SUMMER 2012 SCHEDULE

First Summer Day Session - May 30 - June 27, 2012
Monday - Thursday

COURSE DESCRIPTIONS

CHEM 113. General Chemistry I.  Fundamental concepts and principles common to the various branches of chemistry. This includes descriptive chemistry which deals in a systematic way with the more important elements and the structures, properties and reactions of their compounds. A balance between experiment and theory, between quantitative and qualitative aspects of the course material and between rigor and simplification is sought. Laboratory work emphasizes learning basic techniques, learning to manipulate and interpret numerical data and learning the relationship between experimental measurement and chemical theory through guided, independent work by the student. Primarily for students majoring in the natural sciences. Prerequisite: high school chemistry. 4 lecture-recitation and 3 laboratory hours. 4 credits.

CHEM 114. General Chemistry II.  Fundamental concepts and principles common to the various branches of chemistry. This includes descriptive chemistry which deals in a systematic way with the more important elements and the structures, properties and reactions of their compounds. A balance between experiment and theory, between quantitative and qualitative aspects of the course material and between rigor and simplification is sought. Laboratory work emphasizes learning basic techniques, learning to manipulate and interpret numerical data and learning the relationship between experimental measurement and chemical theory through guided, independent work by the student. Primarily for students majoring in the natural sciences. Prerequisite: high school chemistry. 4 lecture-recitation and 3 laboratory hours. 4 credits.

CJ 110. Introduction to the Criminal Justice System. Survey of the formal institutions of social control: the body of the criminal law, the police, the courts, and various forms of “corrections.” The course perspective may be alternately historical, organizational (sociological), or social-psychological. Visits, field trips.   3 credits.

CJ 374. Juvenile Interventions. Differential procedures and perceptions of the criminal justice system for the juvenile offender. Prevention and control of delinquency; theoretical models, deflection away from institutionalization. Discrete relationships between the community, the victim and the juvenile offenders. 3 credits.

CORE 110. Effective Writing. This course in college-level composition emphasizes writing clearly, effectively, and interestingly for a variety of purposes and audiences. Individual conferences, writing work-shops, journal writing, and regular writing assignments encourage practice in each step of the writing process. A library unit introduces the student to the use of sources in informational writing. 3 credits.

CORE 115. Effective Oral Communication.  This course introduces students to the functions and modes of public message-making, as well as strategies with which to execute them. It requires students to plan, prepare, practice and perform various types of public presentations that provide them with practical experience in developing ideas thoroughly, and communicating ideas effectively through speech. A video portfolio is kept of each student’s performance to document progressive skills development. Emphasis is given to help students perform presentations that are clearly focused, well organized, substantially supported, effectively worded, and confidently delivered. The aim is to help students develop their abilities to express their thoughts, beliefs and experiences in an intelligent and affecting manner, as well as to help them gain confidence in themselves as they do so. 3 credits.

CORE 120. Mathematical Ideas. In order to fully participate in society today, a person must have knowledge of the contributions of mathematics. Mathematics has become an indispensable tool for analysis, quantitative description, decision-making, and the efficient management of both private and public institutions. Consequently, a familiarity with essential concepts of mathematics is necessary for one to function intelligently as both a private individual and a responsible citizen. As such, this course is divided into four units, each covering an aspect of mathematics that is conceptually significant and highly relevant. The first unit deals with issues of fairness and strategy in voting and elections. In the second, students learn about collecting, organizing, interpreting, and presenting statistical data. The third unit involves the use of mathematics to solve problems related to organizing and managing complex activities, and a fi nal unit on symmetry and fractal geometry establishes connections between mathematics and art and highlights some applications. On some occasions, units on other suitable topics may replace those denoted here. Prerequisite: CORE 098.   3 credits.

CORE 140A. African Culture. A study of the contemporary culture, values, perspectives and lifestyle of African people focusing on a sympathetic understanding of cultural diversity and appreciation of another way of life. The course is taught in English. No knowledge of a foreign language is required. 3 credits.

CORE 140I. Islamic Cultures.  A study of the contemporary culture, values, perspectives and lifestyle of  Islamic people focusing on a sympathetic understanding of cultural diversity and appreciation of another way of life. The course is taught in English. No knowledge of a foreign language is required. 3 credits.

CORE 154. Introduction to Psychology.  An examination of fundamental psychological principles from areas such as learning and motivation; child and adult development; brain physiology; social, personality, abnormal behavior, and health psychology. Concepts from these and other topics will be applied to contemporary areas of concern in society, such as noise and environmental pollution, overcrowding, the insanity defense, validity of lie detection techniques, mass media influences, prejudice, race relations, day care and the impact of managed care on psychotherapy. 3 credits.

CORE 157. Introduction to Sociology. The course introduces sociology’s basic concepts, theories, research methods, and subfields, covering such topics as socialization, deviance and crime, family, economic inequality, culture, gender, religion, and social movements. Students will come to understand the many ways in which people’s lives, including their own, are shaped by the social world, and the many ways in which human behavior and interaction serve to reinforce or challenge and reshape our social world.  3 credits.

CORE 176A. Art Appreciation. This course will explore the development of modern society from its roots to present day. Important works from the visual arts will be studied and placed into historical context in order to understand both their meaning as individual works of art and their expression of societal values and philosophies. Students will explore ways in which contemporary culture is
influenced by the images and architecture of the ancient world.   3 credits.

CORE 180H. Healthcare and its Disparities in the United States. This course, taught from a social science perspective, is designed to provide an overview of the health care system in the Unites States and its disparities; it will provide the students with a clear understanding of health care system in the United States, exploring a historical analysis of its structure, operation and financing. While students will be introduced to the accomplishments of the health care system in the Unites States, they will also learn that it has also been less than equitable.  3 credits.

CORE 191. Global History Since 1914. To increase the student’s knowledge and understanding of the interaction among the Americas, Europe, Africa, and Asia during the twentieth century and beyond, students will examine worldwide issues, including nationalism, imperialism, alternative political structures like Fascism and Marxism, World War II, decolonization, the Cold War, ongoing
problems of human rights, technological change, and economic globalization.  3 credits.

CORE 250. Catholicism. What does it mean to live in the world as a Christian and as a Catholic? How does it make sense to believe in the creator God, in Jesus Christ who suffered and died  for us, and in the church as a living body of Christ? Especially in this day and age, how does it make sense to hope for the coming of the kingdom of God – a world in which justice and righteousness reign and there is no more suffering and no more tears? This course examines central Catholic hopes and beliefs and explores how to engage them in the joys and sorrows of the contemporary world. In this work, the common ground between Catholicism and other Christian communions is highlighted. 3 credits.

CORE 270. Natural Science I. Study of the scientific approach and what distinguishes it from other approaches to understanding the world. Characteristics common to all sciences will be emphasized. Examples of research and discovery from a variety of sciences will be studied to illustrate scientific methodology, principles and concepts as well as to demonstrate the unity of the scientific approach. 3 credits.

CORE 279. Forensic Biology. The diversity of the fields of study grouped under the umbrella of forensic biology will be discussed.  The education, training, and specialization involved in actual forensic science will be compared to the CSI-style misunderstanding of forensics.  Topics include, but are not limited to: sample collection, documentation, forensic anthropology, serology, DNA analysis, and factors affecting decomposition. Prerequisite: Core 270 or other introductory science course. 3 credits.

CORE 280. Introduction to Philosophy. An introduction to the central problems and major figures in the history of philosophical thought. Topics include the meaning and purpose of human existence, the ultimate nature of reality, the foundations and limits of human understanding, the foundations and limits of government, the basic norms of right and wrong. 3 credits.

CORE 286. Ethics and the Good Life. A survey of the major figures in the history of ethics. The works of the great philosophers are pursued for the wisdom contained in them which, in turn, may be used in the pursuit of the examined life and in the attempt to resolve contemporary ethical problems such as abortion, euthanasia, capital punishment, and the just distribution of limited resources. Prerequisite: CORE 280

EDUC 202. Education, Philosophy, Ethics, Issues and Trends.  Focuses on the great thinkers in education, as well as the ethics of teaching, including ethical standards (e.g. NAEYC), and professional conduct codes (PA). Historical and philosophical underpinnings of PK-4 education are explored. The course centers on reflective and critical perspectives regarding legal considerations, the effects of public policy on children and families, strategies for becoming a culturally responsive teacher and for working with students with disabilities, advocating for sound educational practices, and respecting family choices and goals. Current issues and trends in education will be examined. Students will also be introduced to the Portfolio Assessment System, and will begin to build their professional portfolios. 3 credits.

EDUC 215. PreK – 4 Development, Cognition, and Learning I. This course is designed to introduce students to important concepts and principles concerning learning, cognition, and development. The biological and societal influence on these factors will also be examined. The emphasis of the course is on prenatal through adolescent development. Topics include educational applications of learning theory, developmental approaches to teaching, intellectual functioning, and educational achievement. The course will assist candidates in applying theory and research to enhance teaching and learning in their classrooms. Prerequisite: CORE 154.   3 credits.

EDUC 235. Secondary Development, Cognition and Learning I. This course is designed to introduce teacher candidates to important concepts, principles, and theories concerning the physical, cognitive, affective, and social development of middle childhood and middle adolescent youths between the years of ages 8 to 18. The biological and societal influence on these factors will also be examined. This course will assist candidates in applying research and theory to enhance teaching and learning in middle school and secondary level classrooms. Current clearances needed.   3 credits.

EDUC/SPED 270. Introduction to Special Education. An introduction to the philosophy, practices and principles of special education to meet the educational, psychological and emotional needs of children with exceptionalities in our society. Exceptionalities are examined in depth through: identification, characteristics, and accommodations in comparison to regular education. 3 credits.

EDUC 351. Creative Arts in the Classroom. Designed to develop a student’s critical and aesthetical understanding of the creative arts. Explores historical and cultural contexts of the visual, musical, and performing arts. Included to teach candidates to integrate the creative arts into all aspects of the curriculum. Focuses on appropriate materials, content, and delivery of instruction within the PK-4 classroom in the areas of production, performance, exhibition of dance, music, theater, and visual arts. 3 credits.

EDUC 360. Literacy Foundations for Primary Grades. A course that reviews relevant preschool and elementary children’s literature as a vehicle for further developing the child’s literacy foundations. Candidates will explore a variety of practices for involving the home/family with the school’s ongoing literacy efforts. Students will participate in an early field experience to support literacy foundations in an area school district. Prerequisites: EDUC/SPED 215, EDUC/SPED 260, current clearances needed. 3 credits.

EDUC 366. Teaching Diverse Students. Designed to assist middle and secondary school content teachers to recognize problems related to teaching diverse students and to emphasize the proper instruction to meet the cognitive as well as the psychological needs of their students. 3 credits.

EDUC 420. Social Studies Methods PK - 4. The six social sciences in elementary curriculum will be discussed. Methods to teach social studies concepts will be reviewed, including literacy activities and integrated content area instruction. Students will participate in a service-learning project to teach social studies lessons in area schools. 3 credits.

ENGL 395. Postcolonial Literature. Postcolonial literature is generally defined as the literature of formerly colonized countries such as India, the Caribbean Islands, and the many countries of Africa, as well as the literature of settler colonies such as Australia, New Zealand, and Canada. In this course we will approach postcolonial literature both as an important component of the study of canonical English literature in the past century and as the literature of colonial and a post-colonial societies frequently driven to the margins in the reality of life in the Empire. We will explore, through literature and theory, the recurrent themes in postcolonial art – issues of displacement, frequent references to folklore and myth, difficult searches for identity, and the struggles over religion and spirituality – to name a few. 3 credits.

HIST 403. Urban and Community Studies. A study of the research, analysis, and implications in all stages of community development. A historical survey will be presented as a means of examining the present sociological, political, and economic state of American communities. Although Northeastern Pennsylvania subject matter will be utilized, the course approaches the material in a general and multi-regional manner. Direct student participation in selected scholarly projects will be emphasized. Cross-listed as HIST and SOC 403.  3 credits.

MSB 305. Organizational Behavior. An introduction to the field of Organizational Behavior. Organizational Behavior is an interdisciplinary field that examines human behavior in organizational settings and concerns the behavioral interactions of individuals, groups, and the organization itself. Prerequisite: MSB 200.  3 credits.

MSB 320. Financial Management. The course introduces basic principles in finance such as cash flow, the time value of money, valuation of the firm and financial assets, and capital budgeting. Prerequisites: MSB 110, MSB 120 and ECON 221. 3 credits.

PSYC 321. Brain and Behavior. This course is designed to provide students with an introductory overview of how brain processes impact behavior and psychological functioning. Course material will be discussed in the context of implications for both normal and abnormal behavior.  3 credits.

PSYC 351. Psychopathology. The etiology, diagnosis, and treatment of psychological disorders from both traditional and contemporary viewpoints. Emphasis is placed upon comparison of alternative models of causation and treatment. Students will be encouraged to explore their own thoughts and feelings about individual differences and deviance.   3 credits.

SOC 367. Sociology of Aging. Exploration of aging as a biological, psychological and sociological event. Emphasis on aging as a social problem and examination of problematic conditions such as health, finances, the transition into retirement, individual adaptation to aging, the society’s current inconsistent responses to aging including public and private maintenance programs. 3 credits.