THE CURRICULA 125

College of Education Howard T. Roberts, Dean

Statement of Purpose and Objectives The College of Education has as its major purpose the selection, preparation, and im­

provement of teachers and school personnel who are adequate personally and professionally to develop youth for participation in a free democratic society. The college also provides service to community schools and to the profession through conferences, inservice programs, and studies of various organization, methods, and techniques of teaching.

The college has accepted the following objectives: to enable the student to develop his or her role as a teacher; to prepare the student to be a leader and a participating citizen in the community; to assist the student in acquiring an enriched background, depth of specialization and breadth of knowledge necessary for teaching; to promote in the stu­dent an understanding of the purposes and functions of public schools in our society; to provide the student with a knowledge of child growth and development and appreciation for learning; to familiarize the student with different curricula, content and instructional materials common to public schools; to assist students in obtaining knowledge of and improvement in techniques of guiding learners; and to encourage loyalty and service to the teaching profession and a desire for continuous self-improvement.

Choice of Programs Students who intend to qualify for certificates to teach in the public schools of Arizona

should select a program in teacher education at the beginning of their second year in col­lege. Students transferring to a program in teacher education from other programs or colleges at a later time must meet all of the requirements of any teacher education pro­gram. The college gives no assurance that such students can complete the program in the usual amount of time.

Certification Each student entering the teacher education program is encouraged to check the certi­

fication requirements of the state in which he or she intends to teach. Prospective Arizona teachers should contact the Director of Certification, Arizona Department of Education, 1535 West Jefferson, Phoenix, Arizona 85007, regarding certification pro­grams in Arizona or contact the dean's secretary in the College of Education, Eastburn Education Center.

ADMINISTRATION, SUPERVISION, AND FOUNDATIONS

Faculty: L. Mullens, Associate Dean, Department Chairperson, S. Bliss, R. Boothe, A. Eder, C. Fauset, D. Hamson, H. Johnson, P. Lansing, M. Miles, D. Overturf, R. Stout, R. Topp, D. Whorton.

Objectives The objective of the department is to provide education for persons to take a leader­

ship role in the field of education. To accomplish this end the department provides programs leading to advanced degrees in educational administration and in supervision, programs to meet the certification requirements in school administration and in supervi­sion, the courses in educational foundations, graduate and undergraduate, which are supportive of all degree and certification programs in education, and special training in library science for persons interested in library work in the public schools.

126 THE CURRICULA

Library Science Programs The area of library science provides a teaching minor, an elementary area content

emphasis, and training leading to an endorsement of a teaching certificate for school li­brarians. Specific professional preparation is required of all librarians working in the public schools.

Please refer to the Graduate Bulletin for a description of graduate programs offered by the department

CURRICULUM AND INSTRUCTION Faculty: J. Davis, Assistant Dean and Chairperson, L. Applequist, J. Barnes, N. Mc­

Donald, R. Bruton, H. Cannon, E. Downum, G. Eigenbrode, B. Feather, C. Garey, R. Hagelberg, D. Harper, R. Heinz, R. Huitt, M. Jander, J. Lepich, R. Lloyd, S. Mc-Clanahan, M. Miller, M. Morehead, F. Odle, D. Peterson, D. Platz, J. Rambeau, N. Rost, J. Ryan, E. Sage, J. Schnorr, H. Stitt, G. Taylor, M. Wilcox.

Objectives The Curriculum and Instruction department has goals and objectives within and in

support of university and college goals. The department maintains programs which in­clude early childhood education, elementary education, special education, secondary education, community college education, bilingual/multicultural education, student teaching, and the Eastbum Education Research Center. Program span includes under­graduate through doctoral levels.

A major purpose is the selection, preparation, and improvement of teachers and school personnel who are adequate personally and professionally to develop youth for successful participation in a free democratic society.

The College of Education has a commitment to allow students the opportunity to work with public school teachers prior to the student teaching semester. The ECI 308 practi-cum is an important part of our students' professional training.

Bachelor of Science in Education MAJOR: ELEMENTARY EDUCATION: The 125 semester hours required for the bach­elor's degree in elementary education includes 45 hours of liberal studies, 22 hours of supporting subject content courses, 40-42 hours of professional courses, 15 hours of a se­lected content emphasis, and 1-3 hours of elective courses.

The 22 hours of subject content courses typically are selected from the following list of courses. A minimum number of hours should be chosen from each group, as indicated. Others may be selected as desired to complete the required total number of hours (22).

1. Communication skills (3 semester hours minimum): SC 161 or 340 must be taken. One course is required for teacher certification in Arizona.

2. Social and behavioral sciences (9 semester hours minimum): Three of the following must be taken: HIS 291, 292, 394; ANT 151; SOC 151, 315, 420; PS 300 (required of those planning Arizona certification) or PS 140 and 341 (combination acceptable for Ari­zona certification). One American History course is required for Arizona certification.

3. Natural sciences (3-4 semester hours minimum): One of the following must be com­pleted: GLG 121,122; BIO 102,103; AST 180; CHM 101; GGR 250, 251, or 440.

4. Health and physical education (2-3 semester hours minimum): One of the following must be selected: HPR 200,431,320,362, or 370.

5. Fine arts (5-6 semester hours minimum): Two courses must be taken from the fol­lowing: ART 310,410; MUS 340 or 343.

For the professional block a minimum of 40-42 semester hours must be selected from the following categories, as indicated. Courses marked with an asterisk (*) are open only to students who have been admitted to teacher education.

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1. Nine basic professional courses are required: EFD 200; ECI 300*, 301, 303, 304, 306, 324, 330, and 308.

2. Recommended electives are the following: ECI 302, 307, and ESE 380.

3. During the professional semester of the senior year, the following courses are taken concurrently. Students should not plan any additional course work for the semester. The required courses comprising the professional semester are: ECI 321*, 404*, and 490*.

A grade of C or better must be obtained in each of the professional courses. A grade of D or F will not be counted toward graduation.

The elementary education major must complete a specialization known as a content emphasis. Content emphasis programs, requiring a minimum of 15 semester hours of concentrated study, are available in the fields of anthropology, art, bilingual/ multicultural education, biological science, dance, earth science, environmental studies, English as a second language, French, geography, German, health, history, home econom­ics, humanities, industrial arts, language arts, library science, mathematics, music, physical education, psychology, sociology, Spanish, special education, and speech com­munication. Content emphasis programs were developed by the various university departments. Students must counsel with their education advisors, however, with respect to content emphasis selection, requirements, and program implementation.

MAJOR: EARLY CHILDHOOD EDUCATION: The program in early childhood educa­tion is similar in many respects to the elementary education program except that the focus is on the young child, ages three through eight. Although the program leads to gen­eral certification in the elementary teaching fields, it is especially designed to meet the needs of those who wish to teach at the nursery school, kindergarten, or primary (grades one through three) levels.

The 125 semester hours required for the bachelor's degree in Early Childhood Educa­tion includes 45 hours of liberal studies courses (see page 77 for institutional-wide liberal studies requirements), 22 hours of supporting subject content courses, 40-42 hours of professional courses, 15 hours of a selected content emphasis, and four hours of elective courses. The subject content (academic areas) of 22 semester hours must be completed from the following list of courses, with a minimum number of hours selected from each group as indicated:

1. Communication skills (3 semester hours minimum): SC 161 or 340 must be taken.

2. Social and behavioral sciences (9 semester hours minimum): Three courses must be chosen from the following: HIS 291, 292, 394 (one U.S. history course required of those planning Arizona certification), ANT 151; SOC 151, 315, 420; PS 300 (required of those planning Arizona certification) or PS 140 and 341 (combination acceptable for Arizona certification), PSY 220; PSY 327; PSY 415.

3. Natural sciences (3-4 semester hours minimum): One of the following must be com­pleted: GLG 121, 122; BIO 102,103; AST 180; CHM 101; GGR 250, 251, or 440.

4. Health and physical education (2-3 semester hours minimum): One of the following is required: HPR 200, 431, 320, 362, or 370; HE 156.

5. Fine arts (5-6 semester hours minimum): Two courses must be taken from the fol­lowing: ART 210, 410; MUS 340, 341, 343.

The professional block of 40-43 semester hours must be selected from the following categories, as indicated. Courses marked with an asterisk (*) are open only to students who have been admitted to teacher education.

1. Nine basic professional courses are required: EFD 200; ECI 300*. 301, 303, 304, 305, 306,311, and 308.

2. Recommended electives are the following: ECI 302, 324, 307, 330, 501; ESE 380, or EFD 403.

3. During the professional semester of the senior year, the following courses are taken as a group, and exclusively: ECI 320*, 404*. and 490*.

128 THE CURRICULA

Content emphasis (15 semester hours minimum) is the same as for elementary educa­tion majors. See above.

MAJOR: SECONDARY EDUCATION: Programs leading to certification to teach in grades 7 to 12 inclusive require a teaching major and a teaching minor or an extended teaching major. For the total program requirements the student should refer to the aca­demic field in which he or she plans to major (e.g. chemistry, English, home economics, etc.).

The 24 semester hour professional course block consists of the following required courses: EFD 200; EPS 324; ECI 303, 322, 330, 404, 308, 430 and 495. EFD 200; EPS 325; ECI 303, 322 and 308 are viewed as preprofessional semester courses. The remaining courses make up the professional semester.

The secondary education major should expect to set aside one semester in which these remaining courses (15 semester hours) are completed. During the first half of the profes­sional semester, the student's program will consist of ECI 330, 404, and 430. During the second half of the professional semester, the student will complete ECI 495, full-time student teaching. Courses making up the professional semester are open only to students who have been admitted to teacher education. Additional day course work should be avoided so that full-time student teaching during an eight week period is not inter­rupted.

MAJOR: SPECIAL EDUCATION: Students interested in the field of special education may pursue one of three programs: dual major, special education and early childhood education; special education and elementary education; or dual major programs may be arranged with special education and secondary education.

Special education and either elementary education or early childhood education re­quire 45 hours of liberal studies and 19 hours in an academic area. In addition elementary education dual majors complete 28 hours in special education and 33 hours in elementary education for a total of 125 hours; early childhood education dual majors complete 28 hours in special education and 34 hours in early childhood education for a total of 128 hours.

Special education and secondary education require 45 hours of liberal studies, 25 hours of professional courses, a teaching major (special education and basic) of 28 hours, and a teaching major in an academic field for a variable number of hours for a total of 125 or more hours. The student should consult the departmental listing to determine the num­ber of hours required for a major in the academic field of interest. The liberal studies courses include the 45 hours of university requirements.

STUDENT TEACHING: All undergraduate and post-degree programs in teacher educa­tion include a required student teaching experience. Student teachers are assigned to one of two major student teaching centers located in northern Arizona and the Phoenix area. Assignment to out-of-Flagstaff student teaching will frequently require the student to find temporary housing in the community to which he or she is assigned. Currently a student teaching fee of $40.00 is being assessed.

Post Degree Curricula Post-degree programs in elementary, early childhood, secondary, or special education

are available to students who have already earned a Bachelor of Science degree, but who have not prepared for teaching. Students interested in post-degree work leading toward certification to teach in the state of Arizona should check with either the elementary, early childhood, secondary, or special education post-degree advisor in the College of Education.

ELEMENTARY, EARLY CHILDHOOD, AND ELEMENTARY/SPECIAL EDUCA­TION: To be recommended for a basic Arizona certificate the student must do the following:

1. The candidate must apply for and be admitted to the teacher education program at Northern Arizona University.

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2. The candidate either must have completed, or must complete, a content emphasis of 15 hours in one of the following areas: anthropology, art, bilingual/multicultural educa­tion, biological science, dance, earth science, environmental studies, English as a second language, French, geography, German, health, history, home economics, humanities, in­dustrial arts, language arts, library science, mathematics, music, physical education, psychology, sociology, Spanish, special education, or-speech communication.

3. The candidate must have completed or must complete the following requirements in the areas listed:

English 2 courses Oral communication 1 course Science 1 course Social and behavioral sciences

(including PS 300, and American history course, and General Psychology—PSY 150) 4 courses

Mathematics 1 course Humanities and arts 2 courses

4. The elementary education candidate must have completed or must complete an ap­proved 30 hour block of professional courses.

5. The early childhood education candidate must have completed or must complete an approved 36 hour block of professional courses.

6. The elementary-special education candidate must have completed or must complete an approved 28 hour block of professional courses in elementary education, plus an ap­proved block of professional courses in special education (28 semester hours).

7. The early childhood-special education candidate must have completed or must com­plete an approved 33 hour block of professional courses in early childhood, plus an approved block of professional courses in special education (28 semester hours).

SECONDARY EDUCATION: To be recommended for a basic Arizona certificate the student must do the following:

1. The candidate must apply for and gain admission to the teacher education program.

2. The candidate either must have completed or must complete an acceptable teaching major and teaching minor in fields normally taught in the public secondary schools. In some cases additional work in the major or minor may be required.

3. The candidate either must have completed or must complete the following require­ments in the areas listed.:

English 2 courses Arizona and U.S. Constitutions 1 course U.S. history 1 course Social and behavioral sciences, to include a course in

general psychology 2 courses Science , 1 course Mathematics 1 course

The requirement of Arizona and U.S. Constitutions may be satisfied by demonstrating knowledge of the Federal and State Constitution by passing two examinations, or by tak­ing and passing PS 300. Further information may be secured from the Department of History and Political Science, Box 6023, Northern Arizona University, Flagstaff, Arizona 86011.

4. The candidate either must have completed or must complete the following required hours and courses as listed: (a) preprofessional semester sequence consisting of EFD 200, or EFD 670; EPS 325 or EPS 605 or EPS 600; ECI 303 or ECI 541; ECI 322 or ECI 666 or ECI 675, (b) professional semester sequence consisting of ECI 404 or ECI 551 and ECI 308,330, 430,495.

130 THE CURRICULA

Many departments will be requiring special methods courses which may also be offered during the professional block semester. A special methods course does not replace ECI 430 for certification purposes.

In addition, a liberal studies requirement of 45 hours must be met by students in edu­cation.

ADMISSION TO TEACHER EDUCATION: Please refer to the statement under Ad­mission to Schools, Colleges and Departments on page 00.

HEALTH, PHYSICAL EDUCATION, AND RECREATION Faculty. J. Topp, Chairperson, R. Ashcraft, V. Badorek, K. Bray, E. Clark, A. Flitcraft,

L. French, P. Gebert, H. Gregg, L. Haberlack, P. Hannon, R. Mann, N. Mathis, W. Na-valta, M. Nesbitt, H. Oswalt, S. Rasrhussen, D. Sekeres, C. Swisher, R. Willis.

Objectives The major purposes of the Health, Physical Education and Recreation programs are to

provide for the preparation of skilled health teachers, of physical education teachers, of recreation leaders, and of coaches; to provide a meaningful instructional program, both curricular, cocurricular, and extracurricular, in health, physical education and recreation for students; to provide professional leadership for the intramural and recreational activ­ities of the students.

University students may complete two hours of credit in physical education as part of their liberal studies requirement. Normally this credit is taken in the freshman and sophomore year through participation in an elective program of sport activities, dance, fitness and exercise classes.

Bachelor of Science in Education Major and minor students will be required to take as many activity classes as necessary

to develop proficiences in team sports, individual and dual sports, swimming and dance. The selection of these activity courses is based upon proficiency and counseling with the physical education advisor.

MAJOR IN PHYSICAL EDUCATION: The major in Physical Education includes 10 to 11 credits in professional activity courses: HPR 200, 210, 229, 334, 336, 342, 379, and 470. Additional course work under the direction of an advisor to comprise 35 hours are needed. Major course work of 35 hours, 45 hours of liberal study courses, 24 hours of pro­fessional courses including HPR 430 (see page 128), a minor of 20 hours, and electives to total 125 hours are required for graduation.

EXTENDED HEALTH EDUCATION TEACHING MAJOR: Required courses include HPR 200, 229, 230, 304, 366, 431, 490. The student should select either HPR 364 or 410. Interdisciplinary courses which are required include: SOC 151 and BIO 235. Two courses are to be selected from HE 156, 280, 384, one course is to be selected from PSY 151, 350, 327, 335, and one course from SOC 153, 310, 342. An additional 11—12 hours are to be selected from major elective courses. Major course work of 53 hours, 45 hours of liberal study courses, 24 hours of professional education courses, and electives to total 125 hours are needed for graduation.

MAJOR IN HEALTH EDUCATION: Required courses include HPR 200, 229, 230, 304, 366, 431, 490. The student should select either HPR 364 or 410. Interdisciplinary re­quired courses include SOC 151, BIO 235, one course selected from PSY 151, 327, 335, one course selected from SOC 153, 303, 310, 342, and an additional seven hours from a recommended elective major list Major course work of 42 hours, 45 hours of liberal study courses, 24 hours of professional education courses, a minor of 20 hours, and elec­tives to total 125 hours are needed for graduation.

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Bachelor of Science or Bachelor of Arts EXTENDED MAJOR IN RECREATIONAL LEADERSHIP: Recreational Leadership majors are required to take HPR 220, 229, 250, 320, 326, 331, 352, 373, 380, 381, 448. Also included should be nine hours in two areas of dance, aquatics, sports or outdoor rec­reation and four hours of activity courses. Electives are required in interdisciplinary areas with selection of courses based upon counseling with the recreation advisor. Com­pletion of the degree requires an extended major of 56 hours, 42 hours of liberal studies, possibly a minor of 20 hours, and electives to total 125 hours.

MAJOR IN RECREATIONAL LEADERSHIP: Recreational Leadership majors are re­quired to take HPR 220, 229, 250, 320, 326, 331, 352, 373, 380, 381, 448. Also included should be nine hours in two areas of dance, aquatics, sports, or outdoor recreation. Com­pletion of the degree requires a major of 36 hours, 42 hours of liberal studies, a minor of 20 hours and electives to total 125 hours.

Minor Programs MINOR IN PHYSICAL EDUCATION: The minor in Physical Education includes six to seven credits in professional activity courses, HPR 200, 210, 229, 360, and 379. Addi­tional course work under the direction of an advisor to comprise a total of at least 21 hours is needed.

CONTENT EMPHASIS (ELEMENTARY AND EARLY CHILDHOOD EDUCATION MAJORS) IN PHYSICAL EDUCATION: Elementary education and early childhood education majors are required to take HPR 210, 229, 320, 360, 370 and to select four hours of activity courses. A minimum of 16 hours is required.

MINOR IN ATHLETIC TRAINING: Required courses include HPR 229, 334, 336, 348, 362, and 431. Interdiciplinary courses include HE 156 and either EPS 325 or PSY 350. HPR 548 or 408 or DH 300 may be chosen for elective credit. For those pursuing certifi­cation by N.A.T.A., the following courses are required: HPR 408 and HPR 548. A minimum of 24 credit hours is required for a minor.

MINOR IN ATHLETIC COACHING: Required courses include HPR 310, 321, 336, 348 and two or more courses for HPR 400—444. Four hours in elective coaching minor activ­ity classes should be chosen from HPR 102, 122, 142, 147, 149, 151, 152, 154, 160, 161, 162. Elective hours in coaching minor theory classes should be chosen from HPR 334, 340, 341, 344, 360, 375, 408, and 540 to complete a minimum of 24 hours.

CONTENT EMPHASIS (ELEMENTARY EDUCATION MAJORS) IN HEALTH EDUCATION: This emphasis area is composed of HPR 229, 304, 364, 366, 490; 200 or 230 or 431. A minimum of 15—16 hours is required.

MINOR IN HEALTH EDUCATION: The minor program in Health Education includes HPR 229, 304, 366,431, 490. In addition, eight to nine hours from HE 156; HE 185; HPR 230, 364, 410, are required. A minimum of 21—22 hours is required.

CONTENT EMPHASIS (ELEMENTARY EDUCATION MAJORS) IN DANCE: Re­quired courses include HPR 374 and three credits selected from HPR 110, 111, 112 or 114. Nine elective credits are to be selected from HPR 115, 285, 334, 346, or recom­mended Music and Speech and Theatre courses. Content emphasis is 15 hours.

MINOR (SECONDARY EDUCATION MAJORS) IN DANCE: Required courses in­clude HPR 374; MUS 100 and three credits selected from HPR 110, 111, 112 or 114. Twelve elective credits are to be selected from HPR 115, 116, 285, 334, 346, or recom­mended Music and Speech and Theater courses. A minor is 21 hours.

MINOR IN RECREATIONAL LEADERSHIP: The minor program includes HPR 220, 326, 352, 380, 448; one of HPR 372, 374, 375; and HPR 331 or 250 or 381. Students will be required to take six hours of work in activity and elective course work with an advi­sor's approval. The minor requires a minimum of 24 hours.

132 THE CURRICULA

MINOR IN DANCE: Required courses include HPR 115, 285, 334, 346; MUS 100; SC 130 and three credits selected from HPR 110, 111, 112 or 114. Six elective credits are to be chosen from HPR 116, 346, 374, or recommended Music and Speech and Theater courses. The minor is 23 hours.

DRIVER EDUCATION CERTIFICATION ENDORSEMENT: Endorsement on a cer­tificate is available through completion of HPR 364 or 562 and HPR 546 for a total of six hours.

K-12 CERTIFICATION ENDORSEMENT: A student majoring in Physical Education who desires state certification (K-12) will need to complete a minimum of 40 semester hours in the field including HPR 320 and 370.

PSYCHOLOGY Faculty: C. Sidles, Chairperson, J. Biglin, J. Bloom, R. Carroll, J. Fredrick, P. Fuller,

W. Gibson, C. Harrison, L. Hunt, W. Johnson, J. Liggit, D. Markee, S. Maxwell, K. Mills, C. Moore, J. Petersen, S. Pfeiffer, J. Schnorr, W. Sjoberg, T. Thomason, R. Thweatt, T. Vanderhoof, J. Williams, J. Windes.

Objectives The major purpose of the psychology curriculum is to develop within the student an

understanding and appreciation of the lawfulness of behavior. To this end the Psychol­ogy Department offers training programs for the undergraduate student who plans to enter business, community agency work, or other professional areas and who desires a scientific understanding of human behavior; and, the graduate student who needs a basis of scientific psychology for the pursuit of graduate professional programs.

Bachelor of Arts The major requires 36 hours of work in psychology, which must include PSY 151, 201,

and 301. In addition to the major, 42 hours of liberal studies, a minor of 18 hours, and 29 hours of electives are required. A two-year college level proficiency in a language other than English is also required.

Bachelor of Science PSYCHOLOGY MAJOR: This requires 36 hours of psychology, including PSY 151, 201, 301, and an 18-hour minor, 42 hours of liberal studies, and 29 hours of electives.

PSYCHOLOGY EXTENDED MAJOR: Fifty-three semester hours in psychology and related areas are required in a coherent program designed to meet the needs of an indi­vidual student. The program includes the requirements listed under the major program above, with the exception of the minor field requirement.

Minor Programs MINOR IN PSYCHOLOGY: 18 hours of psychology including PSY 151 or its equivalent is required.

CONTENT EMPHASIS (FOR EDUCATION MAJORS) IN PSYCHOLOGY: 15 hours of psychology including PSY 151 or its equivalent are required.

COURSES OF STUDY 165

BA 607 F inanc ia l Ana lys i s for Bus iness Decisions (3). Analytical techniques required for fi­nancial decision making; topics include current and fixed asset management, cost of capital, capital budgeting, valuation of financial instruments, debt management, and the impact of accounting meth­ods on financial statements. Prerequisite: Graduate regular standing and BA 606.

BA 613 I n t e g r a t i n g S e m i n a r (3). Current business problems requiring utilization of theory, tech­niques of analysis, and the evaluation of alternatives in terms of human and cost factors. Prerequisites: Graduate regular standing, BA 600, 601, 602, 603, 604,605, 606, and 607.

BE: BUSINESS EDUCATION (See also VE, Vocational Education)

BE 355 Office Educa t ion Ins t ruc t iona l Sys tems (3). Skills, procedures, and materials in teach­ing office occupation oriented classes; operation of major office machines with application to block time scheduling; integrated projects and model office situations.

BE 356 Pr inc ip les and P r o b l e m s of Bus iness and Vocational Education (3). Trends; philos­ophy, goals, and curricula; literature and legislation.

BE 430 High School T e a c h i n g Methods (1-3). See ECI 430.

Graduate Courses BE 505 Organ iza t i on and Superv is ion of Office and Dis t r ibut ive Education (1-3). Philo­sophical bases; development and present status; special problems in organizing, planning, implementing, and administering programs.

BE 561 D i s t r i b u t i v e Educa t ion in the Secondary School (1-3). Development and organization of programs; the learning process, types of learning activities; course planning; sources of materials; coordination and program administration.

BE 592 P e r s o n a l and Fami ly F inance Concepts for Educa tors (1-3). Content, materials, and techniques for integrating money management practices into the instructional program; designed for any educator who desires to include phases of personal economics in his or her teaching.

BE 595 M a t e r i a l s and Teach ing P r o c e d u r e s in Office Educat ion (1-3). Development and analysis of instructional materials in office occupation classes; selection of learning activities; con­struction and evaluation of behavioral objective; identification of classroom equipment and layout.

BE 607 S e m i n a r in Bus ines s Educat ion (1-3). Analysis and critical evaluation of research, cur­riculum making, guidance, and tests and measurements; administration and supervision.

BE 610 D i r e c t e d O b s e r v a t i o n W o r k s h o p (1-3). Visitations to various types and sizes of busi­nesses for observation of current office procedures; analysis of job-training techniques with implications for teaching. Credit is applicable to vocational certification.

BE 612 I m p r o v e m e n t of Ins t ruc t ion in Shor thand (1-3). Objectives; teaching materials; teach­ing approaches; presenting subject matter; testing, grading, measurement, and evaluation; standards of achievement; teaching procedures basic to development of skill and vocational proficiency; audio and visual aids; recent research.

BE 613 I m p r o v e m e n t of Ins t ruc t ion in Typewr i t ing (1-3). Objectives, teaching materials; teaching approaches; presenting subject matter; testing, grading, measurement, and evaluation; stan­dards of achievement; teaching procedures basic to development of skill and vocational proficiency; audio and visual aids; recent research.

BE 614 I m p r o v e m e n t of Ins t ruc t ion in Accounting (1-3). Objectives; teaching materials; review of subject matter; presenting subject matter; teaching approaches; testing, grading, measurement, and evaluation; audio and visual aids; recent research.

BE 615 I m p r o v e m e n t of Ins t ruc t ion in Basic Bus iness (1-3). Objectives, methods, and materi­als for courses such as general business, economics, consumer economics, business law, and free enterprise; resource units; testing, grading, measurement, and evaluation; recent research.

BE 616 I m p r o v e m e n t of Ins t ruc t ion in Dis t r ibu t ive Educat ion (1-3). Objectives, techniques, and materials for secondary and postsecondary programs; evaluation of materials; measurement; re­search and current trends in teaching marketing subjects; problems of coordination and administration.

166 C O U R S E S OF STUDY

BE 661 Techniques of Coordinat ion in Bus iness Educa t ion (1-3). Training for cooperative education programs; work experience; teacher coordination; occupation-oriented classroom instruc­tion.

BE 670 Eva lua t ion of C u r r e n t P r o b l e m s in Bus ines s Educa t ion (1-3). Trends; recent re­search and related literature; investigation of at least ten topics of current interest.

BIO: BIOLOGICAL SCIENCES BIO 101 Man and His Biological World (4). The relationships between man and his biotic envi­ronment and the origin and diversity of living forms. Liberal Studies credit only. 3 hrs. lecture, 2 hrs. lab.

BIO 102 Genera l Botany (4). Principles of plant functions and forms, including photosynthesis, heredity, classification and ecology, and a systematic survey of the plant kingdom. 3 hrs. lecture, 3 hrs. tab.

BIO 103 Genera l Zoology (4). Principles of animal functions and forms, including, metabolism, reproduction, development and evolution, and a systematic survey of the animal kingdom. 3 hrs. lec­ture, 3 hrs. lab.

BIO 135 Medical Anatomy and Physiology (4). Integumentary, skeletal, muscular, nervous, sen­sory, and endocrine systems in health and disease. 3 hrs. lecture, 3 hrs. lab. Prerequisite: One year of high school biology and chemistry.

BIO 136 Medical Anatomy and Physiology (4). Body fluid, cardiovascular, digestive, respirato­ry, urinary, and reproductive systems in health and disease. 3 hrs. lecture, 3 hrs. lab. Prerequisite: BIO 135 or the equivalent.

BIO 141 Topographic Anatomy L a b o r a t o r y (1). See RAD 141.

BIO 220 L o w e r I n v e r t e b r a t e s (3). A survey with emphasis on classification, identification, func­tional morphology, life history and ecology; Protozoa through Sipunculida. 2 hrs. lecture, 3 hrs. lab., a weekend field trip to Mexico and/or local field trips arranged. Prerequisite: BIO 103.

BIO 221 Higher I n v e r t e b r a t e s (3). A survey with emphasis on classification, identification, func­tional morphology, life history and ecology; Annelida through Cephalochordata. 2 hrs. lecture, 3 hrs. lab., a weekend field trip to Mexico and/or local field trips arranged. Prerequisite: BIO 103.

BIO 225 V e r t e b r a t e Zoology (4). Evolution, systematics, distribution, ecology and primary adap­tations of the major vertebrate groups. 3 hrs. lecture, 3 hrs. lab. Prerequisite: BIO 103.

BIO 230 Compara t ive V e r t e b r a t e Anatomy (4). The interpretation of vertebrate structure with emphasis on phylogeny and function. 3 hrs. lecture, 3 hrs. lab. Prerequisite: BIO 103.

BIO 235 H u m a n Anatomy and Physiology (5). A study of the structure and function of the human body. 4 hrs. lecture, 3 hrs. lab. Prerequisite: BIO 101 or 103.

BIO 240 Int roduct ion to Sys t ema t i c Physiology (4). An introduction to the function of the digestive, respiratory, excretory, circulatory, contractile, reproductive and coordination systems of vertebrate animals. 3 hrs. lecture, 3 hrs. lab. Prerequisites: BIO 103, CHM 101:102 or equivalent.

BIO 250 Genet ics (3). Fundamental concepts and methods of analysis of plant and animal inherit­ance including basic mendelism, elementary probability, chromosome behavior, population, and human genetics. 3 hrs. lecture. Prerequisite: BIO 101, 102 or 103.

BIO 250L Genet ics L a b o r a t o r y (1). An optional laboratory in the study of various modes of in­heritance in plants and animals with special emphasis on humans. 3 hrs. lab. Corequisite: BIO 250.

BIO 300 H u m a n Biology (1:1:1:1) (One hour credit for each minicourse. May be repeated for a maximum of four hours of liberal studies credit). A series of independent minicourses dealing with aspects of biology and human conditions.

BIO 322 Entomology (4). Classification, identification, ecology, physiology, and economic impor­tance of insects. 3 hrs. lecture, 3 hrs. lab. Prerequisite: BIO 103.

BIO 330 Mycology-Phycology (3). Introduction to various groups of fungi and algae, their mor­phology, physiology, and biological significance with laboratory emphasis on isolation and identification. 2 hrs. lecture, 3 hrs. lab. Prerequisite: BIO 102 or MBI 205 or equivalent. Cross listing: MBI 330.

BIO 331 V e r t e b r a t e Embryology (4). Principles of development in amphibians, birds, and mam­mals. 3 hrs. lecture, 3 hrs. lab. Prerequisite: BIO 230.

COURSES OF STUDY 169

BIO 660 Organ ic Evolut ion (3). The origin and diversification of major taxa, with considerations of rates and patterns of evolution and the evolution of biotas. 3 hrs. lecture. Prerequisite: 15 hrs. of Biology.

BIO 663 B i o g e o g r a p h y (3). A review of principles governing the pattern of distribution of organ­isms, including biotic and physical relationships, evolutionary history, dispersal mechanisms, paleoecology, continental drift and insular phenomena. 3 hrs. lecture. Prerequisite: 15 hrs. of biology including BIO 470.

BIO 665 S y s t e m a t i c Zoology (3). Principles of the study of the diversity of animals including theories of classification and rules of nomenclature.

BIO 666 Animal B e h a v i o r (3). A survey of principles and theory with emphasis on biological rhythms, sense modalities, fixed action patterns, learning and instinct, and social organization. Pre­requisite: Undergraduate major in biology, psychology, anthropology or sociology.

BIO 670 Advanced Ecology (3). Contemporary theories on various ecological phenomena including ecological systems theory, species diversity, competition, predation, habitat selection, dispersal, co-evolution, and population regulation. 3 hrs. lecture. Prerequisite: BIO 470.

BIO 671 Pa leobo tany—Paleoeco logy (3). Utilization of fossil plants in reconstruction of paleoen-vironments and evolution of plant communities, emphasizing Cenozoic fresh-water and terrestrial systems with laboratory and field demonstrations. 3 hrs. lecture. Prerequisite: BIO 102 and Anthro­pology, Biology or Geology minor.

BIO 673 Phys io log ica l Ecology (3). Analysis of interactions and effects of environmental factors on survival, growth and reproduction. 2 hrs. lecture, 3 hrs. lab. Prerequisites: BIO 440, 470.

BIO 680 Biological t echn iques (2-3). Selected topics on techniques utilized in modern field and laboratory research. May be repeated for credit. 1 or 2 hrs. lecture, 3 hrs. lab. Prerequisite: 24 hrs. of biology.

BIO 681 Advanced S tud i e s in Biology (2-3). In-depth coverage of important groups of plants and animals. May be repeated for credit. 2 hrs. lecture, (3 hrs. lab-option of instructor). Prerequisite: 24 hours of biology.

BIO 682 Q u a n t i t a t i v e Biology (3). An introduction to the analysis of quantitative data with spe­cial reference to large samples and basic principles of reasoning. Prerequisite: 20 hrs. of biology.

BIO 683 M o d e r n Biology for T e a c h e r s (3). Fundamentals of biology with emphasis upon recent developments in the field. Prerequisite: An introductory course in biology.

BIO 795:796 I n t e r n s h i p in College Teach ing (1:1).

BME: BILLINGUAL/MULTICULTURAL EDUCATION BME 578 Methodology in Engl ish as a Second Language (3). See ENG 578.

BME 630 Founda t i ons in Bi l ingual /Mul t icul tura l Educat ion (3). The historical background and philosophical approaches to bilingual education, including current bilingual legislation and a so­ciological overview of bilingual programs and needs in the Southwest.

BME 631 Bi l ingua l /Mul t icu l tu ra l Teach ing Methods (3). Research, theories and methods re­lated to bilingual/multicultural teaching in the Southwest.

BME 633 Bi l ingua l /Mul t icu l tu ra l Curr icu lum Development and Mate r i a l s P r e p a r a t i o n (3). Accepted principles of curriculum development and their application to an enriched bilingual/multicultural curriculum for Native-Americans and/or Spanish speaking children.

BME 634 T e s t i n g and Eva lua t ion of Minor i t ies of the Sou thwes t (3). An in-depth study of testing principles and evaluation procedures unique to Native-Americans and Spanish speaking mi­norities and the implication for teaching to be drawn from evaluation conclusions.

BME 635 Child and Adolescent Development among Sou thwes t Minori t ies (3). An in-depth study of currently accepted child development theories applied to Southwest minority children, a survey of Southwest child development research and appropriate classroom techniques for teaching Bilingual/Multicultural children.

BME 637 S o u t h w e s t C u l t u r e s (3). The Southwest as a dynamic plural society; description and analysis of major community types, traditional and emergent, with special emphasis on Hispanic and Native American cultures; border communities, off reservation, and Mexico included; attention to culture change and persistent cultural systems and ethnic identification, dominant-subordinate rela­tions, and community processes as they affect education.

1 7 0 C O U R S E S O F STUDY

BME 638 Psychol inguis t ics (3). See ENG 638.

BME 639 Ear ly Sou thwes t Indian and Span i sh S p e a k i n g A r t s , L i t e r a t u r e , I d e a s and Values (3). Study of techniques used to convey concepts and principles in the humanities by using early (prior to 1930) minority arts, music, dance, and literature as curriculum supplements: a compar­ative and developmental approach.

BME 640 Contempora ry Sou thwes t Ind ian and S p a n i s h S p e a k i n g A r t s , L i t e r a t u r e , Ideas , and Values (3). Techniques used to convey concepts and principles in the humanities by using contemporary (after 1930) minority arts, music, dance, and literature as curriculum supple­ments; the theory and practice of conducive humanistic research among minorities.

CC: COMMUNITY COLLEGE EDUCATION CC 501 Introduct ion to Community College Teach ing (3). Analysis of teaching methods, prep­aration and use of instructional material, identification and evaluation of instructional content as related to the teaching of community college classes.

CC 502 Curr iculum Construct ion in Communi ty College (3). Principles underlying course of study development in the community college; typical lesson plans, teaching plans, syllabi, and other instruction materials.

CC 503 Eva lua t ing S tuden t Achievement in Communi ty College (3). Principles and tech­niques involved in the design, selection and administration of community college evaluation devices.

CC 580 The Community College (3). See ECI 580.

CC 602 T h e American College S tuden t (3). The character of the student and his role in contem­porary society, including an analysis of his basic values, ability to receive instruction, influence of his peer group, relationship to campus culture, needs and problems.

CC 601) The College L e a r n i n g Envi ronment (3). Factors that affect the quality of teaching and learning, such as admissions and graduation requirements, academic freedom and responsibility, li­brary, student activities, research, and services.

CC 604 Community College Prac t icum (3-9). A supervised, practical experience in community college careers other than teaching.

CC 670 Adult Educat ion (3). See HE 670.

CC 675 Principles of Curr iculum Construct ion (3).

CC 680 Higher Educat ion in t h e Uni ted S t a t e s (3). History and current trends, including aims, control, curricular organization, selection of students and professors, academic freedom and responsi­bility, problems in teaching, research, and public service; innovations on the scene.

CC 688 College Teach ing (3). Teaching-learning and administrative environment in college; stu­dent culture, learning theory, classroom procedures.

CC 697 Independent Study (1-3).

CC 796 In te rnsh ip (3-6). See EAD 796.

CHI: CHINESE CHI 101:102 Fi rs t Yea r Chinese (Mandar in ) (4:4). Characters, grammar, syntax, reading, con­versation. 3 hrs. lecture, 2 hrs. lab.

CHM: CHEMISTRY CHM 100 E lemen ta ry Chemis t ry (3). An introduction to chemical calculations and elementary atomic theory for those students not qualified for CHM 101 or CHM 121. May not be used for credit in any major or minor program.

CHM 101:102 Fundamenta l Chemis t ry (3:4). Fundamental principles of chemistry. Recom­mended for students requiring a year or less of chemistry and for students proceeding on to CHM 260. The sequence may be used for liberal studies credit when CHM 151 and CHM 250 are included. Prerequisites: high school chemistry and algebra.

CHM 103 Chemis t ry of Foods (4). See HE 103.

176 C O U R S E S OF S T U D Y

DP 551 Computer P r o g r a m m i n g for the Nonmajor (1-3). Applying the computer to an area of the student's choice via on-line terminals and the language BASIC. Introductory programing (1 hour), programming projects with varying applications (1 hour), and a student project (1 hour) make up the three credit sections of the course.

DP 610 Informat ion S y s t e m s Development I (3). Introduction to COBOL programming sys­tems. Analysis, system design, and systems implementation. Prerequisite: Graduate regular standing and BA 600 or equivalent.

DP 615 Information S y s t e m s Development II (3). Advanced problems in COBOL programming and systems design. Prerequisite: Graduate regular standing and DP 610 or equivalent.

DP 620 D a t a B a s e M a n a g e m e n t S y s t e m s (3). Introduction to data base structure and develop­ment using a data base language and COBOL. Prerequisite: Graduate regular standing, DP 610 and 615 or equivalent.

DP 625 Topics In Informat ion Sys t ems (3). Topics will be selected from (a) data processing in management, (b) advances in hardware systems, (c) software systems, and (d) distributed and small business systems. Prerequisites: Graduate regular standing, BA 600 and DP 610 or equivalent.

EAD: ADMINISTRATION, SUPERVISION AND FOUNDATIONS

EAD 690 Pr inciples of Educat iona l Adminis t ra t ion (3). Basic concepts for school administra­tors; leadership, communications, decision making, and conflict.

EAD 693 Public School In-Serv ice Workshop (1-3). Course content to be determined by confer­ence with interested school administrators.

EAD 718 Theory of Educat iona l Adminis t ra t ion (3). Processes and relationships in administra­tion; an intensive study of organizational and administrative theory.

EAD 720 Directed Readings in Adminis t ra t ion and Superv i s ion (1-3). Advisor will direct the student.

EAD 721 Techniques in Admin is t ra t ive L e a d e r s h i p (3). Administrative planning and policy making; current issues and problems in the work of the chief school executive.

EAD 722 Legal Aspects of School Adminis t ra t ion (3). Functions, relationships, and responsi­bilities of school districts, with interpretations of legal status as shown by statutes and court decisions.

EAD 723 Publicity and Poli t ics of Educat ion (3). The administrator's responsibilities in main­taining satisfactory public relations, including general policies, organization of school publicity, and agencies for reaching the public.

EAD 724 City School Adminis t ra t ion (3). Problems, duties, and changing role of chief school administrators serving in urban areas.

EAD 725 Supervis ion of Ins t ruc t ion (3). Principles and practices of supervision; methods of eval­uating instruction.

EAD 727 Elementary School Adminis t ra t ion (3). Administration of the modern elementary school, with emphasis on public relations.

EAD 729 The Pr incipalship (3). Administrative problems involving school management.

EAD 730 Arizona School L a w s (3). Authority, organization, operation, and records of the public school system in Arizona.

EAD 732 D a t a Process ing for School Admin i s t r a to r s (3). Systems analysis and computer uses in education; emphasis upon the management of computers.

EAD 734 Educat ional M a n a g e m e n t Sys t ems (3). Management systems in educational adminis­tration; an overview of the processes of planning, programming, budgeting and evaluation.

EAD 735 School Finance (1-3). Fundamental principles and techniques of public school finance; special emphasis given to the problems of public school finance in Arizona.

EAD 736 School Su rveys (3). Data collecting and processing, projections, evaluations, and report­ing procedures for immediate and long-term planning of facilities, finances, curriculum, pupil services and administrative structure of educational institutions.

C O U R S E S OF S T U D Y 177

EAD 737 Budge t Control (3). The school budget as a factor in implementing the goals and the phi­losophy of the school with emphasis on recent trends in school budgeting.

EAD 738 School Bui lding P r o b l e m s (3). The leadership role of the school administrator in plan­ning, financing, construction and maintenance of school building.

EAD 762 L e a d e r s h i p in Ins t ruc t iona l P lann ing (3). Evaluations of change in curriculum and teaching procedures and the analysis of procedures for implementing desirable changes in these areas.

EAD 764 T h e Cur r i cu lum and Activity P r o g r a m (3). The total school program as reflected in curriculum and the activity program; problems relating to organization, development, and control of activities.

EAD 789 S e m i n a r in School Admin is t ra t ion (3). Integration of research, experience and theory.

EAD 796 I n t e r n s h i p (3). Participation in actual situations in cooperation with various educational organizations. Assignments made according to projected needs of the individual. Prerequisite: Admis­sion to certification, Educational Specialist or Doctoral program in Educational Administration. Completion of 12 semester hours of resident credit in educational administration.

ECI: CURRICULUM AND INSTRUCTION ECI 100 S tudy Me thods (1-2). Methods of textbook study, notetaking, test-taking techniques, lis­tening and locational skills, research report writing, and library usage.

ECI 101 R e a d i n g I m p r o v e m e n t (1). Development of a flexible reading rate, improved rate of comprehension, comprehension skills, habits of perception, and an understanding of the reading pro­cess.

ECI 102 V o c a b u l a r y Deve lopment (1). Skills needed for the development of an extensive, precise vocabulary.

ECI 300 Ar i thme t i c in t h e E l e m e n t a r y School (2-3). Teaching of arithmetic in the elementary and junior high school; opportunity for the development of instructional materials. Lab. experience.

ECI 301 T e a c h i n g R e a d i n g Decoding Ski l ls (2-3). An in-depth study of word analysis skills in reading with emphasis upon phonics, including a survey of language development, linguistic princi­ples, and methods of teaching decoding and encoding skills.

ECI 302 Chi ld ren ' s L i t e r a t u r e (2-3). A basis for the appreciation, selection and presentation of the most suitable stories for kindergarten and elementary grades. Lab. experience. Satisfies 2 hrs. required in library science.

ECI 303 F u n d a m e n t a l s of R e a d i n g Ins t ruc t ion (3). Problems and methods in teaching reading emphasizing major skill areas; decoding, comprehension, vocabulary development, reading rate, study skills, and critical analysis. Laboratory experience. Prerequisite: ECI 301 for elementary majors.

ECI 304 L a n g u a g e A r t s in t h e E l e m e n t a r y School (2-3). Principles and methods of teaching language skills with particular emphasis on oral language, spelling, grammar, handwriting, composi­tion and creative writing.

ECI 305 Child S tudy (3). Dynamics of child development and study of the exceptional child; basic theoretical research formulation relating to development of the child from conception through middle childhood.

ECI 306 Science in t h e E l e m e n t a r y School (3). Objectives, content and methodology of elemen­tary science; selection and use of texts, equipment and supplementary materials. Lab experience.

ECI 307 Social S tud i e s in t h e E l e m e n t a r y School (2-3). Role, objectives, and content of the social studies curriculum (role playing, gaming, valuing, multicultural emphasis, and sexism in public schools), methodology, selection of materials, and evaluation of social studies learnings.

ECI 308 T e a c h e r Aide P r a c t i c u m (1-12). A field experience in an elementary or secondary school classroom; exposure to and practical experiences in the tasks of a classroom teacher.

ECI 311 Act iv i t i es for E a r l y Childhood Educat ion (2-3). Developing creative activities for young children through puppetry and drama, music and dance, movement exploration and play, and arts and crafts; techniques of preparation and use of learning centers, electric response units and in­tellectual kits. Lab. experience.

ECI 320 E a r l y Childhood Cur r icu lum (3). Curriculum content, organization and construction for the primary and pre-primary levels. Lab. experience.

178 COURSES OF STUDY

ECI 321 Elementary School Curriculum (3). Content, organization, method, and materials. Lab. experience.

ECI 322 Secondary School Curriculum and Principles (2-3). Philosophy, aims, principles, practices, curriculum, outcomes, and evaluation of secondary education. Lab. experience.

ECI 324 Growth and Learning (2-3). Physical, social, and intellectual growth and development from conception through adulthood.

ECI 330 Evaluation of Learning (2-3). Principles and techniques of evaluation of achievement in education at either the elementary or secondary level. Separate sections for elementary and secondary majors.

ECI 338 Billingual/Multicultural Instruction (3). See ENG 338.

ECI 348 Psycholinguistics for Teachers (3). See ENG 348.

ECI 404 Diagnosis and Correction of Reading Problems (2-3). Techniques for helping the elementary or high school student who evinces minor disability in reading skills (Practicum). Prereq­uisite: ECI 303. Lab. experience.

ECI 430 High School Teaching Methods (1-3). General or specific methods involving resource materials, unit and lesson planning, classroom presentations, and evaluation of classroom teaching. Lab. experience.

ECI 490 Supervised Teaching: Elementary (3-9). Directs teaching in the early childhood and elementary grades: directed and cooperative preparation, teaching, and evaluation; conferences and seminars on theories, issues, and practices of effective elementary school instruction. Lab. experience.

ECI 491 Supervised Teaching: Special Education (6-9). Directed teaching in special education classes; directed and cooperative preparation, teaching, and evaluation; conferences and seminars in theories, issues, and practices in special education settings. Lab. experience.

ECI 493 Supervised Teaching: Billingual Education (3-9). Directed teaching in elementary classrooms meeting and emphasizing bilingual needs; directed and cooperative preparation, teaching, and evaluation; conferences and seminars and theories, issues, and practices in bilingual classrooms. Lab. experience.

ECI 495 Supervised Teaching: Secondary (3-6). Directed teaching in secondary schools, and in secondary school content areas; directed and cooperative preparation, teaching, and evaluation; con­ferences on the theories, issues, and practices in cooperation with the classroom teacher and university supervisor. Lab. experience.

Graduate Courses ECI 501 Creativity in the Classroom (3). The nature and nurture of creativity; selection and use of creative teaching methods, activities, and materials related to public school curricula.

ECI 541 Corrective and Remedial Reading (3). Principles, methods, specialized materials, diag­nostic tests for use in remediation of basic skill deficiencies with disabled readers; clinical experience in test administration.

ECI 545 The Teacher and the Bilingual Student (3). Instructional strategy and problems unique to teaching in the bilingual classroom including methodology, history, culture and values.

ECI 551 Clinical Practice in Reading (3). Clinical experience, i.e., tutoring of a seriously disabled reading child, diagnostic testing, case studies, and clinical report writing. Prerequisite: ECI 541 or equivalent

ECI 580 The Community College (3). Philosophy, purpose, objectives, curricula, and organization patterns of the community college. Cross listing: CC 580.

ECI 602 Advanced Children's Literature (3). Review of the development of children's literature, past to present; types and characteristics of literature written for children; major award winners; practical uses within the classroom.

ECI 620 Early Childhood Curriculum (3). Foundations of curriculum development and exisiting early childhood curricula.

ECI 621 Selected Topics in Early Childhood Education (1-6). Topical course covering major issues in early childhood education.

C O U R S E S OF S T U D Y 179

ECI 622 E a r l y Educa t ion of t h e Except iona l Child (3). The early development of the excep­tional child with emphasis on early perceptual, conceptual, and social development; introduction and discussion of curriculum modifications as well as methods and materials.

ECI 623 P r a c t i c u m in Ea r ly Childhood Educat ion (1-6). A topical course covering major issues in early childhood education.

ECI 624 S e m i n a r in t h e Deve lopment of L a n g u a g e : Young Children (3). Research and theo­ries concerning language development, language acquisition and language use of young children; emphasis on the work of the developmentalists.

ECI 625 Deve lopmen t of Chi ldren ' s Logical Concepts (3). Children's concepts and their devel­opment with particular emphasis upon the theories and research of developmental psychologists.

ECI 626 P a r e n t a l I nvo lvemen t in Educat ion (3). Planning supervision and organization of par­ent involvement activities at home and center-based teaching.

ECI 641 Mode rn R e a d i n g Ins t ruc ion (3). Developmental reading; emphasis upon the reading process, major reading skills, reading programs, reading materials, methodology, and evaluation tech­niques.

ECI 642 M o d e r n L a n g u a g e A r t s Ins t ruc t ion (3). Problems faced in the field of language arts, approached through study of research and current trends.

ECI 643 Mode rn E l e m e n t a r y School M a t h e m a t i c s (3). Problems faced in the field of arithme­tic approached through study of research and current trends. Prerequisite: ECI 300 or equivalent.

ECI 644 M o d e r n E l e m e n t a r y School Social Science (3). Problems faced in the field of social science approached through study of research and current trends.

ECI 645 M o d e r n E l e m e n t a r y School Science (3). Evaluation of texts and reference material in science; use of homemade and commercial equipment; extension of subject matter concepts in the physical and biological fields.

ECI 649 P r o b l e m s in E l e m e n t a r y School Curr iculum (3). Basic curriculum problems facing educators; research techniques applicable to the solving of problems in curriculum. Prerequisite: ECI 321 or equivalent.

ECI 651 C o n t r o v e r s i a l I s s u e s in Read ing (3). Current issues in the field of reading and lan­guage instruction.

ECI 661 N e w A p p r o a c h e s to Read ing Ins t ruc t ion (3). New and experimental approaches to beginning and reading instruction contrasted with well-tried traditional programs.

ECI 666 P r o b l e m s in S e c o n d a r y School Curr icu lum (3). Analysis of contemporary and contro­versial issues in the development of secondary school curriculum.

ECI 675 P r inc ip l e s of Cur r i cu lum Const ruct ion (3). Theories and practices of curriculum de­velopment, presentation of a modern and functional philosophy of curriculum construction.

ECI 688 College T e a c h i n g (3). Teaching-learning and administrative environment in college; stu­dent culture, learning theory, classroom procedures.

ECI 696 P ro fe s s iona l P r o b l e m s of T e a c h e r s (3). Identified individual and group problems fac­ing experienced teachers.

ECI 760 Di rec t ed R e a d i n g s in Curr icu lum (1-3).

ECI 761 A d v a n c e d S e m i n a r in Curr icu lum P r o b l e m s (3). Prerequisite: ECI 675 and education or education related experience.

ECI 796 I n t e r n s h i p in Cur r i cu lum and Ins t ruc t ion (3-6). Fee $40.00

ECO: ECONOMICS ECO 180 T h e Economic Env i ronmen t of M a n (3). Problems and issues significant to the U.S. economy; functioning of the marketing system; inflation and unemployment and policies to control them. A liberal studies course for nonbusiness majors and minors.

ECO 285 P r inc ip l e s of Economics—Macro (3). Nature and operation of the economic system, particularly the free enterprise system; the role of money and banking institutions in our economy; monetary and fiscal policies.

180 COURSES OF STUDY

ECO 286 Pr inc ip les of Economics-Micro (3). Product prices in various market structures; wage, rent, interest, and profit determination; international economics; economic development.

ECO 346 Economic and Bus iness Forecas t ing (1:1:1). Short- and long-range business forecast­ing; methods and techniques of business forecasting; application of forecasting to small business in the financial and marketing areas.

ECO 356 Regional and U r b a n Economics (3). Theory of regional economics; techniques for ana­lyzing historical and potential growth patterns; problems associated with rapid urbanization; public and private programs designed to alleviate these problems.

ECO 385 In t e rmed ia t e Macroeconomic T h e o r y (3). Measurement of economic activity; Classi­cal, Keynesian, Neo-Keynesian, and Monetarist theories of income and employment; fiscal and monetary policy; economic growth and fluctuations. Prerequisites: ECO 285 and 286.

ECO 386 In t e rmed ia t e Microeconomic T h e o r y (3). Nature of economic analysis; the structure of industry; theories of demand, production, and supply; price and output determination; resource utilization. Prerequisites: ECO 285 and 286.

ECO 410 Economics of Public T r a n s p o r t a t i o n (3). See PBT 410.

ECO 445 Public Finance (3). Theories of government financing, studies of taxation and expendi­tures, government debt, intergovernmental fiscal relations.

ECO 464 Labo r Economics (3). Economic theory applied to the operation of the labor market; theory of and evidence on labor supply, demand, and their interaction; the economics of unions; ex­amination of real wages, money wages, and the wage structure; analysis of regional markets.

ECO 473 Money and Bank ing (3). History and functions of money and banking institutions; mon­etary theory and policy; international finance.

ECO 483 Compara t ive Economic Sys t ems (3). Analysis of the economic aspects of capitalism, socialism, and communism.

ECO 486 In te rna t iona l Economics (3). Economic theory as applied to international trade and finance, including balance of payment analysis, exchange rates, the international monetary system, and international cooperation.

ECO 492 S e m i n a r in Regional and U r b a n Economics (3). Theories of regional growth; loca­tion theory; dynamics of regional trade and factor flows; issues in urban and environmental economics; regional planning and policy.

ECO 498 Senior S e m i n a r in Economics (3). A required senior-level research course designed to give students research experience in their major field.

Graduate Courses ECO 593 N a t u r a l Resource Economics (3). See FOR 593.'

ECO 610 The T e a c h e r and t h e Modern Economic World (3). A review of economic principles designed primarily for the teacher.

ECO 680 C u r r e n t Economic P rob lems (3). Problems of employment, prices, finance, economic growth, monopoly, pollution, urban development and information as to current levels of economic ac­tivity. Prerequisite: Graduate regular standing and BA 502 or equivalent.

EFD: EDUCATIONAL FOUNDATIONS EFD 200 Int roduct ion to Educat ion (2-3). Function of education in our society; duties and quali­fications of those who teach in the public schools. Lab experience.

EFD 403 Ins t ruc t iona l Media in the Public School (3). Theories which underly the utilization of instructional techniques to include production of materials to be used on equipment items avail­able in the classroom.

EFD 483 The Role of Educat ion in Society (3). Consideration, analysis, and evaluation of con­temporary education; modem educational ideas viewed as reflections of the cultural matrix in which they are produced as well as tools to influence the direction of further cultural development. (Liberal Studies course—not open to students in teacher education programs.)

COURSES OF STUDY 181

Graduate Courses EFD 503 I n s t r u c t i o n a l Med ia and M a t e r i a l s (3). Planning and production of instructional ma­terials for the classroom; basic techniques of graphic arts and photography applied to problems of educational communication.

EFD 610 In t roduc t ion to R e s e a r c h (3). General introduction to research in education; primary focus on the use of research in education.

EFD 620 R e s e a r c h Des ign (3). In-depth discussion of research designs for planning and conduct­ing research in the field of education. Prerequisite: EFD 610.

EFD 630 School L a w for T e a c h e r s (3). Licensing and contracting, teacher rights, responsibilities and liabilities; emphasis upon legal principles supported by court decisions and case histories.

EFD 660 Advanced In s t ruc t i ona l Media (3). Basic concepts of communication applied to pro­duction techniques for classroom use to include scripting, storyboarding, 35mm slide and film production.

EFD 670 Ph i losophy of Educa t ion (3). Educational aims, values, and criteria of education in a democracy; systems of educational philosophy, the nature of thinking, methods, and subject matter.

EFD 671 Hi s to ry of Amer i can Educat ion (3). The development and history of education in America. Cross listing: HIS 671.

EFD 672 C o m p a r a t i v e Educa t ion (3). Educational problems requiring an understanding of the relationship of education to a particular society.

EFD 673 I n t e r n a t i o n a l Educa t ion (3). America's role in international education; the place of edu­cation in technical assistance and national development programs.

EFD 677 E d u c a t i o n a l Sociology (3). Major problem areas in American culture, social objectives of the school's curriculum.

EFD 693 Pub l ic School In -Serv ice Workshop (1-3). Course content to be determined by confer­ence with interested school administrators.

EFD 703 Sociological Founda t ions of Educat ion (3). The institutional order; belief systems and ideologies; the normative system, roles, and status; problems of institutional order; relation to curric­ulum and administration.

EFD 704 Anthropolog ica l Founda t ions of Educat ion (3). Anthropological concepts as they apply to educational principles.

EFD 711 Phi losophica l Founda t ions of Educat ion (3). In-depth exploration of selected philo­sophical problems and their bearing on current educational issues. Prerequisite: EFD 670.

EFD 712 Psychologica l Founda t ions of Educat ion (3). Interrelationships between psychological concepts and educational practice.

EFD 797 D i s s e r t a t i o n Deve lopment (3). Supervised field experience for advanced doctoral can­didates.

EFD 798 D i s s e r t a t i o n S e m i n a r (3). Development of doctoral dissertation proposal.

EGR: ENGINEERING EGR 170 Eng inee r ing Graph ics (2). Fundamentals of freehand sketching in multiview projection, forms of pictorial representation, dimensioning, sectioning and preliminary functions, special rela­tionships of points, lines, planes and solids; basic design project. 1 hr. lecture, 3 hrs. lab.

EGR 171 In t roduc t ion to Eng inee r ing (1). The engineering profession, professional registration, engineering problems and solutions, ethics, employment potential, curriculum and career guidance.

EGR 175 E n g i n e e r i n g Ana lys i s (2). Introduction to probability and statistics; linear and nonli­near regression analysis with applications.

EGR 216 Elec t ronic Circui t Analys i s and Design I (4). Physics and electrical characteristics of diodes, bipolar transistors, and field effect transistors; behavior of these devices as circuit elements; common electronic circuits in discrete and integrated form: rectifier circuits, digital circuits including standard IC gates and flip-flops, and linear circuits including standard discrete and integrated ampli­fier configurations and their characteristics. 3 hrs. lecture, 3 hrs. lab. Prerequisite: EGR 248.

COURSES OF STUDY 189

ENV 301 Applied E n v i r o n m e n t a l Science: Soil and Wate r Quali ty (4). Application of scien­tific theory, instrumentation, methodology and laboratory techniques associated with soil and water analysis. Prerequisites: CHP 111, 112; CHM 151, 250; CSC 174 or DP 251. Corequisites: CHM 330, 351 or equivalent. Cross listing: CHM 301.

ENV 302 Applied E n v i r o n m e n t a l Science: Air Qual i ty (4). Application of scientific theory, instrumentation, methodology and laboratory techniques associated with air quality. Prerequisites: CHP 111, 112; CHM 151, 250; CSC 174 or DP 251. Corequisites: CHM 330, 351 or equivalent.

ENV 310 P r o b l e m s in Env i ronmen ta l Science (1). Analytical approach to selected problems in environmental science: field work and laboratory research upon selected problems. May be repeated once for credit. Prerequisite: ENV 101.

ENV 354 Economic Act ivi ty (3). See GGR 354.

ENV 370 F u n d a m e n t a l s of Ecology (4). Organisms interacting within the environmental matrix, ecosystem energetics, biogeochemical cycles, community and population concepts, quantification of field data, and the role of man in natural ecosystems. 3 hrs. lecture, 2 hrs. lab.

ENV 410 E n v i r o n m e n t a l L a w (3). The principle federal legislative acts dealing with environmen­tal direction, control and enforcement, including NEPA, the Clean Air and Water Acts, and others; emphasis on recent statutory enactments and administrative and judicial interpretations and agency functions and procedures at federal, state and local levels.

ENV 459 Social and Pol i t ical Aspec ts of Envi ronmenta l P rob lems (3). Historical and con­temporary aspects of environmental problems as reflected in society, politics and business.

ENV 470 Economic Aspec t s of Env i ronmenta l P rob lems (3). The economic considerations of environmental problems and the economic implications of energy development and an energy shor­tage.

EPS: EDUCATIONAL PSYCHOLOGY EPS 100 C a r e e r Deve lopmen t (3). Study skills, decision making, and individual goals study.

EPS 325 Educa t iona l Psychology (3). Principles of psychology applied to education. Prerequi­site: 3 hours of psychology. Prerequisite for education majors: EFD 200.

Graduate Courses EPS 590 Child Psycho logy (3). Child development from the pre-natal period to adolescence: emo­tional, intellectual, social, cultural and perceptual factors in the development of the child.

EPS 591 P e r s o n a l i t y Adjus tment (3). Investigation of the dynamics of human behavior and ad­aptation to the environment; consideration of personality theory, motivation, frustration and conflict, anxiety, deviance, defense and psychotherapy.

EPS 599 C o n t e m p o r a r y Deve lopmen t s (1-3). Examination of recent trends and investigations in the helping professions.

EPS 600 Psycho logy of Adolescence (3). Adolescent development with emphasis on physiologi­cal, emotional, intellectual, social and cultural factors.

EPS 601 In t roduc t ion to Counse l ing (3). A survey of the issues, basic principles and practices of guidance and counseling programs with possible emphasis on values clarification, decision making, parenting, stress management and building self-esteem.

EPS 605 Applied Educa t iona l Psychology (3). Measurement, learning, and personality studies related to problems of teaching/learning.

EPS 651 L e a r n i n g Disab i l i t i es (3). Leadership responsibilities involving assessment, remediation, and implementation of learning disability programs on individual, class, school, and district levels.

EPS 660 Counse l ing P r o c e s s e s (3). An introduction to counseling which emphasizes the dynamics of the counseling relationship and the counseling of normal individuals with developmental concerns.

EPS 661 Group P r o c e s s e s (3). Methods of group leadership, group effectiveness, communication within groups, and evaluation of outcomes. Prerequisite: 601 or EPS 660.

EPS 662 T h e o r i e s of Counse l ing and Psycho the rapy (3). An introduction to contemporary theories of developmental counseling and therapy. Prerequisites: EPS 601 or EPS 660, EPS 661; admission to program for M.A. degree with psychology or school psychology major.

190 C O U R S E S OF STUDY

EPS 663 Vocational Counsel ing and C a r e e r D e v e l o p m e n t (3). Theories of career choice and vocational development; career education in the schools; assessment of career interests and aptitudes; theories and techniques of vocational and educational counseling, current issues in vocational psy­chology.

EPS 664 Group Tes t ing (3). Test theory and construction of selected group intelligence, achieve­ment, aptitude, personality, interest and special ability tests. Corequisite: PSY 525 or 625.

EPS 695 Counseling Prac t i cum - M a s t e r s (3). Supervised on-campus counseling practicum ex­periences; interaction with groups and individuals actually seeking service from counselors. Minimum amount of client contact: 60 clock hours. Prerequisites: EPS 601 or 660, EPS 661, EPS 662; admission to M.A. degree program with psychology or school psychology major.

EPS 696 Semina r in Profess iona l P r o b l e m s (3). Current issues and problems in the helping professions including ethics, the law, professional organizations, journal article and convention pro­gram writing, vita preparation and job seeking. Prerequisite: 18 hours of graduate work.

EPS 712 Psychological Founda t ions of Educa t ion (3). See EFD 712.

EPS 730 Individual M e n t a l Tes t ing: Wechs le r (3). Administration and interpretation of the Wechsler tests; related research dealing with the Wechsler Intelligence Tests. This course will include a minimum of 35 hours of practicum experience. Prerequisite: EPS 664.

EPS 731 Individual M e n t a l Tes t ing: B ine t /McCar thy (3). Administration and interpretation of the Stanford-Binet and McCarthy intelligence tests; related research dealing with the Binet and McCarthy scales. This course will include a minimum of 35 hours of practicum experience. Prerequi­site: EPS 664.

EPS 732 Psychoeduca t iona l A s s e s s m e n t P r a c t i c u m (3). School psychometrist practicum; administration and interpretation of a variety of individual tests and techniques; special emphasis on psychoeducational report writing and case management. This course will include a minimum of 125 hours of practicum experience. Prerequisites: Admission to school psychology program and EPS 730 or 731.

EPS 738 Directed Read ings in Counse l ing (1-3). Current information from professional journals and books on topics not covered in students' programs of studies. Prerequisite: EPS 662.

EPS 763 Vocat ional Eva lua t ion (3). Sources, techniques, and practice for vocational and educa­tional evaluation in schools and agencies; use of occupational information; evaluation of handicapped persons; supervised practice in group testing, individual administration of work samples and report writing. Prerequisite: EPS 663.

EPS 764 Adminis t ra t ion of Psychologica l Se rv i ces (3). Conditions and problems related to the management, development and evaulation of psychological services with identification of leader­ship role of the program administrator. A study of grantsmanship may be included. Prerequisite: 18 hours of graduate work in psychology.

EPS 765 Consul ta t ion in the Helping Profess ions (3). The consultative role of the mental health professional in working with teachers, parents, administrators and referral agencies examined according to the origin, assumptions, goals and strategies underlying several models of service deliv­ery. Prerequisite: 18 hours of graduate work.

EPS 796 Doctora l I n t e r n s h i p (3-6).

ESE: SPECIAL EDUCATION ESE 308 T e a c h e r Aide Prac t i cum (1-12). A field experience in a special education classroom or setting; exposure to and practical experiences in the tasks of teaching.

ESE 350 In t roduc tory Speech Pa tho logy (3). See SC 350.

ESE 380 Int roduct ion to t h e Educat ion of Except iona l Ch i ld ren (3). Philosophy and psychol­ogy of teaching exceptional children.

ESE 423 Appra i sa l of Except iona l Chi ldren (3). Diagnostic tools used to identify the excep­tional child. Prerequisite: ESE 380.

ESE 424 Educat ion of Except iona l Ch i ld ren (3). Definition, etiology, characteristics, diagnosis and educational goals of specific and general learning disabilities. Prerequisite: ESE 380.

ESE 448 Methods and M a t e r i a l s in L e a r n i n g Disab i l i t i es (3). Perception, psycholinguistics. reading and arithmetic for children with specific learning disabilities. Prerequisite: ESE 423.

C O U R S E S O F S T U D Y 191

ESE 450 M e t h o d s and M a t e r i a l s for T e a c h i n g Special Educat ion (3). Specific application when teaching the exceptional child. Separate sections for emotionally disturbed, the gifted and crea­tive child, mentally retarded, the trainable child, and for the physically handicapped and neurologically impaired child. Prerequisite: ESE 423.

ESE 460 Consu l t a t i ve T e c h n i q u e s in Spec ia l Educat ion (3). Introduction to the counseling of parents and their exceptional children, individualizing instruction, interactions with regular teachers, and resource room teaching. Prerequisite: ESE 450 or 448.

ESE 470 C u r r e n t P r o b l e m s in Spec ia l Educat ion (3). Review of research, programs and prob­lems in selected areas of special education. Prerequisites: ESE 448 or 450.

ESE 491 S u p e r v i s e d Teaching—Specia l Educat ion , E l e m e n t a r y (6-9). See ECI 491.

Graduate Courses ESE 545 Prec i s ion T e a c h i n g (3). Application of a precise method to pinpoint problem behaviors, monitor progress, and evaluate change according to an individualized instruction model.

ESE 550 Educa t ion of t h e L e a r n i n g Disab led (3). Advanced techniques in diagnosis of learning disabilities, learning characteristics, teaching strategies and instructional organization. Prerequisite: ESE 423.

ESE 570 E d u c a t i o n a l P r o g r a m for Gifted S t u d e n t s (3). Educational programs for the gifted, developing understanding of modern concepts of giftedness and curriculum provisions for gifted pro­grams; developing skill in identifying gifted students and in the selection and use of methods, materials, and activities suitable for their capabilities.

ESE 648 C o m p r e h e n s i v e S tudy of the Except iona l Child (3). Medical and neurological handi­caps, adjustment of the orthopedically handicapped, the mentally retarded, learning disabled, gifted and creative, hard of hearing, visually impaired, socially maladjusted, speech defective within the regular class and/or special education program.

ESE 650 M e t h o d s and M a t e r i a l s in Spec ia l Educat ion (3). Selection of appropriate methods and materials to meet the collective and individual needs of each exceptionality. Separate sections for the emotionally disturbed, learning disabled, and mentally retarded. Prerequisite: ESE 648.

ESE 652 Voca t iona l and Social Aspec ts in Specia l Educat ion (3). Exploration of studies per­taining to vocational and social adjustment of post school exceptional persons. Prerequisite: ESE 648.

ESE 653 Admin i s t r a t i on and Superv i s ion in Special Educat ion (3). Organizing, financing, housing, equipping, staffing, and supervising the special education program; educational and legal provisions.

ESE 654 M e n t a l R e t a r d a t i o n (3). Causes, classification, identification, characteristics, and psy-chosociological implications of mental retardation. Prerequisite: ESE 648.

ESE 655 A d v a n c e d A s s e s s m e n t and Remedia t ion of L e a r n i n g P rob lems (3). Identification, needs assessment, prescriptive educational planning, evaluation of pupil progress, remediation, and reporting for exceptional children. Prerequisites: ESE 423, ESE 648.

ESE 681 Advanced Cur r i cu lum for Except iona l Chi ldren (3). Curriculum content, organiza­tion and construction providing skills in developing methods of teaching to the learning disabled child's needs; development of instructional techniques and classroom management. Prerequisite: ESE 650.

ESE 684 Educa t ion of t h e Emot ional ly Di s tu rbed (3). An overview of the education of the emotionally disturbed child including the various intervention and prevention strategies in educa­tional program. Prerequisite: ESE 648.

ESE 695 I n t e r n s h i p in Spec ia l Educa t ion (3-6). Practical applications of theoretical concepts regarding the exceptional child in a variety of settings including classroom, one-to-one interactions and small group relations. Prerequisite: 12 semester hours in major area.

ESE 770 S e m i n a r in Spec ia l Educa t ion (3). Review of significant research in the field of special education; consideration given to personal needs and problems relative to special education. May be repeated for a maximum of 6 hours credit Prerequisite: Admission to the graduate program in special education.