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Educational Policy, Planning & Leadership |
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EPPL 520 - College Teaching Strategies
(1).
A variety of teaching strategies will be reviewed in this course, including, but not limited to: active learning techniques, small and large group discussion formats, collaborative learning, flipped classrooms, and problem based learning approaches.
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EPPL 521 - Designing Inclusive Learning
(1).
This course provides an overview of the requirements for creating an inclusive classroom environment. Diverse student learning needs and the creation of learning opportunities to improve students’ global competency are critical for today’s graduates.
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EPPL 522 - Assessing Educational Technology Use
(1). Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
This course familiarizes students with current models used to assess educational technology use in K-12 and higher education. Students will explore, compare, contrast, critique and apply current research, theory, and practice that address the quality of educational technology use, attending specifically to the unstated assumptions that undergird each model.
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EPPL 525 - Assessment and Evaluation to Promote College Student Learning
(3).
This course is designed to explore the foundations of assessment and evaluation of undergraduate learning outcomes. It develops a historical and theoretical foundation for conceptualizing college student learning outcomes with a specific focus on how assessment and evaluation can be employed to promote student learning in higher education.
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EPPL 527 - History of Presidents & Trustees
(1).
This seminar explores the perspectives of the presidents and trustees at U.S. colleges and universities. Spanning across several decades, this seminar focuses on leaders at a variety of types of institutions and examines pivotal moments in their tenure.
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EPPL 528 - History of Minority Serving Institutions
(1).
This seminar explores the Minority-serving Institutions (MSIs) within the American higher education system. This includes Historically Black Colleges & Universities (HBCUs), Hispanic Serving Institutions (HSIs), and Tribal Colleges and Universities. This seminar takes a historical look at these diverse institutions’ role in expanding access to higher education.
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EPPL 529 - Fed Up: College Students and Activism
(1).
This seminar explores the long-standing history of student participation in activism. From the students boycotting to overturning college administrations of the 1930s to the Occupy Movement of recent years, students activism on college campuses had initiated many of the most influential changes in society.
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EPPL 530 - Introduction to Student Affairs Administration in Higher Education
(3). Prerequisite(s): Admission to graduate studies or consent of the instructor.
A course designed to provide appropriate experiences for the student who wishes to seek employment in the areas of admissions, student affairs, housing, and food service in institutions of higher education. The course consists of a study of (1) the nature, development, and current status of student personnel services in higher education, (2) major problem areas in the field, and (3) policies and procedures for effective management.
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EPPL 531 - The Community and The College
(1).
This seminar explores pivotal moments in the ongoing development of the relationship between colleges and universities and their local communities that are external to campus. From campus expansion issues with emanate domain to student participation in off-campus protests, institutions of higher education have continuously had to revisit their relationship with their adjourning community.
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EPPL 532 - Assessment of College Student Learning
(1).
Students will acquire techniques to assess student learning. Both formative and summative approaches to assessment will be reviewed. Connections between teaching and learning outcomes provide the basis for the development of learning rubrics. Strategies for using technology in assessment will occur.
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EPPL 533 - Scholarship of Teaching and Learning
(1).
The scholarship of teaching and learning requires reflective evaluation of classroom pedagogy and student outcomes to improve practice and share with other faculty. This course will provide students with an opportunity to link their classroom practice and evaluation that creates scholarship for others.
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EPPL 534 - Instructional Leadership: Administering Educational Programs
(3).
A course for school principals and supervisors that focuses on leading and managing the school instructional program. Topics studied revolve around decision making regarding the school curriculum and instructional program.
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EPPL 535 - Instructional Leadership: Assessment and Evaluation
(3).
A course designed to provide individuals with the knowledge and skills required for assessing and evaluating educational programs. Emphasis is placed on the principles of classroom-level assessment practices and program-level evaluation methods.
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EPPL 536 - Instructional Leadership: Supervision and Professional Development
(3). Prerequisite(s): EPPL 501 or permission of instructor.
This course explores the relationship among instructional supervision, professional development, and ongoing improvement of teaching and learning. Students examine the role of the educational leader in creating a culture of change that promotes the personal and professional growth for all members of the school community as well as fosters organizational success.
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EPPL 537 - Professional Development for College Teaching
(1-3). Graded pass/fail
This course is designed to apply teaching and learning content knowledge using facilitated instruction. Students will discuss and analyze a range of teaching strategies, learning contexts, and uses of technology to support teaching and learning. Evaluation of the influence of strategies on student learning will be covered.
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EPPL 550 - The Principalship: Managing Instructional Resources
(3). Prerequisite(s): EPPL 501
A course focused on administrative knowledge and skills related to the effective management of school sites. Attention is given to the role of the principal in planning, organizing, and monitoring the effective use of finance, facilities, and technology. Cases and concepts are applied to school improvement practices.
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EPPL 561 - Leadership and Cultural Competence
(3).
This course is designed to present leadership, administrative and cultural knowledge, skills, and strategies in relations to improving the operation of educational institutions. A major focus of the course is to investigate and experience the concept of cultural competence as applied to leadership in educational organizational settings.
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EPPL 585 - Internship in Higher Education
(3).
An internship is required of all master’s students in the higher education emphasis. Individual arrangements are made by the student, internship supervisor and faculty.
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EPPL 586 - Internship in Administration & Supervision (PK-12) I
(3). Graded Pass/Fail. Prerequisite(s): 21 hours in Educational Policy, Planning and Leadership coursework or permission of instructor.
This internship offers intensive, field-based experiences for aspiring educational leaders. Interns encounter authentic challenges in various educational settings and develop leadership abilities, administrative competencies, and personal confidence to work with and through all members of the schools community to bring about improved teaching and learning. The internship must be completed over 2 consecutive semesters. Internship sites, in cooperating school divisions, will be identified by a team consisting of the student, university intern supervisor, and a practicing administrator or supervisor. An internship plan is then developed which involves the student in an integrated internship experience which includes regular leadership seminars, portfolio refinement and presentation, transitional planning for professional growth, and career advisement and outplacement support.
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EPPL 587 - Internship in Administration and Supervision (PK-12) II
(3). Graded pass/fail
This internship offers intensive, field-based experiences for aspiring educational leaders. Interns encounter authentic challenges in various educational settings and develop leadership abilities, administrative competencies, and personal confidence to work with and through all members of the schools community to bring about improved teaching and learning. The internship must be completed over 2 consecutive semesters. Internship sites, in cooperating school divisions, will be identified by a team consisting of the student, university intern supervisor, and a practicing administrator or supervisor. An internship plan is then developed which involves the student in an integrated internship experience which includes regular leadership seminars, portfolio refinement and presentation, transitional planning for professional growth, and career advisement and outplacement support.
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EPPL 590 - College Teaching Certificate Capstone
(1-3).
This course is designed to provide a culminating experience of synthesis and application for those pursuing a College Teaching Certificate. Projects will involve direct application of content knowledge in the field and will require a written summary and summary evaluation of capstone outcomes.
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EPPL 599 - Master’s Project
(3).
A seminar in which graduate students prepare a research paper in a field related to their area of emphasis. The seminar constitutes the final three semester hours in the master’s program.
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EPPL 599A - Educational Research for Practice
(3).
This course provides a foundation for students to conduct their own research based on a problem of practice in higher education. Students will learn how to be critical consumers of educational research and how to identify a problem of practice. The course includes an introduction to qualitative methods and to introductory statistical methods. A review of ethical considerations for research will occur.
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EPPL 599B - Master’s Project
(3).
The master’s project is a capstone course that represents a culmination and synthesis of student learning over the entirety of their master’s program. Students will conduct independent research, build programs or resources for higher education practitioners, or produce a scholarly proposal.
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EPPL 601 - Educational Policy: Development and Analysis
(3).
This course provides the opportunity for students to have a clear understanding of how policy works in education, how to analyze and formulate educational policies, and who the key interest groups and players are in the making of policy.
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EPPL 602 - Educational Planning
(3).
This course is designed to present knowledge, skills, strategies, and applications of planning for educational organizations. Major foci of the course include methodologies for educational planning to include determining present status, determining future direction, charting a course of action, and assessing progress toward and achievement of desired outcomes.
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EPPL 603 - Leadership in Education
(3).
This course provides the opportunity to examine theoretical and practical applications of leadership in order to develop the knowledge, skills and attributes required of an effective leader in contemporary educational settings.
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EPPL 604 - Cross Disciplinary Perspectives in Educational Theory, Research and Practice
Fall. (3). Barber.
This course explores the structure of knowledge, focusing in particular on the social sciences and humanities, and engages students in the process of conceptualizing educational research problems that are based in social science and humanities theory and models. Considering basic conventions and principles from anthropology, sociology, social psychology, political science, and the humanities, students explore and apply various theoretical perspectives to potential research topics in education.
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EPPL 605 - Digital Tools for Learning
(1).
Students will be provided with a variety of opportunities to examine, apply, and critique the instructional affordances and constraints of a variety of digital learning tools, focusing upon how they can be utilized for teaching and learning, professional development, communication, collaboration, and educational media production in K-12 and/or university contexts.
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EPPL 606 - Emerging Technologies in Education
(1). Prerequisite(s): Teaching experience in K-12 or higher education or enrollment in a School of Education graduate degree program.
Students will explore, analyze, and critique current trends and predicted advances in educational technology. The proliferation and educational use of emerging technologies will be studied through various theoretical lenses, including change theories, innovation diffusion, and learning theories. The specific focus for study will change each time the course is offered.
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EPPL 607 - Educational Technologies and Curriculum (K-12)
(1). Prerequisite(s): Teaching experience in K-12 contexts or enrollment in a School of Education K-12-focused graduate degree program.
This course is designed to familiarize students with multiple models of effective curriculum-based technology integration in schools. The process of technology integration will be explored at multiple levels of education. Authentic curriculum-based examples of effective technology integration will be used throughout the course to illustrate models, challenges, and implementations.
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EPPL 608 - Instructional Planning for Technology-Enhanced Learning (K-12)
(1). Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
This course helps students to design effective approaches to integrating educational technologies into instruction to support teaching and learning. It will familiarize students with multiple instructional planning models that address curriculum-based technology integration in classrooms and schools, leading to proficiency in planning technology-enhanced learning for K-12 students.
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EPPL 610 - Advanced Instructional Strategies
(3).
A course in which basic teaching procedures are studied in-depth. Students examine and construct teaching models, learn a system for analyzing teaching and study various teaching methods.
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EPPL 611 - Theories of Curriculum Development & Evaluation
(3).
A course which involves in-depth study of the foundations, theories, and procedures of curriculum development and evaluation.
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EPPL 612 - Curriculum and Instruction for Gifted Learners
(3). Prerequisite(s): CRIN G80 or equivalent.
This course involves the study of differentiated curriculum and instruction for gifted learners. The course will focus on key content, process, product, concept and implementation issues in working with the gifted in various domains of inquiry.
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EPPL 613 - The Academic Life
(3).
Collegiate curriculum and faculty are intimately intertwined. This course explores how the logic of faculty socialization and career development relates to the evolution of teaching and learning environments in colleges and universities. Career issues and the institutional roles of the faculty and curricular forms, functions, processes, content and contexts are examined.
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EPPL 614 - Program and Professional Development in Special Education
(3).
This course provides an overview of issues, curriculum, evidence-based practrices, and systematic approaches to program development for K-12 students with disabilities. This course includes an emphasis on the role of educational leader as professional developer as well as facilitaor of increased access to the general education curriculum and acdemic success for students with disabilities.
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EPPL 617 - Institutional Advancement
(3).
Institutional Advancement is a large part of the higher education enterprise. It encompasses all aspects of fund raising, alumni relations, and public relations. Participants will learn to think and plan critically using data based decision making as they view campus issues, problems and relationships through the lens of institutional advancement.
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EPPL 618 - Large Scale National Data Sets: IPEDS
(3).
This course provides an overview of an array of quantitative information about higher education, including a sampling of some of the data resources available and their relative strengths and weaknesses. In addition, students are introduced to different methods of analyzing and presenting quantitative research to critically analyze data.
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EPPL 625 - Current Issues in Higher Education
(3). Prerequisite(s): Admission to graduate studies or consent of instructor
A study of contemporary higher education in the United States as a specialized field of inquiry and as a professional area in which to work. Attention is centered on current issues emphasizing organization and administration, curriculum, college students, faculty, non-teaching professionals, and finance.
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EPPL 628 - The History of Higher Education
(3). Prerequisite(s): Admission to graduate studies or consent of instructor.
This graduate course presents critical analysis and interpretation of historical developments in higher education from the medieval to modern periods. Emphasis is on key institutions, episodes, and social trends which illustrate the continuities, complexities, and changes in colleges and universities. Students are introduced to the use of historical documents and the logic of historical analysis.
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EPPL 632 - The Community College
(3).
The focus of this course is on the development and structure of the community college: its history, purpose, characteristics, social function, organization and administration, curriculum, faculty, and students. The open access mission of community colleges results in more diverse populations of students being served, which provides a model internationally for countries creating two-year institutions.
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EPPL 633 - Planning and Management in School Finance and Facilities
(3).
A study of the historical development, design, and management of school facilities and systems of financing education. Topics include forecasting need, potential sources of revenue, state and local systems of finance, financial management, budget development, and construction management. Selected state models for funding education and facilities will be examined.(This course replaces EPPL 631 and EPPL 675.)
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EPPL 635 - Organization and Governance of Higher Education
(3).
This course reviews the organization and governance of institutions of higher education. Attention is given to understanding higher education organizational development, structure, characteristics, settings, and internal and external influences, both domestically and internationally. In addition, administrative roles, decision making problem solving, and political realities are examined from diverse perspectives.
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EPPL 638 - Comparative Higher Education
(3).
This course explores diverse post-secondary systems, structures, and organizational issue across the globe and outside of the traditional American system. After gaining an understanding of various distinct models of national tertiary systems, attention will turn to the general topics of history, curriculum, faculty, access, governance, and finance. Students will pursue a research topic of choice and share their scholarship in a colloquium format.
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EPPL 639 - Educational Technology Planning
(3).
This seminar provides a forum for students to explore the impact of information technology on contemporary educational systems and to develop the skills necessary to serve as leaders in incorporating educational technology into the teaching and learning process. A major focus of the course is determining how the human and technical resources of an institution can be focused on creating a coherent and effective technological architecture. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system.
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EPPL 640 - Administration and Supervision of Special Education
(3).
A study of the role of the administrator of special education programs. Emphasis is placed on planning implementation, and assessment of programs in rural, urban, and suburban settings.
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EPPL 642 - Leadership for School, Family and Community Partnerships
(3).
A course focused on the principles, knowledge, and skills related to effective interpersonal and public relations in educational organizations. Special emphasis is given to the study of communication theory and practice, the social ecology of organizations, conflict and crisis management, community relations, strategic marketing in educational organizations, and legal and ethical considerations.
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EPPL 643 - Human Resources Administration
(3).
A study of personnel services for educational and public agency administrators. Selected personnel functions including planning, recruitment, selection, induction, compensation and evaluation are discussed.
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EPPL 645 - Executive Leadership in Organizations
(3). Prerequisite(s): Master’s degree in educational leadership, admission to EPPL doctoral program or permission of instructor.
This course is concerned with applying and synthesizing functions and responsibilities of executive-level central office personnel and the school superintendent within the context of dynamic educational organizations.
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EPPL 650 - Developmental Perspectives in Gifted Education
Fall. (3). Staff.
This course focuses on the issues associated with the development of gifted individuals over the lifespan from a cognitive, psychosocial, and physiological perspective. Emphasis will be placed on exploring positive deviance in early childhood, middle childhood, adolescence, and adulthood. The role of institutions, individuals, and intrapersonal influences on the developmental process of talented learners will be explored and implications for program development and administration stressed.
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EPPL 660 - Educational Law
(3).
An examination of principles of school law by use, in part, of the case study approach. Legal foundations of public and non-public schools are studied with consideration given to the Virginia School code. Basic legal principles and guidelines for assisting teachers, administrators, and professional support personnel are developed.
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EPPL 661 - Higher Education Law
Var. (1-3).
A course for advanced graduate students that examines constitutional, statutory, and case law relevant to higher education and the implications of this body of law for policies and practices affecting students, faculty, administrators, and staff. Students will learn basic legal concepts and become familiar with relevant legal terminology.
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EPPL 662 - Sociology of Higher Education
(3).
The course will analyze issues central to the study of higher education through frameworks that consider social and cultural processes at work in higher education, structural and contextual factors that impact practice and participation, and implications for educational policy rising out of sociological approaches to higher education.
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EPPL 670 - Programs and Models in Gifted Education
(3). Prerequisite(s): CRIN G80
This course focuses on the fundamental principles of program design and development for gifted learners. Role functions and reference groups are emphasized as well as general educational administration and supervision theories. Program evaluation models are also stressed.
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EPPL 676 - The Financing of Higher Education
(3).
Students will obtain an overview of the financing of higher education, both nationally and internationally. Students will review the main issues in finance, develop the ability to examine and analyze financial statements, assess the budget as an instrument of control, and relate the budget to the educational program. Cross-listed with (PUBP 644 )
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EPPL 712 - Administration and Policy Issues in Gifted Education
(3). Prerequisite(s): EPPL 670
This course focuses on the in-depth study of issues and competencies related to administration and policy in gifted education at local, state, regional and national levels. Research and development concerns and practical applications of the state-of-the-art knowledge-base in the education of the gifted are emphasized.
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EPPL 713 - Higher Education and Public Policy
(3).
A seminar for advanced graduate students in which the general topic of the relationship between the government and higher education is developed. Major attention is given to developments since World War II. Cross-listed with (PUBP 645 )
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EPPL 714 - Adult and Continuing Education Practice and Policy
(3).
A course designed to assist students in the development of perspective and insight in adult and continuing education policy and practice. Specific topics include a survey of programs for personal and professional growth, mass media delivery systems, experiential learning, distance education, and public policy. As a seminar for advanced students, it will place particular emphasis on developing research questions and methods for understanding the evolution, implementation, and assessment of educational policy. This course should be preceded by EPPL 601 - Educational Policy: Development and Analysis or equivalent.
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EPPL 733 - Seminar on Legal Issues in Education
(3). Prerequisite(s): EPPL 660 , EPPL 735 , or a comparable course.
An advanced seminar on school law designed to explore legal issues of interest to graduate students.
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EPPL 734 - Seminar in Human Resource Leadership in Education
(3). Prerequisite(s): EPPL 643 or consent of instructor.
A seminar in the study of human resource leadership with a particular focus on school improvement. The intersection among, theory, research, and practice relative to the issues of educational change, quality-based recruitment and selection, innovative compensation packages, performance evaluation, and legal policy will be featured. The framework for review, discussion, debate, and development of these issues is decision-making relative to teacher quality.
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EPPL 735 - Legislation, Litigation and Special Education
(3).
A study of the impact of legislation and litigation on the field of special education.
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EPPL 736 - Seminar on Issues and Research in Special Education
(1 to 3).
In this seminar, students identify, critique, and synthesize available research on a variety of topics relevant to the field, their individual research interests, and their professional induction. This seminar supports doctoral students in mentorship rotations in teaching, research and grant writing, professional development, and policy/advocacy.
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EPPL 750 - Current Trends and Issues in Gifted Education Administration
(3).
This course will focus on the most current trends and issues in the field of gifted education for leadership personnel to address. Major emphasis will be placed on: (1) new conceptions of giftedness; (2) research and development emphases for special populations of gifted learners; (3) exemplary identification, program development and evaluation practices in school practice; and (4) planning and administration of gifted education.
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EPPL 751 - Colloquium in Educational Policy, Planning and Leadership
(Var.)
This course description is developed each time the course is offered to describe the areas to be investigated.
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EPPL 752 - School and Agency Partnership for Service Delivery
(3).
This advanced course examines collaborative models for school-based and interagency teamwork in the design, delivery, and evaluation of services for students with disabilities. The course focuses on skills for buidling and sustaining partnerships and for writing grants to secure fundng.
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EPPL 753 - Leadership for Social Justice, Equity & Excellence
(3).
This course is designed to examine educational policies, practices, and programs necessary to eliminate barriers to learning and achievement based on gender, race/ethnicity, national origin, disability, socio-economic status, language, faith and sexual orientation. Emphasis is placed on leadership responses to issues related to various dimensions of diversity reflected in contemporary school settings.
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EPPL 760 - Independent Study in Educational Policy, Planning and Leadership
(Var.) Staff. Prerequisite(s): Permission of the instructor.
This course provides the opportunity for an advanced graduate student to pursue a topic of personal interest or need with the guidance and supervision of a member of the faculty.
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EPPL 765 - Applied Field Research Project
(3). Graded Pass/Fail. Prerequisite(s): EDUC 663 , EDUC 664 , EDUC 665 , successful completion of comprehensives.
This course is designed to provide advanced graduate students with opportunities to apply their research knowledge to a research study in their area of interest in either educational administration, special education, gifted education or higher education. Emphasis is on conducting research in collaborating with faculty or graduate students.
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EPPL 770 - Advanced Internship in Administration
(3). Graded Pass/Fail. Prerequisite(s): Doctoral status or consent of instructor.
A full-time supervised clinical experience in the administration of educational programs. The internship focuses on the development of an understanding of administration in various educational settings depending on the selected concentration area and provides the opportunity for field-based problem solving and the demonstration of emerging leadership skills.
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EPPL 775 - Doctoral Internship in University Teaching
(3). Graded Pass/Fail
The doctoral internship provides supervised experiences in teaching, supervision, and service to the profession and public. Each student develops the internship program according to areas identified by the student and advisor that are necessary to preparation as a university instructor and supervisor and that are relevant to the specific career goals of each student.
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EPPL 781 - Executive Ed.D. Program Research Seminar I
(1). Graded Pass/Fail
This course is designed to provide advanced graduate students in the Executive Ed D Program with opportunities to progress in the application of research knowledge in an area of interest in educational administration. Participants will explore and engage in elements of action research and program evaluation, including theoretical concepts, research design, and methodological tools. Emphasis is given to the process of conducting research in collaboration with their committee chair, groups and/or individuals within their school of context and a collaborative group of graduate students within the cohort.
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EPPL 782 - Executive Ed.D. Program Research Seminar II
(2). Graded Pass/Fail
This course is designed to provide advanced graduate students in the Executive Ed D Program with opportunities to progress in their research proposal in an area of interest in educational administration. Emphasis is given to the development of the dissertation research proposal in collaboration with their committee chair, groups and/or individuals within their school of context and a collaborative group of graduate students within the cohort.
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EPPL 790 - Educational Policy, Planning and Leadership Research Seminar
(3). Graded Pass/Fail. Prerequisite(s): EDUC 663 , EDUC 664 , EDUC 665 , successful completion of comprehensives or permission of the instructor. Note: Students may be exempted from the EPPL 790 requirement and instead substitute 3 hours of EDUC 800 with prior permission of the advisor and dissertation chair.
This seminar enables students to explore the current literature associated with their research interests and resources for doing research, and to confront problems in conducting original investigations in higher education, general education administration, gifted education administration, and special education administration. Attention is given to the investigation of a research problem of each student’s interest.
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EPPL 801 - Dissertation Study
(6). Graded Pass/Fail. Prerequisite(s): Executive Ed.D. students only; permission of instructor.
Variable credits; 3 credits min.
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Geology |
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GEOL 565 - Hydrology
Spring. Offered in alternate years. (4) Hancock. Prerequisite(s): GEOL 101 or GEOL 110 or GEOL 150, and MATH 111, or permission of instructor.
Quantitative investigation of the major components of the hydrologic cycle and their interactions, including atmospheric water, surface water, and groundwater. Graduate students will be required to research topics or questions as given by the instructor and make presentations to the class. Field trips required. Three class hours, three laboratory hours. Cross-listed with (GEOL 315)
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History |
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HIST 501 - Independent Study in History
Fall (3) Staff.
An independent study course. Course may be repeated for credit as long as there is no duplication of material.
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HIST 502 - Independent Study in History
Spring (variable 3-4) Staff.
An independent study course that may be repeated for credit as long as there is no duplication of material.
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HIST 566 - Directed Studies
Fall and Spring variable 3-4 credits Graded Pass/Fail
No credit earned in this course may be applied to the number of credits required to satisfy graduate degree requirements. This course may be repeated.
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HIST 590 - Topics in History
Fall and Spring (3) Staff.
Topics change each year. Please consult the website www.wm.edu/history and the department office for the current listing of topics offered. This course may be repeated for credit if there is no duplication of topic.
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HIST 695 - Directed Thesis Master’s Research
Fall and Spring (variable 3-9) Staff. Graded Pass/Fail. Note: Students who are not submitting a master’s thesis may not use this course to satisfy degree requirements.
Students design and conduct research in support of their master’s thesis under the direction of a faculty advisor. This course may be repeated, but no more than 9 semester credit hours may be used to satisfy degree requirements for a student submitting a master’s thesis.
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HIST 700 - Thesis
Fall and Spring (variable 3-12) Kitamura. Graded Pass/Fail
Students finish the research for and the writing of their master’s thesis under the direction of a faculty advisor. Students who are not submitting a master’s thesis may not use this course to satisfy degree requirements. This course may be repeated, but no more than 6 semester credit hours may be used to satisfy degree requirements for a student submitting a master’s thesis.
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HIST 701 - Historian’s Craft
Fall (3) Staff. Note: This course is required for all entering graduate students.
This seminar will serve as an introduction to historical method and theory. Students will ready works by influential historians and learn about major schools of historical thought. The course will address issues such as the relationship between history and other disciplines, the challenges and strengths of different historical methodologies, and the political and cultural contexts in which various approaches to history have developed.
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HIST 705 - Teaching History
Spring (1) Corney. Graded Pass/Fail.
An exploration of the variety of teaching philosophies, techniques, and outcomes in higher education, taught by the faculties of History and American Studies. Required of all doctoral students who wish to serve as teaching fellows, but open to all degree candidates in those fields.
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HIST 706 - Dissertation Proposal Writing Class
Spring (3) Staff.
This course is required for all third-year Ph.D. students. Students will draft and workshop their dissertation proposals.
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HIST 710 - Research Seminars
Fall and Spring (3) Staff. Note: Topics change each semester; see course schedule
Topical seminars in which students will research and write a major paper, to be included in their M.A. research portfolio.
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HIST 715 - Readings Seminars
Fall and Spring (3) Staff. Prerequisite(s): Open only to candidates for advanced degrees. Note: Topics change each semester; see course schedule.
Readings seminars explore, primarily through secondary literature, specific areas or aspects of history. This course may be repeated for credit when topic differs.
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HIST 766 - Directed Studies
Fall and Spring (1-12) Staff Graded Pass/Fail
No credits earned in this course may be applied to the number of credits required to satisfy graduate degree requirements. This course may be repeated.
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HIST 795 - Directed Dissertation Research
Fall and Spring (3-12) Staff. Graded Pass/Fail. Note: Students who are not submitting a dissertation may not use this course to satisfy degree requirements.
Students design and conduct research in support of their dissertation under the direction of a faculty advisor. This course may be repeated, but no more than 12 semester credit hours may be used to satisfy degree requirements for a student submitting a dissertation.
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HIST 800 - Dissertation
Fall and Spring (3-12) Kitamura. Graded Pass/Fail.
Students finish the research for and the writing of their dissertation under the direction of a faculty advisor. This course may be repeated, but no more than 6 semester credit hours may be used to satisfy degree requirements for a student submitting a dissertation. Students who are not submitting a dissertation may not use this course to satisfy degree requirements. This course may be repeated for credit.
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LAW 101 - Criminal Law
Fall 4 P. Marcus, N. Combs, A. Gershowitz, C. Ward
An intensive study of the basic doctrines underlying the criminal law, including actus reus and mens rea; the principal substantive and inchoate crimes; the accountability for the criminal acts of others; and the general defenses to criminal liability.
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LAW 102 - Civil Procedure
Fall 4 V. Hamilton, E. Criddle, M. Green, A. Bruhl
This course focuses on the strategic options federal law provides to persons attempting to resolve disputes through litigation. It introduces students to basic concepts involved in the federal civil adversary system, federal jurisdiction, choice of law, and finality. Students will explore in depth the policies governing and the mechanics involved in pleading, discovery, and disposition before trial.
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LAW 107 - Torts
Fall (3-4) E. Kades, A. Meese, S. Rajec, F. Lederer
A survey of the legal system’s responses to problems arising from personal injury and property damage. Concentration on the legal doctrines relating to liability for harm resulting from fault and to strict liability. Analysis of the goals and techniques of accident prevention and compensation for loss.
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LAW 108 - Property
Spring 4 L. Butler, R. Rosenberg, T. McSweeney,
Property focuses on the rules for acquiring, using, dividing (in various dimensions), and losing rights over scarce resources. Most material concerns realty, with limited consideration of person property. Property will introduce the rudiments of capture, finds, and adverse possession; landlord-tenant law; the system of estates; co-ownership; easements; and restrictive covenants. In addition to these private law subjects, the course will introduce zoning and takings.
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LAW 109 - Constitutional Law
Spring 4 T. Grove, T. Zick, N.Devins, A. Larsen
A study of the structure of government, from the role of the courts and the concept of judicial review, through the distribution of power in the federal system and the allocation of power among the three branches of the government, followed by a study of individual rights protected by the Constitution.
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LAW 110 - Contracts
Spring 4 P. Alces, D. Ibrahim, J. Butler, N. Oman
This course explores legally enforceable promises, normally exchanged as part of a bargain between private parties. Among the topics that may be covered are: bases of enforcement, capacity to contract, contract information, interpretation, conditions, excuse of performance, and remedies for breach.
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LAW 115 - Professional Responsibility
Fall/Spring 2 G. Huff, D. Miller, L. Lilley, L. Haley, M. Lowe
This course will cover a variety of topics relating to lawyers’ obligations as members of the legal profession, such as the duty of competence, fees and billing, creating and ending the lawyer-client relationship, the duty of confidentiality, and conflicts of interest. The class will cover both lawyer regulations (such as the Model Rules of Professional Conduct) and other ethical concerns in the practice of law.
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LAW 130 - Legal Research & Writing I
Fall 2 Staff
In this course, students will develop the critical skills of legal analysis, writing, and research. Under the instruction of research librarians, students will learn to conduct thorough research using a number of different legal sources. Students will work with full-time writing professors to learn how to analyze legal rules and precedent to assess the legal position of a client or other party. With close guidance and feedback from the writing professors, students will learn how to successfully communicate legal analyses in objective legal memoranda, using clear and concise language and employing the fundamental principles of effective legal writing.
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LAW 131 - Lawyering Skills I
Fall 1 Staff
In this course, students will learn various skills essential to the successful practice of law. With instruction and feedback from practicing attorneys, students will learn by preparing for, and executing, several simulations designed to ready students for what they will encounter in the day-to-day life as an attorney. These simulations include presenting an oral report to a supervising attorney, interviewing a client, and counseling a client. Prior to each simulation, students will read about and discuss the underlying doctrine, theory, and goals that are fundamental to understanding the lawyer’s role. Through integrating coursework and simulations, students will also receive guidance on navigating daily practice and the importance of professional ethics.
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LAW 132 - Legal Research & Writing II
Spring 2 Staff
In this course, students will continue to develop the critical skills of legal analysis, writing, and research. Under the instruction of research librarians, students will expand their knowledge of legal sources, databases, and research methods. Building on the analytical and writing skills developed in Legal Research & Writing I, students will apply their abilities in a persuasive context. With close guidance and feedback from the writing professors, students will focus on how language can be crafted to persuade instead of just inform and will learn how to draft effective legal arguments in pretrial memoranda, settlement letters, and other documents.
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