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SPAN 260 - Spanish Film and Conversation
3 Credits
Through a selection of Latin American and Peninsular films, students will “travel” to the Hispanic countries represented in the full-length features screened. They will watch and discuss the daily life of people: eating, cooking, playing, getting married and raising families. Students will compare these issues with those of the so-called “American way of life” portrayed in Hollywood cinema. Students will learn the basic terminology to write a film review in Spanish. Emphasis will be on oral skills as well as on writing short reports. This course is complemented by the lectures, discussions and the USJ Annual Foreign Language Film Festival. (LAS) (LG) (HE)
Prerequisite(s): SPAN 200 - Intermediate Conversation I , SPAN 201 - Intermediate Conversation II or permission of instructor
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SPAN 302 - Fundamentals of Hispanic Literary Studies
3 Credits
A presentation of the language of literary criticism and genres in Spanish, needed for advanced literary theory, civilization, film and literature courses at the 300 level and above. Readings include poems, short stories, letters, short novels and plays emblematic of Spain and Latin America. The works will expand students’ reading and critical thinking abilities, as well as knowledge of Hispanic cultures and literatures. (LG) (LAS) (HE) (Core:Literature)
Prerequisite(s): Two semesters of 200+ level Spanish, or permission of instructor
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SPAN 303 - Fundamentals of Hispanic Cultural Studies
3 Credits
A study of key vocabulary for discussion of cultural, historical, geographical and political issues related to cultural study of Spain and Latin America. Topics include traditions, gastronomic history, works of art, the description of a way of life in a specific country or a particular historical period. (LG) (LAS)
Prerequisite(s): Two semesters of SPAN 200+, or SPAN 302 - Fundamentals of Hispanic Literary Studies , or four years of high school Spanish or permission of instructor
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SPAN 310 - Workshop in Spanish Grammar and Composition I
3 Credits
Development of accuracy and fluency in writing. Thorough study of Spanish grammar, morphology, lexicology, syntax. For students who intend to major or minor in Spanish, or teach or use Spanish professionally. Also for native or heritage speakers of Spanish who wish to refine writing and grammar skills. (LG) (LAS)
Prerequisite(s): Two semesters of 200+ level Spanish, or permission of instructor
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SPAN 311 - Workshop in Spanish Grammar and Composition II
3 Credits
Development of accuracy and fluency in writing. Thorough study of Spanish grammar, morphology, lexicology, syntax. For students who intend to major or minor in Spanish, or teach or use Spanish professionally. Also for native or heritage speakers of Spanish who wish to refine writing and grammar skills. (LG) (LAS)
Prerequisite(s): SPAN 200 - Intermediate Conversation I , SPAN 201 - Intermediate Conversation II or permission of instructor
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SPAN 331 - Study Culture Workshop in Spain or Latin America
1-6 Credits
A visit to Spain or Latin America. Study important geographical and historical points of interest and the culture of the people. (LAS) (LG)
Other: Open to all students. Spanish not required. All classes and tours are offered in English.
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SPAN 360 - Cultural Perspectives of Hispanic Peoples
3 Credits
Identification of key historical, geographical, cultural and political issues to understand the contribution of Hispanic peoples to the U.S. global diversity map as portrayed in poetry, prose and other literary works, as well as art and other media. Examples include testimonials by Latino/a authors; the frescoes by José Clemente Orozco in Pomona College and Dartmouth College; the Spanish poets of the Generation of 1927 in the United States (Lorca, Cernuda, Salinas; or plays by Latino/a authors represented at the Repertorio Español in New York or other venues). (LAS) (LG)
Prerequisite(s): One semester or more of 300+ level Spanish, or permission of instructor
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SPAN 390 - Masterpieces of Hispanic Literature
3 Credits
Study of key literary works from Spain and Latin America by theme, genre, literary era. May be taken more than once for credit if the works studied are different. (LAS) (LG) (HE) (Core:Literature)
Prerequisite(s): Prior study of Spanish at 300+ level, or permission of instructor
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SPAN 495 - Advanced Independent Study
3-6 Credits
Topic to be determined with Spanish faculty.
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SPAN 499 - Coordinating Seminar
3 Credits
For senior Spanish majors. Thorough review of history, culture and literature of Spain and Latin America in preparation for comprehensive exams and student symposium presentation.
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SPAN 502 - Second Language Acquisition
3 Credits
This course introduces students to current and historical theories in language acquisition. Students will explore the difference between L1 literacy development and L2 literacy development. They will consider factors that affect language learners’ development such as L1, language varieties, sociocultural and psychological variables as well as individual differences. Finally, students will apply knowledge of language acquisition in their teaching practice. Cross listed with LING 502 - Second Language Acquisition .
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SPAN 579 - Advanced Spanish Grammar and Composition for the Professions
3 Credits
For native, heritage and strong non-native speakers of Spanish whose goal is refining and perfecting written Spanish for professional uses in the Latino communities, and for professional research. Includes important grammatical and lexicological points, translation problems, reviews and comments on readings and writing projects according to the individual interests of students. If students are uncertain whether they have sufficient oral, reading or written proficiency in Spanish to succeed in the class, they should consult with the instructor no later than the day after the first class.
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SPEC 217 - Teaching Students with Mild Disabilities
3 Credits
This course examines the academic and social learning characteristics of children with mild disabilities with a focus on contemporary practices in identification and educational planning. Emphasis on inclusionary settings and K-12 students with mild disabilities in the diverse, general education classroom. Includes study of students with special gifts and talents. Field study required.
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SPEC 218 - Teaching Students with Significant Disabilities
3 Credits
Examines the physical, intellectual, sensory, health and social/emotional characteristics of students with moderate to severe disabilities. Emphasis on research-based interventions that promote full participation in school, home and community life. Field study required.
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SPEC 237 - Exceptional Children
3 Credits
The growth and development of exceptional children, including children who are gifted and talented and those who may require special education. Examines methods for identifying, planning for and working effectively with such children in a regular classroom. Field study required.
Prerequisite(s): PSYC 100 - Introductory Psychology is recommended
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SPEC 265 - The Elements of Teaching
3 Credits
This course provides an introductory look at elements of teaching. Special attention will be paid to learning theories, unit and lesson planning, teaching strategies and models, differentiated instruction and student evaluation. Additionally, this course integrates the use of related technologies and a required field study. Cross-listed with EDUC 265 - The Elements of Teaching .
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SPEC 295 - Exploratory Independent Study
3 Credits
Independent study.
Prerequisite(s): Permission of advisor
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SPEC 345 - Curriculum and Instruction in Education
3 Credits
Principles of effective instruction for children and adolescents with special education needs presented within the curricular areas of Reading and Mathematics, Language Development and Socialization. Analysis of children’s Individualized Education Programs (IEPs) forms the basis for the design, delivery and evaluation of unit taught in a supervised classroom setting. Practica in teaching children with disabilities required.
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SPEC 403 - Field Experiences in Special Education
3-6 Credits
Experience in supervised agency settings dealing with exceptional children and youth.
Prerequisite(s): Permission of advisor
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SPEC 447 - Student Teaching and Student Teaching Seminar: Students with Disabilities
9 Credits
Special Education student teaching experience required for undergraduate candidates pursuing a license in Special Education with an elementary cross-endorsement. This 10-week practical application of previously studied theory is supervised by qualified special educators in a school setting. Candidates will plan, instruct and assess for the greatest positive impact on student learning; teach and co-teach individuals, small groups and whole classes. They will concentrate on meeting the needs of students with at least two of the following exceptionalities: learning disabilities, intellectual disabilities and behavioral disabilities in the least restrictive environment. They will also participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings and in-service workshops; and attend mandatory on-campus seminars.
Prerequisite(s): Acceptance into the School of Education at least one semester prior to student teaching semester; completion of general education and licensure courses with minimum grade requirement met; Praxis II scores reported to licensure office; successful completion of student teaching application by February 1 for fall student teaching and September 15 for spring student teaching.
Corequisite(s): This course must be taken in the same semester as EDUC 430 - Practicum: Elementary
Other: Open to seniors only. No other coursework may be taken during this semester. Fee required for Consortium students.
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SPEC 495 - Advanced Independent Study
1-3 Credits
Offered by arrangement.
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SPEC 505 - Assistive Technology for Access to the Curriculum Special Education
3 Credits
This course is designed to assist all children in accessing the curriculum. Emphasis will be on: assistive technology definitions and the law; assistive technology and classroom modifications for vision and hearing, communication, reading, writing, math; and transitions for aiding progress in the general education setting.
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SPEC 511 - Language Development and Emergent Literacy
3 Credits
Language acquisition and emergent literacy from birth through 5; relation between views of development and intervention techniques; roles of parents, teachers and clinicians in language and early literacy development; sampling and analysis of language data; use of play in enhancing both normal and delayed language development; process of second-language learning; implications of language delay and second-language learning. Cross-listed with ECSE 520 - Language Development and Emergent Literacy .
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SPEC 513 - Assessment: Birth to Kindergarten
3 Credits
Screening and assessment of young children who are developing typically, at risk or who have special needs. Emphasis on a collaborative family/ professional process designed to document health and developmental needs and plan developmentally and contextually appropriate individualized programs. Includes data gathering using a variety of devices and strategies, interviewing techniques, integration and communication of findings.
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SPEC 516 - Exceptional and At-Risk Children in Today’s Schools
3 Credits
The development of children with disabilities and those identified as gifted and talented. Emphasizes learning and behavioral characteristics of children with disabilities within inclusionary settings. Field study required.
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SPEC 517 - Children with Mild Disabilities
3 Credits
This course examines the cognitive, linguistic, academic and social-emotional characteristics of students with mild disabilities, including intellectual disabilities, learning disabilities, emotional or behavior disorders, attention disorders and autism spectrum disorders, within a response to intervention framework. Students will discuss issues in assessment, identification and placement. Case study and fieldwork requirement. Includes study of the characteristics and needs of students with special gifts and talents. For initial teacher licensure candidates.
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SPEC 518 - Children with Moderate to Severe Disabilities
3 Credits
Examines the physical, intellectual, sensory, health and social/emotional characteristics of students with moderate to severe disabilities with an emphasis on research-based interventions that promote full participation in school, home and community life. Field study required.
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SPEC 524 - Instruction and Curriculum
3 Credits
Content focuses on the interactive functions of the teaching/learning process, as well as the planning, implementing and evaluating of instruction and curriculum based upon developmentally appropriate practices. Media, technology and the introduction of specific curricula related to substance abuse. Field study required. Strongly recommended as first methods course. Cross-listed with EDUC 524 - Instruction and Curriculum .
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SPEC 526 - Educational Assessment
3 Credits
This course prepares candidates to administer, score and interpret a range of criterion-referenced, norm-referenced and curriculum-based measurement tools for the purposes of:
- Identifying students with specific learning disabilities
- Generating a series of informed educational recommendations, including goals and related objectives
- Presenting findings and recommendations to parents and professionals
The class will emphasize lecture, discussion, demonstration and practical experiences in test administration, scoring and interpretation practices.
Prerequisite(s): SPEC 517 - Children with Mild Disabilities or SPEC 518 - Children with Moderate to Severe Disabilities
Other: This course requires supervised fieldwork and extensive outside preparation beyond class meeting time
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SPEC 530 - Research in Special Education
3 Credits
This course focuses on research models used in educational settings. Emphasis on interpreting and evaluating educational research and examination of current studies that are representative of the various research models. Includes applications in evidence-based practice, role of families in the educational process and effects of disability on lifelong learning. Includes development of a preliminary plan or proposal for research in the field of Special Education.
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SPEC 534 - Positive Behavior Interventions and Supports
3 Credits
This course focuses on effective strategies for encouraging positive academic and social behaviors in a variety of settings. Emphasis on prevention, evaluation procedures and intervening strategies related to reducing challenging behavior and teaching positive, pro-social behaviors. Field study required.
Prerequisite(s): SPEC 517 - Children with Mild Disabilities or SPEC 518 - Children with Moderate to Severe Disabilities
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SPEC 535 - Laws and Special Education
3 Credits
The emphasis of this course is on legislation affecting the planning and delivery of services to children with special education needs. Specific reference will be made to federal and state legislation and relevant court decisions. Topics include the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, Family Education Rights and Privacy Act (FERPA), the Americans with Disabilities Act (ADA) and No Child Left Behind. Current litigation in special education will be examined. Culminating experience includes development of an Individual Education Program (IEP) plan and IEP meeting simulation.
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SPEC 538 - Student Teaching and Student Teaching Seminar: Special Education (fall/spring)
6 Credits
Student teaching required for graduate candidates pursuing a license in Special Education. This 10-week practical application of previously studied theory is supervised by qualified special educators in a school setting. Candidates plan, instruct and assess for the greatest positive impact on student learning; teach and co-teach individuals, small groups and whole classes with concentration on meeting the needs of students with learning disabilities, intellectual disabilities or behavioral disabilities in the least restrictive environment; participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings and in-service workshops; attend mandatory on-campus seminars.
Prerequisite(s): Completion of general education and licensure courses with minimum grade requirement met; Praxis II scores reported to the licensure office; application to the Student Teaching and Clinical Experiences office by February 1 for fall student teaching and September 15 for spring student teaching
Corequisite(s): Must be taken in conjunction with SPEC 536 - Practicum: Special Education for Special Education licensure
Other: No other coursework may be taken during this semester. Fee required for Consortium students.
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SPEC 539 - Curriculum and Instruction: Adaptive Strategies
3 Credits
Designing curriculum, instruction and supports to meet the needs of diverse learners in the classroom. Focuses on Universal Design for Learning and linking Individual Education Programs (IEPs) to the general education curriculum. Explores program planning and implications of Response to Intervention (RTI). Field study required.
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SPEC 540 - Reading Comprehension and Vocabulary Interventions
3 Credits
Universal design and evidence-based practices are used to design interventions and monitor progress of students who struggle in meeting grade level expectations in vocabulary and comprehension. Individualized Education Programs (IEPs) are used to plan, differentiate and evaluate instruction for different reading disability profiles. Course-embedded, supervised field study included.
Prerequisite(s): SPEC 517 - Children with Mild Disabilities or SPEC 524 - Instruction and Curriculum
Other: Field study application required
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SPEC 541 - Collaborative Consultation for School Personnel
3 Credits
Focuses on current trends and issues related to collaborative planning on behalf of students with disabilities. Explores the roles and responsibilities of interdisciplinary team members in meeting the needs of diverse learners in a variety of settings. Examines co-teaching models, parent-professional partnerships and the leadership role of special educators in Response to Intervention (RTI) models. Field study required.
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SPEC 542 - Foundational Reading Interventions
3 Credits
Focuses on the identification and remediation of reading difficulties. Candidates will be learn:
- The essential components of reading
- How to administer standardized criterion and norm-referenced curriculum based measures
- How to develop an individualized scope and sequence of instruction
- How to develop and deliver a diagnostic-prescriptive, multi-sensory, systematic and explicit series of individualized remedial reading lessons
- How to monitor and report student progress
A course-embedded, supervised field experience is required. Programming in special and general education will be considered in the development and delivery of Individualized Education Programs (IEP). Supervised practicum included.
Prerequisite(s): SPEC 517 - Children with Mild Disabilities and SPEC 524 - Instruction and Curriculum
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SPEC 543 - Instructional Planning and Interventions in Special Education: Writing and Study Skills
3 Credits
Interventions in writing and study skills for school-aged children with special needs. Programming in both special education and general education considered in the development, delivery and evaluation of individualized education plans. Field study required.
Prerequisite(s): SPEC 517 - Children with Mild Disabilities and EDUC 524 - Instruction and Curriculum
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SPEC 544 - Social Skill Interventions
3 Credits
Focuses on connecting emotional intelligence and academic learning for K-12 classrooms and schools. Students will develop and present an intervention plan with targeted goals, progress-monitoring tools and documented follow-up. Professional learning communities will be used to show how to establish an effective school-based response to intervention systems.
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SPEC 545 - Seminar in Intensive Intervention in Reading
3 Credits
Includes instructional models for teaching remedial reading and language arts. Consideration of literary assessment and behavior management techniques.
Prerequisite(s): Limited to selected interns who hold a Connecticut Educator License
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SPEC 547 - Practicum I: Reading Interventions
6 Credits
Part of the Literacy Internship Program. Selected interns provide direct instruction to students with remedial needs, supplemental to their regular classroom programs. Additional components are diagnostic assessment, development of prescriptive education plans, evaluation of program effectiveness, parent conferences and teacher consultation. Fieldwork requires four and one half days per week, based on the participating school districts’ calendars.
Other: Limited to selected interns who hold a Connecticut Educator License
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SPEC 548 - Practicum II: Reading Interventions
6 Credits
Part of the University of Saint Joseph/Literacy Internship Program. Continuation and refinement of the clinical experiences described in SPEC 547 - Practicum I: Reading Interventions .
Other: Limited to selected interns who hold a Connecticut Educator License.
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SPEC 549 - Student Teaching and Student Teaching Seminar (15 weeks)
12 Credits
For graduate candidates pursuing an initial license in Special Education. This 15-week practical application of previously studied theory is supervised by qualified special educators in a school setting. Candidates plan, instruct and assess for the greatest positive impact on student learning; teach and co-teach individuals, small groups and whole classes with concentration on meeting the needs of students with learning disabilities, intellectual disabilities or behavioral disabilities in the least restrictive environment; participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings and in-service workshops; attend mandatory on-campus seminars.
Prerequisite(s): Completion of licensure courses with minimum grade requirement met; Praxis Subject Assessment scores reported to licensure office; application to the Student Teaching and Clinical Experiences office by February 1 for fall student teaching and September 15 for spring student teaching.
Other: No other coursework may be taken during this semester. Fee required for Consortium students.
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SPEC 551 - Cross Endorsement DSAP Practicum I
3 Credits
Available only to licensed teachers who have a Durational Shortage Area Permit (DSAP) from the state Department of Education. Candidates have sole teaching responsibility for students in their classrooms as described in the DSAP certification letter. USJ supervisors will observe once a week for seven weeks. Candidates will attend the student teaching seminars provided by the School of Education. Candidates will also buy a LiveText account and will upload documents as noted in the student teaching handbook for special education. NOTE: SPEC 551 and SPEC 552 - Cross Endorsement DSAP Practicum II are taken in the same semester.
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SPEC 552 - Cross Endorsement DSAP Practicum II
3 Credits
Available only to licensed teachers who have a Durational Shortage Area Permit (DSAP) from the state Department of Education. Candidates have sole teaching responsibility for students in their classrooms as described in the DSAP certification letter. USJ supervisors will observe once a week for seven weeks. Candidates will attend the student teaching seminars provided by the School of Education. Candidates will also buy a LiveText account and will upload documents as noted in the student teaching handbook for special education. NOTE: SPEC 551 - Cross Endorsement DSAP Practicum I and SPEC 552 are taken in the same semester.
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SPEC 554 - Research-Based Math Interventions
3 Credits
This course focuses on intervention practices to meet the individual needs of students. Task analysis and error analysis followed by evidence-based practices are used to design mathematics interventions and monitor progress of students who show difficulty meeting grade level expectations. Curriculum based measures are used to evaluate growth, identify non-responders and determine areas of need in mathematics. Supervised practica included.
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SPEC 557 - Supervision under Durational Shortage Area Permit I (DSAP)
3 or 6 Credits
Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or employed in a non-public school and who has not previously student-taught. A supervisor from USJ is provided to observe and assess classroom teaching. Students who successfully complete this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching. Seminar attendance is required.
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SPEC 558 - Supervision under Durational Shortage Area Permit II (DSAP)
3 or 6 Credits
Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or employed in a non-public school and who has not previously student-taught. A USJ supervisor will observe and assess classroom teaching. Students who have successfully completed this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching.
Prerequisite(s): SPEC 557 - Supervision under Durational Shortage Area Permit I (DSAP)
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SPEC 560 - Autism: Nature and Characteristics
3 Credits
This course provides historical and current views regarding the characteristics, etiology, and prognosis of children with Autism Spectrum Disorders in schools. In addition, issues such as diagnostic procedures, classroom structure, research-based instructional strategies, and family involvement are surveyed. This is the first in a five-course series to prepare teachers for instructing children with autism in an inclusive as well as more restrictive environment. Bachelor’s degree or teacher certification required.
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SPEC 561 - Autism: Behavioral Interventions
3 Credits
This course will examine the factors that contribute to behaviors demonstrated by students with Autism Spectrum Disorders, and the coordinating best practices for analyzing student behavior, developing intervention plans and evaluating the effectiveness of these plans.
Prerequisite(s): IABS 560 - Autism: Nature and Characteristics
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SPEC 562 - Autism: Communication and Technology
3 Credits
This course is designed to help meet the complex communication needs of students with Autism Spectrum Disorders. Emphasis will be on: augmentative alternative communication; the use of visuals; behavior as communication; assistive technology for communication, reading and writing; play; joint attention and classroom modifications for facilitation of progress in the general education setting.
Prerequisite(s): IABS 560 - Autism: Nature and Characteristics
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SPEC 566 - Autism: Sensory and Motor Issues
3 Credits
This course will provide the student with an understanding of sensory processing and motor challenges that many individuals with ASD experience. Participants will learn strategies to incorporate into their students’ classroom environments to promote participation and maximize skill acquisition. Course participants will also define the roles of extended service providers. Instruction will be provided through lecture, coursework, case review and applied assignments.
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SPEC 578 - Practicum II: Students with Disabilities
3 Credits
Part of the University of Saint Joseph/Literacy Internship Program for licensed teachers/graduate candidates in the second year of the two-year program. Continued supervised experience for the advanced lead intern. This is a semester field assignment.
Corequisite(s): SPEC 575 - Seminar: Current Research and the Emergent Reader
Other: Limited to selected interns.
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SPEC 579 - Teaching Mathematics to Students with Disabilities
3 Credits
This course focuses on inclusionary and intervention practices to meet the learning needs of special education and at-risk students who struggle to meet grade level expectations in mathematics, grades K-12. Course expectations include development of targeted math instruction based on Common Core Standards and error analysis. Candidates deliver math intervention lessons to students identified with specialized needs in elementary, middle or secondary schools.
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SPEC 580 - Field Experience
3 Credits
On-site, independent study on the practical aspects of program and curricula development. Seminars and plan of study tailored to the needs and interests of the individual participants. Includes on-site consultations by the course instructor. Cross-listed with EDUC 580 - Field Experience .
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SPEC 582 - Exceptional Adolescents
3 Credits
The characteristics and needs of exceptional adolescents. Emphasis on how physical, sensory and intellectual impairments affect psychological/social adjustment and academic achievement. Stresses modification of instruction, classroom and behavioral management techniques appropriate to inclusionary practices. Field study required.
Prerequisite(s): EDUC 528 - Instruction and Curriculum for Secondary Teaching
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SPEC 590 - Special Topics
1-3 Credits
Special topics courses offered periodically by the department. See Course Search in MyUSJ for description of current offerings. No more than six credits in special topics may be applied to a master’s degree program in Special Education.
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SPEC 593 - Comprehensive Exam: M.A. in Education, Special Education with ASD
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams online. Before registering for the course, students must apply to complete the exam and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
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SPEC 594 - Comprehensive Exam: M.A. in Education, Special Education
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams online. Before registering for the course, students must apply to complete the exam and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
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SPEC 595 - Independent Study/ Research
1-3 Credits
Students select topic or project to pursue through independent or small group work.
Prerequisite(s): Application forms for independent study/research must be approved by the project advisor, department chair, and dean of the school.
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SPEC 596 - Independent Study/Research
1-3 Credits
Students select topic or project to pursue through independent or small group work.
Prerequisite(s): Application forms for independent study/research are available in the Graduate Studies Program office and must be approved by the project advisor, department chair and dean of the school
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SPEC 598 - Thesis I
3 Credits
By arrangement. Must be approved by the project advisor, student’s advisor, department chair and dean.
Prerequisite(s): Approval of advisor and school dean
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SPEC 599 - Thesis II
3 Credits
By arrangement. Must be approved by the project advisor, student’s advisor, department chair and dean.
Prerequisite(s): Approval of advisor and dean
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SPST 200 - Athletic Injury Care and Prevention
3 Credits
The study of emergency care techniques, basic injury prevention and evaluation. Basic techniques for injury prevention and rehabilitation of injuries are examined and practiced.
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SPST 202 - Exercise Physiology
3 Credits
Study of the basic concepts of nutrition, energy and systems of energy transfer and use in exercise and training. Focus on applications considers energy capacity enhancement, exercise performance and environmental stress, body composition and energy balance.
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SPST 300 - Sports Law
3 Credits
An introduction of the legal issues specific to organized athletics. Provides coaches with the basic knowledge of their legal responsibilities in the performance of their duties. Current legal cases researched and analyzed. Offered as a Directed Study.
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SPST 380 - Practical Topics in Coaching
3 Credits
An overview of the principles and concepts of coaching adolescents. Provides basic knowledge of the psychological, legal and medical aspects of coaching. The satisfactory completion of this course, along with a valid CPR and First Aid card, enables students to obtain a coaching permit in Connecticut.
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SPST 400 - Principles of Coaching
3 Credits
The role of the coach and the coach’s application of principles and concepts, including the development of coaching philosophy, psychological and motivational concepts for individuals and teams. Emphasis on coaching ethics, practice, game organization, parental and community strategies, and the comprehension of issues and problems associated with coaching.
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WMST 120 - Women in Society
3 Credits
A foundations class for students interested in Women’s Studies as a major or as an issue. Students study an overview of the interdisciplinary and global issues from a women’s studies theoretical perspective. A feminist analysis of the cultural and social history of women forms a basis for the course. Offered every spring. (LAS) (WR) (WS) (CORE: MWGS)
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WMST 200 - Special Topics in Women’s and Gender Studies
3 Credits
Examination of important phenomena in women’s and gender studies. Focus varies. May be taken twice for credit. (CORE: MWGS)
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WMST 230 - Feminist Theories
3 Credits
A feminist perspective on the current debates in theory and different theoretical approaches applied to the study of women and gender: cultural, essentialist, liberal, socialist, womanist, among others. Students develop their own theories or identify which fits their values and beliefs the most. Cross-listed with POLS 231 - Feminist Theories . (LAS) (WR) (WS) (CORE:MWGS)
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WMST 265 - Women in the World Economy
3 Credits
Locating women in the web of economy, whether in a rich industrial economy or a developing economy. Women as significant economic actors whose status is determined by control over resources, work conditions and the products of labor. Investigates how economic systems and colonization affect gender relations. Cross-listed with ECON 265 - Women in the World Economy . (LAS) (GI) (WS) (CORE:Global, MWGS)
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WMST 295 - Exploratory Independent Study
1-3 Credits
Students propose research topics, working with faculty guidance.
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WMST 350 - Internship
1-6 Credits
Theory into practice in an internship with an organization that deals directly with issues pertaining to women’s lives. Examples of possible placements: The Connecticut Permanent Commission on the Status of Women; My Sister’s Place, a battered women’s shelter; YWCA; Interval House, which works on domestic abuse issues.
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WMST 400 - Women’s Studies Seminar
3 Credits
An in-depth study of a particular topic depending on the professor’s specialty, such as the grassroots women’s economic groups in the two-thirds world, the Suffrage Movement in Britain and the United States, feminist literary theories or Virginia Woolf. A research paper implementing a theoretical analysis from a Women’s Studies methodology is required. (CORE: MWGS)
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WMST 495 - Women’s Studies Advanced Independent Study
1-6 Credits
Further development of faculty-guided research on topics students propose.
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WMST 499 - Senior Coordination
3 Credits
Students conduct and write a research project related to their interest, implementing theoretical and analytical Women’s Studies methods. Addresses larger areas of research that are especially linked to women: the study of nontraditional arts made by women, for example, quilting, letters, diaries, pottery; the study of female groups and relationships; female psychology and cultures; birthing and child-rearing; woman’s lifecycle.
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