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2020 - 2021 Graduate Catalog 
    
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2020 - 2021 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

Explanation of Course Descriptions

Graduate courses may be taken by persons other than regular or provisional graduate students in Arts and Sciences only with the consent of the chairperson of the department/program committee concerned.

Pairs of numbers (501,502) indicate continuous courses. A hyphen between numbers (501-502) indicates that the courses must be taken in the succession stated.

Courses involving laboratory or studio activity are so labeled. All others are classroom courses.

Semester hour credit for each course is indicated by numbers in parentheses.

 
 

Computer Science
  

  • CSCI 674 - GPU Architectures and Programming

    Prerequisite(s): computer architecture and design

    This course provides an indepth understanding of the micro-architectural and architectural details of a general-purpose graphics processing unit (GPU). A range of top-tier architecture conference and journal papers are discussed to understand the important research issues associated with the GPU architectures. Students will be tested via simulation-based assignments, oral/written presentation skills, and written examinations. In addition, students will also be required to complete a semester-long research project.

  

  • CSCI 678 - Statistical Analysis of Simulation Models

    Credits: 3 Prerequisite(s): equivalent of MATH 351, MATH 451 and CSCI 141.

    This course introduces statistical techniques used in the analysis of simulation models. The first half of the course develops techniques for determining appropriate inputs to a simulation model, and the last half develops analysis techniques that are applied to the output of a simulation model.

  

  • CSCI 680 - Topics

    Fall and Spring Credits: (1,2 or 3 credits, depending on the material covered)

    A treatment of Master’s level topics of interest not routinely covered by existing courses. Material may be chosen from various areas of computer science. This course may be repeated for credit.
  

  • CSCI 685 - Colloquium

    Fall and Spring Credits: (0-2) Graded Pass/Fail.

    Each full-time graduate student is required to enroll in this course. No credits earned in this course may be applied to the number of credits required for a degree. This course includes training in the responsible and ethical conduct of research, as well as discussions of fabrication, falsification, and plagiarism.

     

      Cross-listed with CSCI 785. This course may be repeated.
  

  • CSCI 688 - Topics in Computational Operations Research

    Credits: 3

    A treatment of Master’s level topics of interest not routinely covered by existing courses. Material may be chosen from various areas of computational operations research. May be repeated for different topics. This course may be repeated for credit.
  

  • CSCI 690 - Readings in Computer Science

    Fall or Spring Credits: (1, 2, or 3 credits, depending on the material covered) Graded Pass/Fail. Prerequisite(s): Permission of the instructor and the Chair.

    A description of the intended contents of the readings course must be approved by the Chair before the student may register for the course. Students electing to satisfy M.S. requirements by taking 24 credits and writing a thesis may not count credits received in this course toward the required 24. Students electing to satisfy M.S. requirements by taking 32 credits may count credits received in only one offering of this course toward the required 32. This course may be repeated for credit.
  

  • CSCI 695 - Directed Thesis Master’s Research

    Fall and Spring Credits: (variable 3-9) 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 member. This course may be repeated, but no more than 9 semester credit hours may be used to satisfy degree requirements for submitting a master’s thesis.
  

  • CSCI 698 - Simulation and Modeling Project in Computational Operations Research

    Fall Credits: 3 Prerequisite(s): equivalent of MATH 451 and CSCI 241.

    Simulation model building in a high-level simulation language (SIMAN) with C++/C interface. Topics include network, discrete-event, and continuous modeling approaches. Interfaces between the three modeling approaches are presented. Familiarity with univariate and multivariate probability distributions is required for input modeling and simulation output analysis. Course culminates in a semester project in SIMAN.

  

  • CSCI 700 - Thesis

    Fall and Spring Credits: (variable 1-12) Note: Grade of either G or U converts to P upon successful completion of a defense and submission and acceptance of the thesis.

    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 thesis master’s (only).
  

  • CSCI 708 - Research Project in Computational Operations Research

    Fall and Spring Credits: (2,2) Graded Pass/Fail. Prerequisite(s): Permission of Graduate Director.

    Students will select a faculty advisor and committee in their area of specialization within computational operations research, prepare a research proposal abstract for approval by the department’s director of graduate studies, undertake a research project, and write a paper describing their research. This course is normally taken after a student has completed 18 credit hours toward the M.S. degree with a specialization in computational operation research. Not open to students who receive credit for either CSCI 700  or CSCI 710 . May not be repeated. Semester credit hours earned may be used to satisfy degree requirements for a non-thesis master’s (only).
  

  • CSCI 710 - Research Project

    Fall and Spring Credits: 2,2 Graded :Grade of either G or U converts to P upon submission and acceptance of the paper documenting the independent research project. Prerequisite(s): Permission of Graduate Director.

    Students will select a faculty advisor and committee in their area of research interest, prepare a research proposal abstract for approval by the department’s director of graduate studies, undertake a research project, and write a paper describing their research. This course is normally taken after a student has completed 18 credit hours toward the M.S. degree with a specialization in computational operation research. Not open to students who receive credit for either CSCI 700  or CSCI 708 .

      May not be repeated. Semester credit hours earned may be used to satisfy degree requirements for a non-thesis master’s (only).
  

  • CSCI 712 - Advanced Compiler Construction II

    Fall or Spring Credits: 3 Prerequisite(s): CSCI 542 , CSCI 652 .

    A project-oriented course involving compilers or compiler generators. Possible topics include syntactic error recovery, semantic analysis, code optimization and code generation.

  

  • CSCI 723 - Advanced Analysis of Algorithms

    Fall or Spring Credits: 3 Prerequisite(s): CSCI 653  or consent of the instructor.

    Advanced aspects of the design and analysis of computer algorithms. The study of probabilistic algorithms and parallel algorithms for solving problems from graph theory, geometry, and number theory. Lower bound theory. Intractability theory and its application to modern cryptography.

  

  • CSCI 726 - Discrete Event Simulation

    Fall or Spring Credits: 3 Prerequisite(s): CSCI 616 , CSCI 626 .

    Methods of discrete-event simulation. Markov chains. Simulation of open and closed networks of queues. Simulation of non-stationary Poisson processes. Transient and steady-state analysis. Event list algorithms and data structures. Theoretical and empirical tests of randomness. Selected applications.

  

  • CSCI 734 - Distributed Computing Systems

    Fall or Spring Credits: 3 Prerequisite(s): CSCI 544  or equivalent.

    Time and order in distributed systems. Synchronous and asynchronous systems. Models of faulty behavior in distributed systems. Paradigms of distributed computing: network mutual exclusion, deterministic agreement (Byzantine and fail-stop), elections, global state acquisition, atomic transactions. Issues in programming distributed systems. Reliable distributed systems. Distributed databases. Selected case studies.

  

  • CSCI 746 - Discrete-State Stochastic Models

    Fall or Spring Credits: 3 Prerequisite(s): CSCI 616 , CSCI 626 .

    Logic, performance, and reliability analysis of discrete-state systems. Exploration of the state space. Queuing networks, fault trees, reliability block diagrams, task graphs, Petri nets and domain-oriented languages. Underlying stochastic processes, solutions and approximations.

  

  • CSCI 749 - Numerical Algorithms

    Fall or Spring Credits: 3 Prerequisite(s): CSCI 649 , or permission of the instructor.

    In-depth study of modern numerical algorithms central to solving many scientific and engineering problems, and of the techniques used to develop and analyze those algorithms, with an emphasis on algorithmic issues.

  

  • CSCI 754 - Performance Evaluation of Computer Systems

    Fall or Spring Credits: 3 Prerequisite(s): CSCI 526 , CSCI 626 , or permission of the instructor.

    Analytical modeling techniques and their application in computer system performance modeling and prediction. Modeling of resource allocation policies in parallel systems, web server analysis, measurements and workload characterization of parallel computations and multimedia applications, hardware/software design, and bottleneck analysis.

  

  • CSCI 766 - Directed Studies

    Fall and Spring Credits: (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.  Cross-listed with CSCI 666

  

  • CSCI 774 - Parallel Computing

    Fall or Spring Credits: 3 Prerequisite(s): CSCI 652 , CSCI 653 , or permission of the instructor.

    This course introduces parallel computation as a means of achieving high performance in modern parallel architectures. A unified approach is followed, where the design of parallel algorithms, their implementation and performance evaluation is studied in relation to the underlying system.

  

  • CSCI 780 - Advanced Topics

    Fall or Spring Credits: (1, 2, or 3 credits, depending on material) Prerequisite(s): Will be published in the preregistration schedule.

    A treatment of doctoral-level topics of interest not routinely covered by existing courses. Material may be chosen from various areas of computer science. This course may be repeated for credit.
  

  • CSCI 785 - Colloquium

    Fall and Spring Credits: (1) Graded Pass/Fail.

    Each full-time graduate student is required to enroll in this course. No credits earned in this course may be applied to the number of credits required for a degree. This course includes training in the responsible and ethical conduct of research, as well as discussions of fabrication, falsification, and plagiarism. Cross-listed with CSCI 685. This course may be repeated.
  

  • CSCI 790 - Readings in Computer Science

    Fall or Spring Credits: (1, 2, or 3 credits, depending on the material covered) Graded Pass/Fail. Prerequisite(s): Permission of the instructor and the Graduate Director.

    A description of the intended contents of the readings course must be approved by the Graduate Director before the student may register for the course. Students electing to satisfy M.S. requirements by taking 24 credits and writing a thesis may not count credits received in this course toward the required 24. Students electing to satisfy M.S. requirements by taking 32 credits may count credits received in only one offering of this course toward the required 32. This course may be repeated for credit.
  

  • CSCI 795 - Directed Dissertation Research

    Fall and Spring Credits: (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.
  

  • CSCI 800 - Dissertation

    Fall and Spring Credits: (1-12) Staff. Note: Grade of either G or U converts to P upon successful completion of a defense and submission and acceptance of the dissertation.

    Students finish the research for and the writing of their dissertation under the direction of a faculty advisor.   Students who are not submitting a dissertation may not use this course to satisfy degree requirements. This course may be repeated, but no more than 24 semester credit hours may be used to satisfy degree requirements for a doctorate (only).

Curriculum & Instruction
  

  • CRIN E03 - Literacy Planning, Instruction & Assessment - A

    Credits: (3)

    This course addresses the development of reading and writing, with a specific focus on the emergent and beginning stages. The course will include attention to oral language, phonological awareness, print concepts, phonics, and early writing development. In line with these concepts, students will learn related theories, assessment, and instructional practices.

  

  • CRIN E05 - Social Studies Planning, Instruction & Assessment

    Credits: (3)

    An exploration of elementary social studies including constructivism, critical thinking, problem finding/solving, and inquiry. Students will acquire skills including using and identifying high-quality, age-appropriate content, instructional planning methods, teaching strategies, and assessments to develop an authentic social studies unit that reflects national and local standards and activities with interdisciplinary connections.

  

  • CRIN E06 - Science Planning, Instruction & Assessment

    Credits: (3)

    A course designed to build fundamental knowledge of elementary science teaching and learning including standards-based curriculum design, nature of science principles,and research-based teaching strategies. The course focuses upon developing inquiry-based experiences for a diverse population while establishing an equitable classroom environment.

  

  • CRIN E07 - Mathematics Planning, Instruction & Assessment

    Credits: (3)

    This course explores learning and teaching mathematics with understanding. It focuses on children’s mathematical thinking and its use in designing and adapting instructional tasks. It engages future teachers in fostering an environment that includes cultural, racial, social, and linguistic backgrounds in teaching and learning mathematics, and in researching mathematics instruction.

  

  • CRIN E10 - Classroom Organization, Management & Discipline (Elementary Education)

    Credits: (3)

    This course is designed to help prospective elementary school teachers promote positive student behavior. Emphasis is placed on the selection of strategies and procedures to enhance classroom organization and management and reduce and/or prevent misbehavior and strategies for effective collaboration with stakeholders, including parents and families.

  

  • CRIN E11 - Student Teaching Seminar in Elementary Education

    Credits: (1) Graded Pass/Fail.

    The student teaching seminar is designed to provide students with an opportunity to reflectively refine their knowledge, decision-making and skills in coordinating instruction, classroom organization, management and discipline.

  

  • CRIN E22 - Introduction to Characteristics of & Instructional Supports for Exceptional Student Populations (Elementary)

    Credits: (3)

    This course introduces teachers to the characteristics of students with exceptional needs and provides an overview of the process of differentiating instruction for the individual learning needs of students in classrooms who have exceptional needs.

  

  • CRIN G80 - Psychology and Education of the Gifted Learner

    Credits: (3)

    This course focuses on the nature of gifted learners and how they differ in cognitive, affective, develop­mental, and behavioral ways from more typical learn­ers. It will emphasize general theories of intelligence, development, and learning and how they apply to gifted learners.

  

  • CRIN G82 - Social and Emotional Development and Guidance of the Gifted Learner

    Credits: (3) Prerequisite(s): CRIN G80  or equivalent.

    This course focuses on the social and emotional characteristics and needs of the gifted individual and various counseling and guidance strategies that can facilitate his/her development over the life span. The course will emphasize theories of emotional develop­ment and self-actualization and their implications for guiding the gifted.

  

  • CRIN G84 - Practicum in Gifted Education

    Credits: (3) Graded Pass/Fail. Prerequisite(s): CRIN G80  & EPPL 612  

    This practicum is designed to provide direct experi­ences with gifted education programs and services. Both seminar and field experiences focus on com­prehensive articulated programs and services for this population.

  

  • CRIN G86 - Addressing the Individual Needs and Talents in the Regular Classroom

    Credits: (3)

    This course will outline instructional and managerial techniques that can be used in the heterogeneous classroom to address the individual learning needs, strengths, styles, and preferences of all students, but specifically, those with gifts and talents. This course will also teach students the principles of Universal Design for Learning (UDL).

  

  • CRIN L20 - Supervised Teaching in Elementary Education

    Credits: (8) Graded Pass/Fail.

    A 15-week field-based experience designed to enable pre-service elementary teachers to become competent at the entry level in the roles, functions, and skills of classroom teachers.

  

  • CRIN L29 - Internship in Supervised Teaching (Social Studies)

    Credits: (8) Graded Pass/Fail. Corequisite(s):  CRIN S09 , and CRIN S42  

     

    This class is a field-experience course designed to enable pre-service secondary teachers to become competent at the entry level in the roles, functions and skills of classroom social studies teachers.

  

  • CRIN L30 - Internship in Supervised Teaching (English)

    Credits: (8) Graded Pass/Fail. Corequisite(s): CRIN S09 , and CRIN S38  

    This course is a field-based experience designed to enable preservice secondary teachers to become competent at the entry level in the roles, functions, and skills of English language arts classroom teachers.

  

  • CRIN L32 - Internship in Supervised Teaching (Mathematics)

    Credits: (8) Graded Pass/Fail. Corequisite(s): CRIN S09 , and CRIN S39  

    A field and university based course designed to enable pre-service secondary teachers to become competent at the entry level in the roles, functions and skills of classroom mathematics teachers.

  

  • CRIN L33 - Internship in Supervised Teaching (Science)

    Credits: (8) Graded Pass/Fail. Corequisite(s): CRIN S09 , and CRIN S41  

    This course is a field-based experience designed to enable graduate pre-service K-12 teachers to become competent at the entry level in the roles, functions, and skills of classroom teachers.

  

  • CRIN R07 - Language Development and English Language Learners

    Credits: (3)

    This course focuses on language development, stages of language acquisition, methods of evaluating language performance, and strategies for improving the quality and quantity of oral language for first and second language learners. The influence of dialect and exceptionalities and the impact of oral language on early literacy development are addressed.

  

  • CRIN R08 - Literacy Instruction for Diverse Learners

    Credits: (3)

    A course designed to help teachers understand the foundations of children’s literacy development. Fo­cus is placed on the research-based best practices that promote student achievement in the teaching of reading and language arts to diverse groups of learners. Attention is given to the cultural context of literacy development.

  

  • CRIN R11 - Reading and Writing Across the Curriculum

    Credits: (3)

    A course intended for K-12 teachers who desire to improve their knowledge and skill in effectively integrating content reading into any subject area. Reading assessment and instructional strategies for content reading will be explored as well as instructional strategies for student who have reading difficulties in content areas.

  

  • CRIN R18 - Reading Recovery

    Credits: (3) Note: Permission of instructor required for enrollment

    This course introduces students to reading recovery, its purposes, procedures and theoretical foundations.  Classroom instruction is coordinated with the individual instruction of students in an integrated field experience.

  

  • CRIN R19 - Reading Recovery Strategies

    Credits: (3) Note: Permission of instructor required for enrollment.

    Second course in the series.  Teachers will continue to learn observation and questioning techniques to help students accelerate their progress in reading. Class instruction will focus on observation of student and teacher behaviors and the theory that guides the practice of reading recovery teachers. Classroom instruction is coordinated with the individual instruction of students in an integrated field experience.

  

  • CRIN R21 - Diverse Literature for Children

    Credits: (3)

    This course provides a thorough look at the field of children’s literature to include the value and usage of diverse children’s literature across genres, criteria for evaluation and selecting books for all children, methods of extending children’s literature through creative activities, and the discussion of current issues in the field of children’s literature.

  

  • CRIN R30 - Writing Workshop

    Credits: (3 or 6) Graded Pass/Fail. Prerequisite(s): Selection as a Fellow of the Eastern Virginia Writing Project Summer Institute.

    An intensive summer workshop offered as part of the Eastern Virginia Writing Institute to give teachers a sound theoretical basis for teaching writing to allow them to experience writing as writers, and to prepare them to present colleague inservice workshops on the teaching of writing.

  

  • CRIN S00 - Curriculum and Instructional Methods (Social Studies)

    Credits: (3)

    This course provides an introduction into prominent issues in history and social studies education and focuses on best practices in instructional methodology for the field. In addition, students will be engaged in critiquing and constructing curriculum and exploring issues of diversity and citizenship in social studies education.

  

  • CRIN S01 - Curriculum and Instructional Methods (English)

    Credits: (3)

    This course is designed to build fundamental knowledge of middle and secondary English teaching and learning including standards-based curriculum design and research-based teaching strategies.  

  

  • CRIN S03 - Curriculum and Instructional Methods (Mathematics)

    Credits: (3)

    A  course in instructional methodology and introduction to secondary mathematics teaching methods and materials.

  

  • CRIN S04 - Curriculum and Instructional Methods (Science)

    Credits: (3)

    A course designed to build fundamental knowledge of middle and secondary science teaching and learning including standards-based curriculum design and research-based teaching strategies. The course focuses upon developing inquiry-based science instruction for grades 6-12 students. 

  

  • CRIN S05 - Reading and Writing Across the Disciplines

    Credits: (3) Prerequisite(s): Admission to the secondary education graduate program.

    This course is designed to support preservice teachers’ understandings of the role of literacy within the context of academic disciplines. This course balances a focus on general instructional techniques to support adolescent readers as they learn from texts with a nuanced focus on the literacy demands within specific disciplines.

  

  • CRIN S09 - Classroom Organization, Management and Discipline (Secondary Education)

    Credits: (3) Prerequisite(s): Admission to the secondary education teacher certification program.

    This course is designed to help prospective secondary school teachers promote positive student behavior. Emphasis is placed on the selection of strategies and procedures to enhance classroom organization and management and reduce and/or prevent misbehavior and strategies for effective collaboration with stakeholders, including parents and families.

  

  • CRIN S10 - Clinical Experience in Secondary Schools (Social Studies)

    Credits: (3) Prerequisite(s): Admission to the secondary education teacher certification program.

    Introduces students in the Secondary Education Teacher Certification Program to school settings where observation, inquiry, and participation in the processes of teaching and learning are possible. Provides opportunities for the development of instructional strategies and teaching practices, as well as for inquiry into the contexts of classrooms and schools.

  

  • CRIN S11 - Clinical Experience in Secondary Schools (English)

    Credits: (3) Prerequisite(s): Admission to the secondary education teacher certification program.

    Introduces students in the Secondary Education Teacher Certification Program to school settings where observation, inquiry, and participation in the processes of teaching and learning are possible. Provides opportunities for the development of instructional strategies and teaching practices, as well as for inquiry into the contexts of classrooms and schools.

  

  • CRIN S13 - Clinical Experience in Secondary Schools (Mathematics)

    Credits: (3) Prerequisite(s): Admission to the secondary education teacher certification program.

    Introduces students in the Secondary Education Teacher Certification Program to school settings where observation, inquiry, and participation in the processes of teaching and learning are possible. Provides opportunities for the development of instructional strategies and teaching practices, as well as for inquiry into the contexts of classrooms and schoo

  

  • CRIN S14 - Clinical Experience in Secondary Schools (Science)

    Credits: (3) Prerequisite(s): Admission to the secondary education teacher certification program.

    Introduces students in the Secondary Education Teacher Certification Program to school settings where observation, inquiry, and participation in the processes of teaching and learning are possible. Provides opportunities for the development of instructional strategies and teaching practices, as well as for inquiry into the contexts of classrooms and schools.

  

  • CRIN S31 - Technology for STEM Integration

    Credits: (3)

    Makerspaces and the makerspace movement provide opportunities for students to link science, technology, engineering, and mathematics STEM content to problem-based, integrated learning opportunities.  Technology for STEM integration will provide opportunities for students to learn about and apply these technologies to instruction.

  

  • CRIN S32 - Digital Humanities

    Credits: (3)

    Digital tools and resources provide opportunities to encourage deeper learning in students by providing rich, multimodal representations of course content and enabling platforms for students to share their understanding. Digital Humanities will provide opportunities for students to engage in digital humanities work as both students and instructional designers.

  

  • CRIN S38 - Curriculum Planning and Assessment (English)

    Credits: (3) Corequisite(s):  CRIN S09  and CRIN L30  

    This course is designed for students to develop and apply skills and knowledge in English language arts curriculum and assessment, as they create instructional units for their internship classroom. Students will examine issues of differentiation of instruction and use of technology. Students will also implement a classroom based intervention study focused on either a topic of student learning or classroom culture.

  

  • CRIN S39 - Curriculum Planning and Assessment (Mathematics)

    Credits: (3) Corequisite(s):  CRIN S09  and CRIN L32  

    A field and university based course designed to provide students with an opportunity to reflectively apply and refine their skills and knowledge about the teaching of mathematics to instructional design, teaching, and evaluation of their instruction practices.

  

  • CRIN S41 - Curriculum Planning and Assessment (Science)

    Credits: (3) Corequisite(s):  CRIN S09  and CRIN L33  

    This course is a field and university-based course designed to provide students the opportunity to reflectively apply and refine their skills and knowledge about teaching science. The course emphasizes incorporating appropriate technologies and adaptations for the diverse needs of learners.

  

  • CRIN S42 - Curriculum Planning and Assesement (Social Studies)

    Credits: (3) Corequisite(s):  CRIN S09  and CRIN L29  

    This course is designed for students to develop skills and knowledge in constructing and refining social studies curriculum and assessment, and applying these in developing instructional units for their internship classroom. Students will also examine issues of differentiation of instruction, and use of technology, and reflect on their practice. Students will also employ a classroom based intervention study focused on either a topic of student learning or behavior/classroom culture.

  

  • CRIN S50 - Introduction to the Characteristics of and Instructional Supports for Exceptional Students

    Credits: (3)

    This course introduces secondary education teachers to the characteristics of students with exceptional needs and provides an overview of the process of differentiating instruction for the individual learning needs of students in secondary classrooms who have exceptional needs.

  

  • CRIN S77 - Literature for Adolescents

    Credits: (3) Corequisite(s):  CRIN S01 , CRIN S05 , and CRIN S11  

    In this course students read, discuss, and write about literature written specifically for adolescents, books that reflect adolescent coming-of-age issues, cover a range of genres, and represent the best authors in the field. Students study and apply contemporary ways of interpreting literature that range from New Criticism to Cultural Studies, including Archetypal theory, Structuralism, Post-structuralism, Reader Response, the Black Aesthetic, and Feminism. The course addresses ways in which literature for adolescents can be used successfully in middle and high school classrooms to teach students to become better readers, writers, and critical thinkers. Designed for current and prospective teachers and librarians, the course is also intended for others interested in relating to adolescents and adolescent development.

  

  • CRIN X16 - Supervised Teaching in Special Education - Elementary Students with Disabilities in the General Curriculum

    Credits: (3) Graded Pass/Fail.

    A clinical experience to prepare special educators to work with diverse students with mild/moderate disabilities in the general education curriculum. Candidates are placed in appropriate elementary settings for supervised internship that includes early field experiences during the first 7 weeks, 5 weeks of full-time teaching, and 3 weeks of phasing out part-time. Cooperating teachers and university supervisors regularly observe and conference with teacher candidates. Group seminars via CRIN X63 offer additional developmental support.

  

  • CRIN X17 - Supervised Teaching in Special Education - Secondary Students with Disabilities in the General Curriculum

    Credits: (3) Graded Pass/Fail.

    A clinical experience to prepare special educators to work with students with mild/moderate disabilities in the general education curriculum. Candidates are placed in appropriate secondary settings for supervised internship that includes early field experiences during the first 7 weeks, 5 weeks of full-time teaching, and 3 weeks of phasing out part-time. Cooperating teachers and university supervisors regularly observe and conference with teacher candidates. Group seminars via CRIN X63 offer additional developmental support.

  

  • CRIN X18 - Field Experience Practicum in Special Education

    Credits: (1-3) Graded Pass/Fail.

    This course is designed to provide students a field experience opportunity to observe and work with students with disabilities, and/or students experience academic difficulties, prior to a formal student teaching experience or internship in schools. It is an optional course to accompany special education courses in the School of Education requiring a field experiences.

  

  • CRIN X33 - Assessment and Instruction in Math for Students with Disabilities

    Credits: (3)

    This course will engage participants in the study and implementation of evidence-based assessment and instruction in mathematics for students with disabilities in grades K-12.

    Course Objectives: Provide preservice teachers with curriculum-based assessment tools and strategies and a range of adaptations, modifications, and evidence-based interventions in math for students with a range of disabilities in K-12.

    Prepare preservice teachers to collaborate with fellow professionals in a variety of settings for youth with a range of disabilities. 

    Prepare preservice teachers to develop and refine lessons and activities based on the needs of individual students with disabilities.

    Use data-based individualization to intensify instruction for youth with disabilities: use ongoing data collection, formative assessment, and feedback about student progress to intensify instruction as needed.

    Provide preservice teachers with strategies for teaching life skills related to mathematics (i.e., budgeting, cooking, and financial management).

    Develop strategies, adaptations, and accommodations for students with disabilities in the general classroom setting with general education peers, in collaboration with other professionals.

    Develop an understanding and application of service delivery, curriculum, and instruction of students with disabilities in mathematics.

    Use current mathematics-related assistive and instructional technologies to promote learning and independence for students with disabilities in the general curriculum.

    Subject Matter Topics:Number systems and their structure, basic operations, and properties.

    Number theory, ratio, proportion, and percent.

    Algebra, more specifically: fundamental idea of equality; operations with monomials and polynomials; algebraic fractions; linear and quadratic equations and inequalities and linear systems of equations and inequalities; radicals and exponents; arithmetic and geometric sequences and series; algebraic and trigonometric functions; and transformations among graphical, tabular, and symbolic forms of functions.

    Geometry, more specifically: geometric figures, their properties, relationships, and the Pythagorean Theorem; deductive and inductive reasoning; perimeter, area, and surface area of two- dimensional and three-dimensional figures; coordinate and transformational geometry; and constructions.

    Probability and Statistics, more specifically permutations and combinations; experimental and theoretical probability; data collection and graphical representations including box- and-whisker plots; data analysis and interpretation for predictions; measures of center, spread of data, variability, range, and normal distribution.

    Accounting, as related to everyday mathematics.

  

  • CRIN X48 - Current Trends and Legal Issues in Educating Special Populations

    Credits: (3)

    This is an introductory course which examines disabilities included in the Individuals with Disabilities Education Act (IDEA) and emphasizes relevant legislation and litigation which provides a foundation for current delivery of educational services. Course content also provides the opportunity to explore issues related to the education of other groups of exceptional students who might be at-risk for school failure because of special needs; i.e. gifted, limited English proficiency, culturally diverse, and socially maladjusted.

  

  • CRIN X51 - Language Development and Reading Instruction for Exceptional Students

    Credits: (3) Prereq/Corequisite(s): CRIN X48  or CRIN X53  

    A course which focuses on normal language devel­opment and language communication disorders in exceptional children and youth. Topics discussed include language acquisition in the normally develop­ing child contrasted with developmentally disordered children diagnosed with mental retardation, emotional disturbance, visual and hearing impairments, aphasia, and autism. Emphasis is placed upon development, teacher assessment, and classroom techniques in teaching reading and written language.

  

  • CRIN X52 - Instructional Design/Methods for Students with Disabilities in the General Curriculum

    Credits: (3) Prereq/Corequisite(s): CRIN X48  or CRIN X53  

    This course develops content knowledge in fundamental teaching methods (instructional assessment, instructional design, evidence-based instructional methodology, universally designed instruction, accommodations/modifications, data-based decision-making, and individualized planning) necessary for successful instruction and support of students with disabilities in the general standards-based K-12 curriculum.

  

  • CRIN X53 - Characteristics and Accommodations for Students with Mild/Moderate Disabilities in the General Curriculum

    Credits: (3)

    Characteristics of students with learning and emotional disabilities, traumatic brain injury, and other health impairments participating in the general education curriculum: Definitions, terminology, contributing factors, support needs, and techniques for identifying children and youth with these disabilities are addressed. The impact of these conditions on learning and performance as well as instructional accommodations and service delivery options are examined.

  

  • CRIN X54 - Characteristics and Adaptations for Students with Developmental Disabilities and Autism Spectrum Disorder

    Credits: (3)

    A comprehensive overview of the diagnoses and characteristics of developmental delay, autism spectrum disorder (ASD), and intellectual disability (ID) (i.e., mental retardation). The impact characteristics have on student participation and learning in the general education curriculum, and adaptations to enhance learning while emphasizing individual goals and objectives are addressed.

  

  • CRIN X56 - Classroom Management and Positive Behavioral Supports for Students with Disabilities

    Credits: (3)

    This course explores models, programs, and interven­tions for meeting the behavioral needs of students with disabilities in the general education curriculum. Classroom organization and management, functional behavioral assessment, behavioral interventions, social skills instruction, and the role of the teacher in designing and delivering classroom management and behavioral supports are stressed.

  

  • CRIN X57 - Advanced Procedures in Classroom Management and Social Intervention

    Credits: (3)

    This course explores advanced issues in and procedures for addressing the social and behavioral needs of students exhibiting persistent and/or severe challenging behavior in school. The course emphasizes examination, synthesis, analysis, and classroom applications of research bases for effective behavioral support strategies and teaching for these students.

  

  • CRIN X59 - Assessment for Instructional Design

    Credits: (3) Prerequisite(s): Admission to the Special Education graduate program and permission of the instructor.

    This course will provide students with information needed to administer and interpret standardized and non-standardized assessments for a variety of purposes including eligibility, instructional design and decision-making. Consideration is given to ethical issues that guide assessment decisions of students with disabilities as well as culturally and linguistically diverse learners.

  

  • CRIN X63 - Special Education Student Teaching Seminar

    Credits: (1) Graded Pass/Fail Prerequisite(s): CRIN X48    Corequisite(s): CRIN X16   or CRIN X17   Prereq/Corequisite(s):          Note: Restricted to Education Majors; Pass Praxis 1

    A seminar designed to provide students an opportunity to reflect on their special education student teaching experiences and their application of knowledge, skills, and decision-making in delivering specially designed instruction and academic/behavioral interventions for students with mild/moderate disabilities.

  

  • CRIN X83 - Individualized Education Program Transition Planning & Services

    Credits: (3)

    An examination of individualized education program (IEP) transition planning and services that promote positive post-school outcomes for youth and young adults with disabilities. Topics include legislative requirements, transition IEP assessment, writing measurable transition goals, infusing transition competencies into the general curriculum, identifying appropriate programs and transition services, and collaborating with community agencies.

  

  • CRIN X86 - Advanced Teaching Strategies for Exceptional Students with Learning Problems

    Credits: (3) Prerequisite(s): CRIN X52  or permission of the instructor.

    A course designed for students who desire an in-depth look at specialized teaching techniques used with exceptional students. Emphasis is placed on familiarizing the student with the techniques used to remediate specific learning problems, examining applied research to assess the effectiveness of methods, and integrating diagnostic data with instructional modes.

  

  • CRIN X87 - Collaboration for Teaching and Learning

    Credits: (3)

    This course focuses on skills and structures for effective collaboration to provide students with diverse needs, including those with learning and behavioral disabilities, autism, ADHD, and ID, appropriate educational opportunities within the context of the general education curriculum. Communication and collaboration skills and approaches to team problem solving, needs assessment, and collaborative planning and instruction with colleagues, specialists, and families will be explored.

  

  • CRIN 519 - Methods in Teaching ESL, PreK-12

    Credits: (3)

    This course introduces the student to instructional methods and practices for teaching ESL in PreK-12 classroom settings with a focus on academic language development, providing comprehensible input, increasing background knowledge, developing language and content objectives, vocabulary development, increasing oral language production, selecting culturally responsive materials, integrating language and content instruction, and differentiating according to ELLs’ language proficiency levels.

  

  • CRIN 520 - Understanding Language: Second Language Acquisition, Theory, and Practice

    Credits: (3)

    This course examines first and second language acquisition, theory, and practice. In addition, it supports pre-service teachers’ understandings of the role of language within the context of specific academic disciplines. Course topics include: Language development, strategies to promote literacies across specific academic disciplines, culturally responsive pedagogy, and assessment for ELs.

  

  • CRIN 521 - ESL Curriculum Design: Teaching ELLs in the U.S.

    Credits: (3)

    This course examines key processes in curriculum design for Teaching English to Speakers of Other Languages (TESOL) and how to develop and align curriculum, instruction, and assessment when applied to the PreK-12 public school setting. This course also introduces best practices for teaching content instruction to ELLs, communicating with and involving families of ELLs in schools, and identifying ELLs for special education and gifted services.

     

  

  • CRIN 522 - Cross-Cultural & Cross-Linguistic Communication for Educators

    Credits: (3)

    This course introduces students to critically explore ways educators can establish equitable and culturally responsive classrooms. It examines theories related to language, culture, social justice, equity, and advocacy. Students will be able to increase EL’s background building and activate EL’s prior knowledge within the context of the school and community.

  

  • CRIN 523 - Bilingual Education and Dual Language Programs

    Credits: (3)

    This course introduces students to the foundational principles and practices in the field of bilingual-bicultural education in the U.S. This course provides an overview of how to implement dual language-TWI programs in K12 classrooms. This course explores issues of curriculum development, instruction, and access to resources in bilingual classroom settings.

  

  • CRIN 524 - ESL and Bilingual Education Practicum

    Credits: (3)

    This course is designed to provide ESL/bilingual Education pre-service teachers with ample opportunities to plan, design, and implement lessons adopting an ESL/bilingual perspective. Pre-service teachers will integrate grade-level language and content instruction as they actively reflect during pre- and post-observation conferences with a qualified University Supervisor.

  

  • CRIN 525 - ESL Testing and Evaluation

    Credits: (3)

    This course introduces the students to assessment issues and experience in developing assessment techniques for English language learners. It allows students to differentiate assessments according to students language proficiency levels. It allows students to ensure ELs have equitable access to academic content and language instruction.

  

  • CRIN 526 - Internship in Supervised Teaching ESL/Bilingual Education

    Credits: (8)

    This course is a field-based experience designed to enable ESL/Bilingual Education preservice teachers plan, design, and implement lessons adopting an ESL/bilingual perspective. Pre-service teachers will integrate grade-level language and content instruction as they actively reflect during pre- and post-observation conferences with a qualified University Supervisor.

  

  • CRIN 530 - Teaching With Local History Resources

    Credits: (3)

    This course focuses on how local history (e.g., archives, museums, historic sites) can be used in teaching history, and includes an immersion in Colonial Williamsburg’s rich historical environment. Students will engage in classroom and field experiences to learn strategies for incorporating local history resources, experts, and content in their teaching.

  

  • CRIN 540 - Teacher as Inquirer

    Credits: (3)

    This course helps beginning teachers become more effective by critiquing various research paradigms, reviewing the research literature, and systematically collecting and interpreting evidence to improve practice. Students will learn how to identify and use research literature and systematic evidence to improve practice with a focus on students’ thinking and learning.

  

  • CRIN 541 - Teacher, Schools & Community

    Credits: (3)

    This survey course focuses on key issues affecting teachers and schools and the communities they serve. For the teacher, students will be introduced to legal, professional, and ethical standards of practice. They will also examine national, state, and local policies impacting teachers, schools, and student learning. In particular, students will examine issues related to school culture and its relationship to providing educational opportunities for all students. Students will explore best practices for collaborating and developing effective relationships with families and other community resources.

  

  • CRIN 543 - Teaching for Social Justice

    Credits: (3)

     This survey course focuses on designing for key issues of social justice affecting teachers and schools and the communities they serve. Teachers will analyze how the sociological foundations of schools, including the sociopolitical and cultural contexts influence equity for students. They will also examine the origins of national, state, and local policies impacting teachers, schools, and student learning and their implications to equitable outcomes of learners. In particular, practicing teachers will interrogate socio-cultural issues of their teaching and learning environments and analyze relationships to positive socio-emotional outcomes for the whole student and across diverse students. Teachers will explore best practices for collaborating and developing effective equitable relationships with families and the communities and support students to be agents of social change.

  

  • CRIN 544 - Globalization and Education

    Credits: (3)

    This course will study broad perspectives on, theories of, and practices in education and how these have been impacted by globalization and its ensuing political, economic, and social effects across the world. The course includes an exploration of how language, culture, and content intersect in education. The purpose of this exploration is to better prepare students as global citizens as they seek to solve international and intranational problems, and to research how these solutions can contribute to addressing global challenges and inequities.

  

  • CRIN 545 - Leading Change in the Profession

    Credits: (3)

    This course examines the theoretical and practical applications of teacher leadership in order to develop knowledge, skills, and attributes required to inform and develop policy and practice and expand existing efforts to steer systemic improvements to benefit student learning.

  

  • CRIN 580 - Clinical Faculty: Roles and Responsibilities

    Credits: (Var.) Prerequisite(s): Permission of Instructor.

    This course prepares experienced teachers for the role and responsibilities of clinical instructors who will supervise William and Mary pre-service teachers and mentor beginning teachers in their schools.

  

  • CRIN 592 - Creativity and Innovation in Education

    Credits: (3)

    This course focuses on the theory, research, and application of creativity in education and business. It engages students in understanding and mastering the tool skills and processes of divergent thinking in designing educational products.

  

  • CRIN 766 - Advanced Studies in Curriculum Leadership

    Credits: (3)

    This course allows doctoral students in Educational Policy, Planning and Leadership to work independently with faculty members in C&I. Topics may include, but are not limited to, curriculum development, subject-specific pedagogy, curriculum-based assessment, gifted education, special education, reading/literacy, and educational technology. Permission of the instructor is required, and the student is responsible for identifying, constructing, and completing the independent study under the instructor’s tutelage.

  

  • EDUC 622 - Counseling Theories and Techniques

    Credits: (3)

    This course is designed to provide an overview of the theories and techniques of counseling that can be applied in diverse helping professions with school-aged and college-aged students. Emphasis will be placed on key concepts, therapeutic process and goals with respect to each theory/technique; and the application of skills.

 

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