nontraditional teaching methods, principles of learning, classroom organization, planning units and formal and informal evaluation. 2 credits.
|
| |
-
EDU-430 Assessment for Instructional Planning
Prerequisite: EDU-221
Introduction to the processes of assessment and the use of assessment information to develop appropriate educational programs for all students in grades PK-6. Review and practices of assessment tools to plan instruction in all areas. Focus will be on students’ literacy and numeracy development. May only be enrolled as a part of the Senior Block. 3 credits.
|
| |
-
EDU-431 Diverse School Cultures: Teaching, Learning and Management
Prerequisite: EDU-221
Deepens understanding of diversity in elementary and middle school cultures. Classroom and school communities that embrace diversity studied through analysis of attributes and practices of successful educators. Instructional and management strategies that encourage learning, sensitivity and socialization developed through integrated clinical and field experiences. May only be enrolled as a part of the Senior Block. 3 credits.
|
| |
-
EDU-432 Integrating Curriculum and Technology
Prerequisite: EDU-221
Provides background for integrating instruction and technology across curriculum. In field-based teams, candidates explore models/theories of curriculum integration and use the thematic approach to unit development. Focus on developing connections across disciplines of science, social studies, mathematics, language arts, and related arts. May only be enrolled as a part of the Senior Block. 3 credits.
|
| |
-
EDU-433 Foundations of Literacy Instruction
Prerequisite: EDU-350
For preservice secondary and language certifiers enrolled in the senior block, this course provides an overview of literacy education, focusing on the cognitive, linguistic, motivational, and social foundations of literacy processes and instruction, evidence-based trends, and assessment. 3 credits.
|
| |
-
EDU-434 Content Literacy Strategies and Modifications for Diverse Learners
Prerequisite: EDU-350
For preservice candidates enrolled in the senior block and music education interns, this course introduces strategies and practices that facilitate learning in content areas. Educational, cultural, and linguistics considerations for modifying instruction of diverse learners will be presented. 3 credits.
|
| |
-
EDU-451 Literature for Young Adults
Prerequisite: EDU-111 and EDU-120
Content of the literature program in the secondary school and methods of teaching poetry, short stories, traditional literature and young adult novels. 4 credits.
|
| |
-
EDU-452 Teaching English Grades 9-12
Prerequisite: EDU-221
Explores two of the major components in the secondary school English curriculum: language and composition. Emphasis placed on teaching the writing process. Examines strategies needed to learn from text materials included in the English classroom. May only be enrolled as a part of the Senior Block. 4 credits.
|
| |
-
EDU-453 Teaching Social Studies Grades 9-12
Prerequisite: EDU-221
Provides in-depth investigation of the methods associated with teaching social studies on the secondary level. Special emphasis placed on how the social sciences differ from other disciplines, and how differences affect curricular and pedagogical strategies. May only be enrolled as a part of the Senior Block. 4 credits.
|
| |
-
EDU-454 Teaching Science in Grades 9-12
Prerequisite: EDU-221
Teacher candidates become reflective practitioners developing and delivering quality science curriculum. Covered are laboratory safety, instructional strategies, inquiry learning and the learning cycle, curriculum models emphasizing integration, performance assessment, resource evaluation focusing on technology, and field experiences in area schools. May only be enrolled as a part of the Senior Block. 4 credits.
|
| |
-
EDU-455 Teaching Math in Grades 9-12
Prerequisite: EDU-221
Teacher candidates become reflective practitioners in the development and delivery of a well-designed standards-based mathematics curriculum. Topics include mathematics curriculum in the secondary school, instructional strategies, performance assessment and resource evaluation focusing on technology. May only be enrolled as a part of the Senior Block. 4 credits.
|
| |
-
EDU-460 Critical Issues in Secondary Education
Prerequisite: EDU-221
Designed for senior level secondary and PK-12 language teacher candidates enrolled in the Senior Block. Provides candidates with opportunities to examine significant issues in secondary schools including classroom management techniques and educational technology. 2 credits.
|
| |
-
EDU-464 Critique of Science Education Literature
Examines selected topics in the methodological and philosophical foundations of science education. Topics include nature of science inquiry, context of science, nature of learner, teaching and learning, curriculum, student assessment, and professional practice. 4 credits.
|
| |
-
EDU-465 Informal Science Education Practicum
Prerequisite: EDU-464
Provides students opportunity to apply theory and evidence-based practices in informal learning settings such as museums, zoos, aquariums, or state parks under the supervision of faculty. 4 credits.
|
| |
-
EDU-470 Practicum in Teaching
Prerequisite: EDU-221
Designed for senior level teacher candidates. Provides opportunities to apply theory and evidence-based practice in the classroom under the supervision of Furman faculty and a mentorship of master teacher. May only be enrolled as a part of the Senior Block. 4 credits.
|
| |
-
EDU-472 Practicum: Secondary Teaching
Prerequisite: EDU-221
Provides candidates with opportunities to apply theory and evidence-based practice in the classroom under the supervision of Furman faculty and mentorship of a master teacher. May only be enrolled as a part of the Senior Block. 4 credits.
|
| |
-
EDU-501 Independent Study
A project whose objectives and activities are designed by the student, approved by a faculty member who directs the project and by the department chair, and evaluated by a committee of three department members. Variable credit.
|
| |
-
EDU-503 Individualized Internship
Exposure to and experience with community-based programs working with children, adolescents, their families, or adults. Significant direct experience interacting with mentors to enrich understanding of community environments related to vocational or post-graduate goals. Instructor permission required. 4 credits.
|
| |
-
EDU-505 Teaching Internship
Prerequisite: completion of major requirements in music Education
Required of candidates intending to teach. Intern is placed with a mentor teacher in the subject area of prospective certification. Full-time teaching responsibilities assumed over time. Intern attends weekly seminars. Variable credit.
|
| |
-
EDU-506 Human Service Non-Profit Intership
Prerequisite: EDU-120
Through a 10-12 hour per week semester-long internship in a local human services non-profit agency, students will build upon classroom experience by facilitating collaborative projects. Focused on community-centered learning and exposure to the competencies for leadership in human services non-profit agencies which include agency program planning, program evaluation, budget and finance, personal communication, human resources, boards, fund development, marketing, persuasion, volunteer and human resource management, values and ethics appropriate to non-profit professionals and advocacy. Also requires a weekly seminar allowing for reflection and integration of the knowledge, skills, and expected dispositions. 4 credits.
|
Curriculum and Instruction in Education |
| |
-
EDCI-671 Into to Project Based Learning
This course is designed to introduce students to the theory behind PBL and the basics of designing, delivering and assessing PBL that supports student attainment of core academic content and such 21st century skills as personal agency, critical and analytical thinking, collaboration, communication and technological proficiency. 3 credits.
|
| |
-
EDCI-672 Applications of Project Based Learning in the Curriculum
This classroom and field-based course is designed to give teachers the experiences required to plan, create, facilitate, and integrate appropriate instructional methodologies and technology within a PBL unit of study that will support the academic achievement of students with diverse learning needs. 3 credits.
|
| |
-
EDCI-673 Models of Teaching
This course is designed to provide participants with a working knowledge of the various models of teaching that support and enhance student achievement in the classroom. There will be a focus on models that support conceptual learning through effective instruction and assessment practices to meet the needs of all learning styles. Emphasis will be placed on providing active, real-life experiences that foster critical thinking, reflection, and understanding. 3 credits.
|
| |
-
EDCI-675 Nature and Needs of Gifted and Talented Students
The course content will include instruction in the methods of identifying gifted students, curriculum models, strategies for differentiating instruction, methods for addressing the affective domain, information on dually exceptional students, and an overview of current issues and trends impacting the field. Course delivery is through classroom presentation and online coursework. 3 credits.
|
| |
-
EDCI-676 Curriculum and Instruction for Gifted and Talented Students
This is a comprehensive course designed to give teachers and other educational professionals the tools to develop, implement and evaluate curriculum materials for gifted students. This course will educate teachers about the recommended program models to use in educating gifted and talented students as well as how each model meets the specific needs of gifted populations. This course includes information about the methods of instructional delivery that are most appropriate for gifted learners as well as the research basis for those techniques. 3 credits.
|
| |
-
EDCI-677 Middle School Curriculum and Organization
Current research and best practices will be used as the foundation for acquiring fundamental knowledge of the major components of middle education. Emphasis will be placed on curriculum development and delivery, diverse assessment methods, interdisciplinary teaching, use of technology, and effective pedagogy for the middle level student. 3 credits.
|
| |
-
EDCI-679 Technology Literacy for Teachers Grades 7-12
A course designed to help education majors and current educators understand how to integrate technology effectively into the classroom. This course focuses on the use of best practices and current emerging technology to enhance all areas of the curriculum. 3 credits.
|
| |
-
EDCI-732 Educational Assessment and Grading
Theory and practice of assessment for teachers and other education professionals. Emphasis on classroom assessment and evaluation practices consistent with SC Curriculum Standards and including differentiated instruction. 3 credits.
|
| |
-
EDCI-973 Practicum in Project Based Learning
The field-based practicum is designed to provide teacher/practitioners with experience and opportunities to demonstrate their knowledge, skills, and dispositions for implementing PBL into the regular classroom setting. This knowledge is demonstrated through planning for, implementing, and managing standards based PBL and content instruction using a wide range of resources and technology effectively. Variable credit.
|
Early Childhood Education |
| |
-
EDEC-640 Caregiving and Learning: The Infant And Toddler Years
Focuses on designing high quality caregiving environments for children, birth through age 3. Through a study of developmental milestones of very young children and factors which lead to positive developmental outcomes, students evaluate and design learning environments for infants and toddlers that provide for appropriate interactions between staff and children and give consideration to curriculum and materials, health and safety, staffing and parental involvement. Class time includes two days of field experience each week. 3 credits.
|
| |
-
EDEC-641 Teaching and Learning: The Preschool Years
Focuses on the development of children ages 3?5 and the design of optimal learning environments for this age child. Students observe, evaluate, develop, and adapt a wide range of commercial and teacher-made materials, methodologies, and curriculum resources for classroom use, and work collaboratively with professional staff and parents of young children during weekly field experiences in a classroom serving young preschool children. Course has a field experience component which requires work with young preschool children and parents. 3 credits.
|
| |
-
EDEC-642 Teaching and Learning: The Early Primary Years
Introduction to the field of early childhood education. Focus is on the development of children ages 5?8 and the design of learning environments, including curriculum and instruction, that will foster optimal growth and development. Course has a field experience component which requires work with kindergarten children and parents. 3 credits.
|
| |
-
EDEC-746 Methods and Materials for Educating Young Children With Diverse Abilities
Examines curricula, instructional strategies, and support materials for children with diverse abilities, birth to age 8, and their families. Planning, implementation, and evaluation of instruction is emphasized. Includes a minimum of 20 hours of field experience. 3 credits.
|
| |
-
EDEC-960 Practicum in Teaching the Young Child
Supervised application of instructional methods for the young child. Variable credit.
|
Exceptionalities in Education |
| |
-
EDEX-621 Education of Students with Exceptionalities
Characteristics of persons with exceptionalities, implications for teaching and learning, and applications of special education procedures and services. Extensive field experiences are incorporated. 3 credits.
|
| |
-
EDEX-622 Nature of Learning Disabilities
Designed to teach students the history of the field of learning disabilities, related educational theories, available educational services, and appropriate strategies for working with individuals with learning disabilities. Field-based experiences are incorporated. 3 credits.
|
| |
-
EDEX-623 Nature of Emotional and Behavioral Disorders
Study of individuals with emotional/behavioral disorders, major theoretical perspectives, and current issues and research. Factors which interrelate with emotional/behavioral disorders (community, school, family) are considered, and appropriate intervention strategies are studied. Field-based experiences are incorporated. 3 credits.
|
| |
-
EDEX-643 Differentiatng Instruction for Diverse Needs
Theory and practical strategies for modifying curriculum to meet the needs of all students. Topics vary according to need, grade level, and subject area. 3 credits.
|
| |
-
EDEX-646 Advanced Behavior Management
Nonbehavioral techniques of managing variant behavior of exceptional children and youth, using the supportive, valuing, and social discipline models. Training in crisis resolution, crisis intervention, and social skills. 3 credits.
|
| |
-
EDEX-741 Methods and Assessments for Teaching Individuals with Exceptional Learning Needs
Covers processes of assessment specific to individuals identified as having an emotional or behavioral disorder (EBD) or a specific learning disability (SLD) in both placements that are inclusive and those that are restrictive. Discuss case studies and participate in class activities tailored to the specific characteristics of these students, as well as develop individualized education plans (IEPs) and individualized family service plans (IFSPs). Explore instructional and collaborative practices with exposure to alternative assessments. 6 credits.
|
| |
-
EDEX-742 Exceptional Learning Needs Grade 6 through Transition
3 credits.
|
| |
-
EDEX-745 Social and Behavioral Interventions
Development of a knowledge base and skills for implementing applied behavior analysis and social skills instruction with groups and individuals with variant behaviors. 3 credits.
|
| |
-
EDEX-962 Practicum in Teaching Students With Learning Disabilities
Supervised application of instructional and behavior management strategies for students with learning disabilities. Variable credit.
|
| |
-
EDEX-963 Practicum in Teaching Students With Emotional Or Behavioral Disabilities
Supervised application of instructional and behavior management strategies for students with emotional/ behavioral disorders. Variable credit.
|
Extended Program in Education |
| |
-
EDEP-640 Best Practices for the Induction Teacher
Designed to provide the induction teacher with a support system throughout the first year of teaching. Best practices from the field are introduced, discussed, and modeled, with emphasis on preparation for the beginning of school, classroom management, performance dimensions of SAFE-T, and application of educational research and practices. Course offers opportunities for the induction teacher to network and share common concerns with master teachers and instructional support personnel from participating school districts and Furman University. Limited to participants in the Teacher to Teacher program. 3 credits.
|
| |
-
EDEP-670 Teaching Internship
Designed for candidates enrolled in Furman’s extended program. The course provides candidates with opportunities to plan and implement instruction, manage the classroom, evaluate student progress, communicate with other professionals and parents, and develop as professional educators under the supervision and mentoring of university and public school personnel. 6 credits.
|
| |
-
EDEP-692 Physical Science Activities for Grade 5
Concepts that correlate to the SC Science Academic Standards for 5th grade physical science using hands-on, inquiry-based activities are the framework for this course. 3 credits.
|
Educational Foundations |
| |
-
EDFD-600 Teacher to Teacher: Research Inquiry I
Designed for candidates enrolled in Furman’s extended program. The course uses several theoretical frameworks as a foundation for furthering the professional development of induction teachers to become leaders and scholars. Major emphasis on classroom-based research serves to link theory to practice. 3 credits.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
… Forward 10 -> 18 |
Print this Page