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Education |
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EDUC 518 - Teaching Students With a Learning Disability in the Regular Classroom (3 credits)
This course will address the many needs of the student with a learning disability who is served in the regular education setting. It is imperative for today’s educators to gain knowledge and understanding of the types and the incidence of learning disabilities, and the characteristics of students with a learning disability. Students will gain knowledge and understanding of inclusive settings in order to modify curriculum to accommodate for students with learning disabilities. In this course, the student will examine special education laws and how these laws impact the placement of students in regards to the least restrictive environment. The impact of these special education laws as it relates to instruction in the regular education classroom will be studied. Students will examine a timeline of historical events that shaped how students with learning disabilities have been taught in the past, at the present time, so students can plan and implement best practice methods in the future. Individualized Educational Plan structure will be investigated as it relates to those who participate, the writing of the plan, the parent role, and the teacher’s role in accommodating and modifying the regular education curriculum. Students will be involved in lesson design in order to implement skills gained from the course to instruct and assess students with learning disabilities in the regular education setting. Candidate tutors are expected to complete an extensive case study that documents diagnosis procedures, methods employed for instruction/remediation, evaluation of instructional effectiveness, and student progress. As needed.
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EDUC 519 - Meeting Needs of English Language Learners (ELL) (3 credits)
This course will enable the candidate to demonstrate knowledge of the needs of English Language Learners as they are taught in the most inclusive environment possible. The course will emphasize that the students’ development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school. The candidate will study the implications of the No Child Left Behind Act of 2001, and the attention it gives to the needs of English Language Learners by requiring each state to develop English Language Proficiency Standards. The candidate will be able to adapt instruction and assessments in order to accommodate ELLs according to the Pennsylvania Standards in Reading, Writing, Speaking, and Listening and the National ESL Standards developed by TESOL (Teachers of English to Students of Other Languages) and WIDA (World Class Instruction and Assessment) Language Proficiency Standards. The candidate will plan ESL instruction that utilizes the grade level indicators developed by the State’s Guidebook, and PDE’s newly developed English Language Proficiency Standards, to target instructional objectives. The candidate will utilize various grade and age appropriate materials to instruct the ELLs, including textbooks, skill specific workbooks, picture dictionaries, computer programs, web-based programs, novels appropriate to the English Language Proficiency Level, and other available materials. Using the student’s first languages and cultures as the foundation for developing academic language proficiency, the candidate will bridge the ESL content standards to the following content areas of English language arts, mathematics, science, and social studies. As needed.
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EDUC 520 - Inclusion for Educators (3 credits)
This course will study inclusive practices and programs that impact the student with special educational needs who is served in the regular education setting. The candidate will gain knowledge and understanding of inclusive settings in order to modify curriculum to accommodate for students with various disabilities. Students who have a myriad of special needs including cognitive, behavior, social, physical, emotional and linguistic needs will be the focal point of this course. The impact of aligning a standards-based curriculum with effective evidenced-based instruction that incorporates supplemental aids and services will be emphasized. Furthermore, the candidate will design and implement instructional programs that reflect knowledge, awareness, and responsiveness to diverse learning needs of students with disabilities. Research of universally designed instruction, differentiation of instruction, scaffolding of lesson content, and appropriate use of technology are only some of the strategies to be investigated. In addition, the candidate will become aware of the need to provide academic rigor that utilizes these evidence-based practices. This course will review historical antecedents of educational inclusive practices, and review and analyze present day trends and laws that affect student placement in an inclusive setting. The writing of standards-based individualized educational plans and accommodating and modifying curriculum and assessments will be extensively studied to ensure student success in an inclusive regular education setting. As needed.
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EDUC 521 - Foundations of Education
This course examines the historical and philosophical foundations of western education, emphasizing those aspects of education that have been influential in America. It includes the critical investigation of the contributors to educational thought such as Plato, Aristotle, Quintilian, Augustine, Comenius, Rousseau, Herbart, Froebel, Pestalozzi, Locke, Spencer, Mann and Dewey.
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EDUC 522 - Comparative Education
This course is a study of the present educational systems in various parts of the world with a comparative analysis of these systems. It examines their aims, methods of support, organizational patterns curricula, classroom practices, teacher-preparation, critical issues, and promising trends.
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EDUC 523 - School, Society, and the Future
Through research and discussion, this course investigates several current theories of future developments, and considers the role of schools and other institutions in the future. Both radical and moderate educational alternatives are discussed. Authors whose works are considered include Toffler, Slater, Reimer, Illich, Friere, and John Holt.
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EDUC 524 - Foundations of Instructional Coaching (3 credits)
This course is designed to give the student the core content necessary for coaching in schools. This will involve class and field experiences in instructional coaching and instructional practice knowledge and skills. Assessment and data analysis will be addressed. The entire course is based in organizational leadership and school change knowledge and skills.
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EDUC 525 - Instructional Coaching Practicum (3 credits)
This one semester (45 hours) is intended to tie theory to practical application. It is the culminating learning experience for the Instructional II teacher that will be completed on-site at the candidate’s school. Students must design and implement projects that reflect the Standards from PDE in Instructional Coaching.
Prerequisite: EDUC 524
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EDUC 527 - Autism Spectrum Disorders Cross-listed as EDUC 420 (3 credits)
This is an introductory course on Autistic Spectrum Disorders that will focus on the range of behaviors, characteristics and educational implications of students on the Autism Spectrum. Focus will be on ABA based teaching interventions in the classroom and natural environment teaching (NET). Areas of communication, social skills, and stereotypical behaviors will be examined. Recognition of, and intervention for co-morbid conditions such as Obsessive Compulsive Disorder and Anxiety Disorder will be examined. Family relationships and long term educational planning will be addressed. Twenty hours of required field experience for this course will be completed by working directly with students who have a diagnosis of an Autism Spectrum Disorder (ASD) and by observing professionals who work directly with students who have a diagnosis of ASD. Students enrolled in EDUC 527 will be required to complete an additional meta-review assignment. They will compare and contrast 4 to 6 peer reviewed articles on an approved topic related to the course content. Fall. This is an online course. Students taking this course will need to have access to Internet, a video recorder, a computer with a microphone and a means of videotaping themselves. Students need to be able to access and use BlackBoard. Microsoft PowerPoint must be available to view and create PowerPoint presentations.
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EDUC 532 - Educational Statistics
This is a basic statistics course for research in education. It emphasizes the collection, analysis, interpretation, and presentation of data. The course includes sampling theory, assessing differences between groups, research design, hypothesis testing, correlation, distributions, measures of central tendency and variation.
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EDUC 533 - Educational Research Procedures
This course offers a balanced, inclusive, and integrated overview of the educational research field as it currently stands. The course includes the examination of the general nature of educational research and the specific quantitative and qualitative approaches to it. The objectives of this research course are multiple and are listed under two broad categories: (1)students as consumers of research and (2)students as producers of research.
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EDUC 534 - Sensory Interventions for Students with Autism Spectrum Disorders Cross-listed as EDUC 434 (3 credits)
This course provides students with a basic overview of sensory processing, the theoretical foundations of Sensory Integration, sensory difficulties commonly seen in students diagnosed with Autism Spectrum Disorder. Students will take an in-depth assessment of their own sensory preferences and thresholds to gain a thorough understanding of sensory differences. This course will be developmental in nature, in that each week, students will build on the foundations of sensory processing to gain a good understanding of what happens with children, students specifically, that have inappropriate sensory responses in their environments. Prerequisites: or Spring.
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EDUC 535 - Applied Behavior Analysis/Verbal Behavior (3 credits)
This course creates a framework for understanding the principles of behavioral assessment, behavior change procedures and programming strategies for behavior change. Success in changing behaviors is a result of using techniques including but are not limited to positive and negative reinforcement, extinction, punishment, discrimination and stimulus control. An in-depth examination of functional behavior assessment (interview and observation procedures), functional analysis (development of hypotheses based on functional assessment data), and behavioral intervention based on functional equivalence will be taught following Pennsylvania Department of Education guidelines. Students will discuss Skinner’s (1957) theoretical analysis of “language” as described in Verbal Behavior, and demonstrate applications derived from the analysis by Sundberg, Parington, and Michael. Prerequisites: or , and or Summer.
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EDUC 536 - Instructional Methodologies for Students with Autism Spectrum Disorders (3 credits)
This course provides participants an in-depth knowledge of concepts and interventions related to planning effective educational programs for students diagnosed with Autism Spectrum Disorder. These issues, challenges, and strategies involved in developing programs for students with ASD will be evaluated and discussed through this course. Quality educational programs and treatment will provide students skills and strategies to ensure success in the regular education and special education classrooms. Delivery of effective instruction in the areas of communication, social skills, academics, daily living, and transition will have a positive impact on student achievement. or , or , and Summer.
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EDUC 544 - Assessment Evaluation in Education
This course examines current attitudes and practices in the measurement and evaluation of student development in academic and general personality areas. It includes criteria for the development and selection of measuring and evaluating instruments, their administration, analysis and interpretation as related to student progress.
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EDUC 545 - Teaching the Learning Disabled in the Regular Classroom
This course is an introduction to various theories and principles of Learning Disabilities. It provides a process for identifying the learning styles of these students, provides strategies and techniques for adapting textbooks, materials and curricula, examines ideas for adapting tests and grading procedures, and explores the impact of Public Law 94142 on programs for Learning Disabled students.
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EDUC 549 - Planning for Change in Education
The major objectives of the course are to provide an overview of the theoretical and practical approaches to planned change in education; to provide an opportunity for the development of planning skills and the observation of change agent strategies and skills; and to provide consultative and evaluative assistance for a planned change project.
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EDUC 553 - School and Community Development
This course examines the impact that school and community have on each other, the basis of desirable interrelationships between school and community, and desirable goals for school and community. This is an action program that is geared to the interests and needs of participants and their communities.
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EDUC 556 - School Law
This course enables teachers to study the legal basis of their chosen profession and develop more adequate understanding of federal, state and local laws applicable to teachers and pupils of public school. Primary emphasis is placed on Pennsylvania statutes and judicial interpretations.
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EDUC 557 - Professional Studies Elective
This is an elective course whose content may be determined on the basis of student and/or school district interests. Such a course must have a very clear and direct bearing upon some aspect of classroom teaching. A minimum of twenty-five students must be interested for such a class to be offered.
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EDUC 557a - Models of Effective Teaching
This course explores findings from “Effective Schools Research.” It describes teacher decision-making, summarizes the findings of researchers regarding effective instruction, defines motivation and discusses critical motivational factors, and examines strategies for increasing students’ motivation to learn.
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EDUC 557f - Administration of Special Education
This course focuses on developing the broad base of special education administrative knowledge and skills required for effective supervision and leadership of special education services and programs. Knowledge and skills areas relating to special education philosophies, models, court cases, legislation, regulations, policies, practices, communication and collaboration will be emphasized.
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EDUC 557k - Classroom Discipline and Management
Using current research-based information, this course analyzes specific, practical suggestions for managing a classroom, explores various models, strategies, and techniques designed to focus on the important discipline aspects of prevention, support, and correction, and examines a pro-active approach to preventing disruptive situations.
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EDUC 557m - Special Topics (1 to 3 credits)
This course is a study of a given topic, the specific subject to be announced each time the course is offered.
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EDUC 560 - Successful Inclusion for Educational Leaders
This course is required of, and designed for students who are pursuing principal certification. The purpose of this course is to develop a sound knowledge base regarding special education legal mandates, and an understanding of currently available research of best practices in providing special education services. For principal candidates, the intended outcome of the course is that they will be better able to act from a position of understanding and strength to successfully implement the legal requirements of special education.
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EDUC 581 - Ethics in Education
A study of the critical ethical questions involved in education, this course focuses on issues which highlight the moral role of administrators and/or educators in society. It explores basic ethical theory as it applies to education, engages students in guided consideration of the multiple ethical dimensions of educational leadership, and examines specific dilemmas experienced in today’s schools.
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EDUC 582 - Teaching and Learning with Technology
This course is an introduction to the field of instructional technology, exploring current trends and practices as well as issues, concepts, terminology, and technology such as computers, CD-ROMS, online communications, and the Internet. The course examines how to go about integrating these new technologies into classroom instruction in meaningful ways. It is designed to introduce students to the tools and skills needed to access information on the Internet and understand ways that the Internet can be used for teaching and learning.
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EDUC 601 - Independent Study
This course serves two purposes. It is available to students who may wish to pursue research that is not otherwise provided in the graduate curriculum, and it serves as an alternative for students who may wish to develop a master’s thesis in place of taking a comprehensive exam for M.Ed. status.
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EDUC 604 - School Principalship (4 credits)
This course explores the dynamic nature of the Principalship (elementary and secondary) and provides a framework for establishing the leadership necessary for today’s schools. The course focuses on the importance of providing visionary, instructional, and administrative leadership.
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EDUC 605 - Instructional Supervision
This course focuses on the clinical model of instructional supervision, and it also explores a variety of other supervisory practices that can be employed by administrators to deal with the diverse needs of teachers and unique school cultures. A major underlying course theme, supporting all programs of instructional supervision, is quality management with its emphasis on ownership, collaboration, and decision-making at the lowest level of responsibility.
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EDUC 606 - Education Practicum (6 credits)
This 300 hour minimum practicum is intended to tie theory to practical application. It is the culminating learning experience for principal and special education supervisor certifications, in effect, an internship completed on site at the candidate’s school. Students must design and implement administrative projects that reflect six major goal areas: (1)Curriculum, (2)Supervision, (3)Organizational Management and Leadership, (4)Research and Evaluation, (5)Technology, and (6)Intergroup Relations. Eligible candidates must finalize objectives with their practicum advisor prior to the first day of classes for the semester.
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EDUC 607 - School and Community Relations (3 credits + 1 credit clinical)
Current issues such as tax reform and scarce resources accelerate the importance of the school superintendent’s role in fostering the engagement and confidence of the community. Few Pennsylvania school districts can support a public relations professional; consequently, this critical area becomes the superintendent’s responsibility. This course will focus on the role of the superintendent in planning and implementing system-wide and building level communications and involvement networks. Also addressed will be the utilization of community resources and the creation of collaborative efforts to provide for the educational, cultural, and health needs of students and citizens in the community.
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EDUC 608 - School District Operations (3 credits + 1 credit clinical)
A critical component of developing the school district superintendent’s ability to promote the success of all students is to manage the district’s operations and resources for a safe, efficient and effective learning environment. School district operations present a variety of complex issues and problems that school district superintendents must understand, analyze, and communicate. Due to the myriad topics presented, the course will focus on accessing available resources to facilitate problem solving. Competencies will be demonstrated in action research projects and within the internship experience.
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EDUC 609 - Human Resource Management (3 credits + 1 credit clinical)
As the chief executive officer of the school district, the superintendent is responsible for developing and implementing a personnel management program. This course examines the background, current conditions, and future directions of school personnel management in the context of educational philosophy and theories of leadership.
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EDUC 610 - Superintendency (4 credits)
The school superintendent in Pennsylvania must have a diverse set of skills, talents, and habits of mind. The new reality of this position requires artful balancing of the divergent interests of students, parents, board, and community, while facilitating the development, articulation, and implementation of a vision of learning that is shared and supported by all constituents. This course will focus on the major political and leadership functions of the Superintendency with an emphasis on supporting student learning.
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EDUC 611 - Internship (4 credits)
The problems, issues, and realities of schools drive the internship experience. Theory is related to practical application. Candidates must design and implement administrative projects that reflect the four major courses that represent the 18 competencies in the areas as follows: School and Community Relations, Organizational Management and Leadership, Human Resource Management, School District Operations.
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Engineering |
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ENGR 101 - Introduction to Engineering Concepts I, II (1 credit)
Introduction to engineering with emphasis on problem-solving and numerical procedures. Prerequisite: 11 /2 units of high-school algebra. Fall, Spring.
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ENGR 102 - Introduction to Engineering Concepts I, II (1 credit)
Introduction to engineering with emphasis on problem-solving and numerical procedures. Prerequisite: 11 /2 units of high-school algebra. Fall, Spring.
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ENGR 192 - Freshman Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Fall.
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ENGR 193 - Freshman Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Spring.
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ENGR 201 - Engineering Statics (3 credits)
Particle statics, rigid bodies, equivalent systems of forces, equilibrium of rigid bodies, centroids and centers of gravity, forces in beams and cables, and moments of inertia. To include a significant design project. Prerequisite: PHYS 121 . Fall.
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ENGR 202 - Engineering Dynamics (3 credits)
Particle kinematics, Newton’s Second Law, energy and momentum methods, systems of particles, kinematics of rigid bodies, kinetics of rigid bodies in two and three dimensions, and mechanical vibrations. To include a significant engineering design or simulation project. Prerequisite: ENGR 201 . Spring, even-numbered years.
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ENGR 292 - Sophomore Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Fall.
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ENGR 293 - Sophomore Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Spring.
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ENGR 301 - Fluid Mechanics (4 credits)
Development of the conservation (of mass, energy, and momentum) equations for fluid continua in both integral and differential forms. Application of the conservation equations to engineering hydraulics and geophysical flows. Three lecture-recitation periods and one four hour laboratory. To include a significant engineering design or analysis project. Prerequisite: MATH 221 , ENGR 202 . Spring.
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ENGR 392 - Junior Engineering Seminar (0 credits)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Fall.
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ENGR 393 - Junior Engineering Seminar (1 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Students will be required to assemble an engineering portfolio including a statement of purpose, resume, sample cover letter, and examples of engineering design work completed during their course of study. Students will be required to practice for the FE exam as well as make application to their transfer school. Spring.
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ENGR 398 - Engineering Internship (3-15 credits)
The integration of classroom theory with practical work experience under which students have specific periods of attendance at college and specific periods of employment, either full- or part-time, with or without pay. Credit may vary from three to 15 credits, but no more than four credits may be counted toward major requirements, with additional credits counted as free electives. Available with approval of the department chair and the Provost. Fall, Spring, Summer.
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ENGR 399 - Engineering Internship (3-15 credits)
The integration of classroom theory with practical work experience under which students have specific periods of attendance at college and specific periods of employment, either full- or part-time, with or without pay. Credit may vary from three to 15 credits, but no more than four credits may be counted toward major requirements, with additional credits counted as free electives. Available with approval of the department chair and the Provost. Fall, Spring, Summer.
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ENGR 491 - Seminar: Special Topics (1-3 credits)
Topic of current interest covered. Open to qualified students with special areas of interest. Consult with department chair. As needed.
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ENGR 499 - Undergraduate Research (1-4 credits)
Original research in selected problems in engineering. A report is required. Open to qualified students with the consent of the chair of the department. Recommended for those who are planning graduate study. As needed.
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English |
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ENGL 100 - Fundamentals of Written English (3 credits)
Extensive sentence and paragraph writing, with emphasis on the identification and correction of specific errors in grammar, punctuation, spelling, and usage. Not open to students who have successfully completed ENGL 103 (does not fulfill core requirement). Fall.
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ENGL 103 - Writing for a Discipline (3 credits)
A study of the elements of clear, effective expression. Requirements include expository and analytical compositions as well as a documented term paper, each related to a scheduled linked general education course. Fall, Spring.
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ENGL 104 - Introduction to Literature (3 credits)
A study and appreciation of drama, poetry, short fiction, and the essay. The preparation of expository and analytical compositions on selected literary pieces constitutes twenty-five percent of the course content. Fall, Spring.
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ENGL 199 - Argumentative Writing (3 credits)
This course is designed for sophomores and juniors who have not taken the Writing Competency Examination (WCE) but would particularly benefit from an additional writing course based on various criteria, such as a low grade in ENGL 103, advice from instructors, or recommendations by advisors. This course provides intensive instruction in the assessment and composition of written arguments. Students who earn a grade of C or higher in ENGL 199 are exempt from taking the WCE. Pre-requisite: As needed.
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ENGL 201 - American Literature I (3 credits)
Growth of our national literature from the pre-Colonial period to the Civil War with emphasis on intellectual currents, main literary movements, and major and minor writers. Readings and term paper. Fall.
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ENGL 202 - American Literature II (3 credits)
Growth of our national literature from the Civil War to the present with emphasis on main literary movements, such as Realism and Naturalism, and major and minor writers through the 20th century. Readings and term paper. Spring.
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ENGL 203 - World Literature I (3 credits)
Linguistic, literary, and philosophical thought of the classics of Asia, the Middle East, and Greece, as revealed through representative readings. Prerequisite: ENGL 104 .
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ENGL 204 - World Literature II (3 credits)
Major European writers and their works from the 14th century through the 20th century. The titles chosen are representative of the Great Books of Western civilization and major literary movements (Renaissance, Neo-Classicism, Romanticism, Real ism, Naturalism and Absurdism). Discussion of these works as representations of various genres (Epic, Picaresque Novel, Verse Drama, Prose Drama, Problem Play, and Tragicomedy) and of nationalistic fervor, where applicable (Synge and the Celtic/Irish Renaissance, Chekhov and the changing face of Russian society).
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ENGL 205 - Modern American Poetry (3 credits)
Trends in recent 20th-century American poetry. Emphasis on figures such as Wallace Stevens, Robert Lowell, and Theodore Roethke.
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ENGL 206 - Short Fiction (3 credits)
Analysis and interpretation of short stories, with emphasis upon the development of the genre in England and America.
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ENGL 207 - History of the English Language (3 credits)
Development of spoken and written English from its Indo-European origins to the present day. Examines linguistic, social, cultural, and historical trends and effects. As needed.
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ENGL 208 - Writing and Communicating in Business (3 credits)
The concept of communication, the language of business, special types of letters, job applications, business reports, elements of persuasion, and spoken communication. Fall, Spring.
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ENGL 210 - Literature and the Environment (3 credits)
Analysis of nature and environmental writing from a global perspective with a focus on establishing a “sense of place” as well as an introduction to literary theories about the environment. The preparation of expository, personal and responsive writing comprises at least 25 percent of the grade for this course. May be used as a substitute for ENGL 104 .
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ENGL 220 - Writing Poetry: Introductory Workshop (3 credits)
Study of modern formal and free verse with emphasis on the practices of writing and editing our own and others’ work. A substantial body of work in portfolio form, including a required short reflection or response paper, plus the submission of at least one poem to a local or national publication is required for successful completion of the course. Prerequisites: ENGL 103 and ENGL 104 .
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ENGL 225 - Short Story Writing (3 credits)
A study of the elements of fiction and their application in the writing of short stories. Through reading assignments and exercises that identify specific fictional devices or elements, students will produce a complete short story. As needed.
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ENGL 225 - Special Topics in Humanities (1-3 credits)
Examination of special topics in such areas as determined by faculty and student interest. As needed.
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ENGL 247 - Special Topics Study Abroad (3 credits)
Selected topics in literature offered abroad through the Cooperative Center for Study Abroad. As needed.
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ENGL 270-274 - Women and Literature same as HUM 270-274 (3 credits)
The emphasis of this course is literature by and/or about women. Students will apply different theories of literary analysis to interpret literature that reflects the development of women as subjects and objects in literature and will discover how literature reflects the social, historical and/or geographic differences and similarities of women readers and writers. This course may be taken for credit more than once as long as the focus of each course is different. Prerequisite: ENGL 103
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ENGL 302 - Chaucer and Medieval Literature (3 credits)
A study of the literary, political and social history of the Medieval period through a close reading of selected works by Chaucer and other Medieval writings.
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ENGL 303* - Shakespeare’s Early Plays (3 credits)
Taming of the Shrew, Richard III, Romeo and Juliet, As You Like It, and Twelfth Night: also selected sonnets. Lectures, classroom discussions, and researched writing. *Either English 303 or 304 will satisfy the English Department Shakespeare requirement.
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ENGL 304* - Shakespeare’s Later Plays (3 credits)
Hamlet, Othello, King Lear, Macbeth, and The Tempest; also selected sonnets exclusive of those taught in ENGL 303* . Lectures, classroom discussions, and researched writing. *Either English 303 or 304 will satisfy the English Department Shakespeare requirement.
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ENGL 305 - Seventeenth Century Literature (3 credits)
Investigation of the significant prose and poetry from 1600-1660, with emphasis on Donne, Herbert, Marvell, Jonson, and Milton.
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ENGL 307 - The English Novel (3 credits)
Development of the novel, with emphasis on techniques of critical evaluation. Readings and detailed analysis of selected novels.
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ENGL 308 - Modern British Drama (3 credits)
English plays and playwrights from 1850 to present. Detailed study of a minimum of six plays.
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ENGL 309 - The American Novel (3 credits)
Novel from its beginnings to and including the 20th century. Readings and detailed analysis of selected novels.
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ENGL 310 - Advanced Expository Writing (3 credits)
Principles and practices of expository writing with pertinent readings. Attention given to the development of a clear and accurate expository style. Prerequisite: ENGL 103 or equivalent. Recommended for future English teachers.
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ENGL 325 - Special Topics in Humanities (1-3 credits)
Examination of special topics in such areas as determined by faculty and student interest. As needed.
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ENGL 330 - Adventure in Literature and Writing Cross-listed as: ES 330 (3 credits)
Analysis of outdoor narratives is paired with multi-media travel experience writing. Travel is required. As needed.
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ENGL 333 - Literature for Young Adults (3 credits)
An introduction to adolescent literature and to theories about young adult literature designed to help teachers identify appropriate reading material for middle and high school level students. The course teaching methodology models discussion and pedagogical techniques for classroom use.
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ENGL 402 - Primary, Secondary, and Post-Secondary Writing Instruction: Composition Theory and Pedagogy (3 credits)
An introduction to composition theory. How various writing theories give rise to varying pedagogical practices. Required for all English/Secondary Education majors.
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ENGL 405 - Eighteenth Century Literature (3 credits)
Significant prose and poetry of the period, with emphasis on Dryden, Pope, Swift, and Johnson.
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ENGL 406 - English Romantic and Victorian Poetry (3 credits)
Techniques and norms of interpretation, especially of Wordsworth, Coleridge, Byron, Shelly, Keats, Browning, Arnold, and Hardy.
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ENGL 407 - Principles of Literary Research, Theory, and Practice (3 credits)
Application of literary research and theory in preparation for graduate work in or teaching of English. Analytical paper is required.
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ENGL 409 - Novel Writing (3 credits)
Art of composing the novel. The minimum requirement is five chapters completed.
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ENGL 410 - Playwriting (3 credits)
Craft of verse and prose playwriting. One three-act play or three one-act plays in prose and verse are required.
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ENGL 425 - Special Topics in Humanities (1-3 credits)
Examination of special topics in such areas as determined by faculty and student interest. As needed.
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ENGL 450 - Special Topics in English (1-6 credits)
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ENGL 501 - Independent Study in English (1-8 credits)
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Environmental Engineering |
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ENVE 192 - Freshman Environmental Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Fall.
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ENVE 193 - Freshman Environmental Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development.
Spring.
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ENVE 292 - Sophomore Environmental Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Fall.
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ENVE 293 - Sophomore Environmental Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Spring.
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ENVE 311 - Fundamentals of Environmental Engineering I: Aquatic and Atmospheric Chemistry (3 credits)
Acid/Base equilibria and solubility of metal oxides in natural waters. Kinetics of environmentally relevant reactions (esp. redox reactions) in natural waters and in the atmosphere. To include a significant engineering simulation or analysis project. Two or three lecture-recitation periods plus one flexible project work period. Prerequisite: CHEM 301 concurrent, MATH 306 . Fall.
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ENVE 312 - Fundamentals of Environmental Engineering II: Transport Processes (3 credits)
Application of the conservation (of mass, energy, and momentum) equations to the fate and transport of molecules and particles in ground water, surface waters, and the atmosphere. To include a significant engineering simulation or analysis project. Two or three lecture-recitation periods plus one flexible project work period. Prerequisite: ENGR 301 concurrent, MATH 306 . Spring.
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ENVE 313 - Modeling and Simulation of Environmental Systems (3 credits)
Development of probability/statistics, calculus, and differential equations based models of the natural and engineered environment. Emphasis on numerical methods and scientific programming. To include a significant engineering simulation or analysis project. Two or three lecture-recitation periods. Prerequisite: MATH 306 . Spring.
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ENVE 321 - Environmental Engineering Measurements I (3 credits)
Field sampling techniques (e.g., saprolite sampling with hand auger, operation of surface hydrology instrumentation), laboratory analyses, and statistical data analysis. To include a significant engineering design or analysis project. Two lecture-recitation periods plus one four hour laboratory period. Prerequisite: CHEM 251 , ENVE 311 concurrent. Fall.
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ENVE 322 - Environmental Engineering Measurements II (3 credits)
Design and analysis of bench-scale models of environmental systems. To include a significant engineering design or analysis project. Two lecture-recitation periods plus one four hour laboratory period. Prerequisite: ENVE 312 concurrent, ENVE 321 . Spring.
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ENVE 392 - Junior Environmental Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Fall.
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ENVE 393 - Junior Environmental Engineering Seminar (0 credit)
Seminar series featuring talks by engineering professionals working in industry, consulting, research, or government as well as presentations by upperclassman and SFU faculty. Subject matter is primarily technical but with occasional discussion of time management, study habits, and professional development. Spring.
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